Inclusive Teaching Strategies Research Articles

Nurses' assessment and management of pain at wound dressing changes.

This case study examined the methods used by nurses to assess, manage and document pain at wound dressing changes. The sample consisted of four registered nurses working in acute surgical wards and the dermatology outpatient clinic at a large hospital. A theoretical framework was used to structure and focus the study. Data were collected through non-participant observation, semi-structured interviews and nursing documentation. Findings included the failure of nurses to assess patients' pain verbally or to use pain assessment tools. Reliance on nursing experience and non-verbal patient indicators of pain suggested inadequate assessment. Pharmacological agents were advocated to manage pain but were not used. Information was given to patients but no control over their pain was facilitated. Neither assessment nor management of pain at dressing changes was documented. Recommendations are suggested, including teaching strategies to develop a more sensitive approach which would include patient involvement in pain assessment before dressing changes, documented pain assessments and wider availability of nitrous oxide and oxygen (Entonox).

The teacher as a guide of children's competence with peers

A comparison is made of recommendations found in the literature for the role teachers can adopt to promote children's competence with peers and observational evidence of how teachers mediate peer interactions in the classroom. While the teacher's role as a mediator is recommended in the teaching practice literature, limited empirical evidence suggests that teachers rarely intervene in children's peer play. The argument is made that, given an integrated view of development, an appropriate teaching role involves active guidance of young children's development of social competence with peers. Vygotskian-based concepts are described as they could be applied to the teacher education process. A basic decision-making framework for teaching interventions is derived from these concepts, including teaching strategies and questions that teachers could ask themselves in reflecting upon the most appropriate classroom interventions. Finally, the advantages of using such a framework for teaching are discussed.

Willingness of health-professions students to treat patients with AIDS

This 1988-89 survey of 319 students in the medical, dental, nursing, and allied health-care professions revealed that over one-third had some reservations about treating acquired immunodeficiency syndrome (AIDS) patients. Most were unwilling to perform mouth-to-mouth resuscitation on patients with AIDS, and most also believed that health-care workers had the right to refuse care to AIDS patients. Unwillingness to treat AIDS patients was strongly associated with homophobic attitudes and concerns that patients with AIDS posed a risk to health professionals. AIDS education for health professionals should emphasize methods for the prevention of HIV infection among health workers, and include teaching strategies designed to deal with the irrational feelings that AIDS often engenders.

The Making of Mission Schools in Kenya: A Microcosmic Perspective

Previous articleNext article No AccessThe Making of Mission Schools in Kenya: A Microcosmic PerspectiveRobert W. StrayerRobert W. Strayer Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 17, Number 3Oct., 1973 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/445724 Views: 37Total views on this site Citations: 10Citations are reported from Crossref Copyright 1973 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Andrew E. Barnes Christianity and Vocational Education in Africa, (Jun 2020): 151–183.https://doi.org/10.1007/978-3-030-38277-3_7Inge Dornan Conversion and Curriculum: Nonconformist Missionaries and the British and Foreign School Society in the British West Indies, Africa and India, 1800–50, Studies in Church History 55 (Jun 2019): 410–425.https://doi.org/10.1017/stc.2018.7Armin Owzar Erziehung zur Ebenbürtigkeit? Ostafrikanische Schülerinnen und Schüler auf und in Menschenbildern evangelischer Missionare um 1900, (Sep 2018): 207–232.https://doi.org/10.13109/9783666101564.207Felicity Jensz Non-European Teachers in Mission Schools: Introduction, Itinerario 40, no.33 (Dec 2016): 389–403.https://doi.org/10.1017/S0165115316000620Brent C. Elder, Michelle L. Damiani, Benson O. Oswago From attitudes to practice: utilising inclusive teaching strategies in Kenyan primary schools, International Journal of Inclusive Education 20, no.44 (Sep 2015): 413–434.https://doi.org/10.1080/13603116.2015.1082648Brent C. Elder Right to Inclusive Education for Students with Disabilities in Kenya, Journal of International Special Needs Education 18, no.11 (Mar 2015): 18–28.https://doi.org/10.9782/2159-4341-18.1.18Edith Mukudi Omwami Agentive role of government in African education: North Nyanza, 1890–1920, Journal of Educational Administration and History 46, no.44 (Sep 2014): 405–423.https://doi.org/10.1080/00220620.2014.940857Hansjörg Dilger, Dorothea Schulz Politics of Religious Schooling: Christian and Muslim Engagements with Education in Africa, Journal of Religion in Africa 43, no.44 (Jan 2013): 365–378.https://doi.org/10.1163/15700666-12341262Felicity Jensz Missionaries and Indigenous Education in the 19th-Century British Empire. Part II: Race, Class, and Gender, History Compass 10, no.44 (Apr 2012): 306–317.https://doi.org/10.1111/j.1478-0542.2012.00838.xFelicity Jensz Missionaries and Indigenous Education in the 19th-Century British Empire. Part I: Church-State Relations and Indigenous Actions and Reactions, History Compass 10, no.44 (Apr 2012): 294–305.https://doi.org/10.1111/j.1478-0542.2012.00839.x

Escritura creativa e igualdad: versiones de los cuentos tradicionales

El cuento como recurso educativo puede ser una herramienta muy útil. En estas páginas se busca una revitalización del juego con los cuentos tradicionales en las aulas a través de la escritura creativa y se reflexiona sobre las polémicas feministas en torno a dicha tradición, con el objetivo de favorecer una educación en igualdad sin prescindir de los cuentos. Se presenta una propuesta didáctica que empieza con la revisión de las versiones más antiguas de dos de los cuentos tradicionales más conocidos: Cenicienta y La Bella Durmiente. Los resultados de la investigación incluyen estrategias didácticas que implican a los estudiantes de una forma activa en el proceso de aprendizaje a través de la escritura creativa 2.0 a partir de cuentos tradicionales.