Responsibility For Education Research Articles

Advanced practice nursing in surgery: A scoping review of roles, responsibilities, and educational programs

AbstractIntroductionThe increasing complexity of the healthcare sector requires an evolution in nursing education to effectively manage care in complex and interdisciplinary contexts.AimThis review aims to analyze the role of advanced practice nurse (APN) in the surgical context within hospital settings, detailing their functions and responsibilities. It also provides an overview of the main degrees and postgraduate training programs for specialization in perioperative management in major Western countries.MethodsThis scoping review followed the Arksey–O'Malley framework and Joanna Briggs Institute methodology. The Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for Scoping Reviews (PRISMA‐ScR) was used to ensure rigorous and transparent reporting.ResultsAmong the 3663 records analyzed, 20 were included in this review. The role of the APN spans across the preoperative, intraoperative, and postoperative phases, encompassing follow‐up care as leaders, mentors, and contributors to research. APNs play a pivotal role by offering direct and indirect patient care at each stage of the surgical journey. Acting as liaisons between the healthcare team and patients, APNs enhance healthcare delivery through personalized, coordinated care, while also fostering ongoing education and research in the field.ConclusionsAPNs enhance surgical care by providing in‐depth clinical assessments, education, and support throughout the treatment process. However, the lack of standardized regulatory frameworks in some countries limits the autonomy of APNs within the healthcare system, compromising their ability to address unmet health needs and engage in international collaboration.Implications for nursing and health policyThe findings underscore the need for standardized educational pathways, roles, responsibilities, and autonomy for APNs, facilitating better international collaboration and contributing to scientific research.

Enhancing civic engagement through podcasting: a modern approach for higher education

ABSTRACT Civic Education in higher education often struggles with student disengagement, largely due to traditional, less interactive teaching methods. This study explores the integration of podcasts as an innovative tool to enhance civic engagement among students. Grounded in andragogical principles, podcasts offer a dynamic platform for active participation, fostering critical discussions and reflections on pressing social issues. Conducted within the Faculty of Languages, Arts, and Culture at Universitas Negeri Yogyakarta, Indonesia, this research involved students from the English Education Program and employed a qualitative descriptive approach to assess the impact of podcasts on critical thinking, collaborative learning, and the understanding of civic concepts and social responsibility. The findings indicate that podcasts significantly enrich the learning experience, equipping students to become more critical, socially conscious citizens who actively contribute to societal change. This study contributes to the field by highlighting the effectiveness of innovative teaching strategies in Civic Education, particularly the use of podcasts to strengthen civic engagement and social responsibility in higher education. The implications of this research underscore the need for educators to adopt more engaging and interactive methods, thereby equipping students with the essential skills and knowledge to actively participate in civic life and address social issues effectively.

Current Practices for Delivering New Diagnosis Education at Children's Oncology Group Institutions: A Report From the Children's Oncology Group.

The Children's Oncology Group (COG) Nursing Discipline developed expert consensus recommendations and resources to guide the delivery of new diagnosis education across its member institutions. Current new diagnosis education practices across COG member institutions are unknown. To understand current new diagnosis education practices across COG member institutions. We conducted a cross-sectional survey of COG nurses between July and October 2023 to elicit current practices to deliver new diagnosis education to families across COG institutions. Data were collected and managed using REDCap electronic data capture tools. Individual responses from single institutions were averaged as a single institution-level response. Respondents included 146/227 (64.3%) COG institutions across 5 countries. Advanced practice nurses and nurse educators have primary responsibility for new diagnosis education at 28.1% and 26.7% of institutions, respectively. Less than half (42.4%) of institutions have a clearly defined process for delivering new diagnosis patient/family education. Almost all (88.2%) institutions use the COG Family Handbook; 64.7% use the COG New Diagnosis Guide, and 41.9% use the COG KidsCare app to support the delivery of new diagnosis education. More than half (61.5%) of institutions use checklists to facilitate the delivery of new diagnosis education, with 81.6% of large institutions versus 44.1% of small institutions reporting the use of checklists ( P = .004). There is variability in current new diagnosis education practices across COG institutions. These findings highlight opportunities for implementing standardized approaches aligned with expert consensus recommendations for the delivery of new diagnosis education.

Transferring responsibility in primary school physical education: Experiences of five teachers participating in a professional development programme

Developing personal and social skills is an important educational goal and part of citizenship education. In physical education (PE), transferring responsibility for managing activities is a method to achieve this goal. For teachers, however, it is a challenge to relinquish control. This qualitative study investigated how five PE teachers experience a continuous professional development (CPD) programme aimed to help them deal with this challenge. Findings showed that a CPD programme can help teachers to make room for children to manage activities independently. However, teachers’ beliefs about the purpose of PE and limited teaching time complicate their willingness to transfer responsibility.

The sexual behaviors of young Polish women and their knowledge about contraception

Introduction. With the increasing trend of early sexual activity among adolescents, contraception has become a crucial topic. Poland ranks last in the Contraceptive Atlas, as the country with the poorest access to contraception methods and information. This results in a low level of contraceptive knowledge among young people, leading to unintended pregnancies and sexually transmitted infections. Adequate sexual education is a key element in promoting sexual health, enabling informed contraceptive choices based on medical knowledge. The responsibility for sexual education lies not only with parents but also with educators, pedagogues, doctors, and governmental bodies. Aim. To assess knowledge about contraception and investigate the sexual behaviors of women aged 15-25, comparing the results with available literature and indicating possible preventive actions in the studied area. Material and methods. An anonymous electronic survey was conducted among women aged 15-25 from across Poland. The survey was distributed on various internet groups, primarily comprising students. It included closed-ended questions verifying knowledge of the topic under study and a demographic section. Statistical analysis of the data was performed using Statistica and Microsoft Excel. Results. The average age of sexual initiation among respondents was 17.84±1.96 years, with one-third of them yet to engage in sexual activity. The majority of respondents (58%) had 1 to 3 sexual partners, and with increasing age and education level, the percentage of those with a higher number of sexual partners increased. The most popular contraceptive methods among respondents were barrier methods, combined oral contraceptive pills, and a combination of barrier and hormonal methods. The main sources of contraceptive information for the respondents were the internet, gynecologists, and scientific literature. Almost all respondents were aware of the definition of contraception, but only half were aware of the Pearl Index. Less than half of the respondents could identify the most effective contraceptive method, while almost all correctly identified the least effective method. The knowledge of the majority of respondents was assessed as moderate, good, or very good. Conclusions. Despite the generally good knowledge of contraception among the majority of respondents, there are still gaps that need to be filled. Due to the progressively decreasing age of sexual initiation, education on contraception is a priority that will help reduce the number of unintended pregnancies and sexually transmitted diseases in the future.

ISLAMIC EDUCATION CURRICULUM BASED ON THE QURAN: ALIGNING EDUCATION WITH SOCIETAL NEEDS

The Qur'an is the primary source of teachings for Muslims and the principal guide in everyday life, including Islamic education. Changing societal needs are a key factor in developing Islamic education curricula to ensure that school graduates meet contemporary demands. This research aims to develop a Qur'an-based Islamic education curriculum to produce graduates who understand religious teachings and can benefit society. It acknowledges that curriculum development is the responsibility of stakeholders and educators in educational institutions. Based on this premise, the researcher writes this literature to provide information for developing Quran-based Islamic Education curricula that meet societal needs. This study is a literature review employing qualitative descriptive methodology with a pragmatic approach. Primary data are derived from the Qur'an, while secondary data come from books and journals. Data collection techniques include documentation, encompassing literature such as the Qur'an, journal articles, and online sources. Data analysis follows the Miles and Huberman method, involving data collection, presentation, reduction, and verification to draw accurate conclusions. The research findings underscore the importance of aligning Islamic education curricula with societal needs. Varied implementation in madrasahs requires effective management, adequate resources, and collaboration among principals, teachers, and educational staff. Continuous evaluation is crucial to maintaining the relevance and effectiveness of the curriculum. In conclusion, this research emphasizes that a Qur'an-based Islamic education curriculum should be tailored to meet societal needs. Varied implementation necessitates effective management, adequate resources, and collaboration among madrasah principals, teachers, and educational staff to achieve quality education goals.

The role of social entrepreneurship education and corporate social responsibility in shaping sustainable behaviour in the education sector of Lahore, Pakistan

Social Entrepreneurship Education (SEE) has the potential to benefit society by reducing poverty and advancing social, economic, and environmental sustainability. This study examines how SEE enhances students’ perception of Corporate Social Responsibility (CSR) and leads to more sustainable behaviour among students. Additionally, this study explores how the Institutional Environment strengthens the connection between SEE and perceived CSR, both crucial for cultivating sustainable behaviour. The theory of planned behaviour serves as the foundation for this study. A questionnaire-based survey was completed by purposively selected 271 undergraduates from private universities in Lahore, Pakistan. The findings indicate that social entrepreneurial education positively impacts the students’ perception of CSR and sustainable behaviour. Additionally, the study found that CSR plays a mediating role, which is statistically significant. The findings also suggest that the institutional environment acts as a moderator. This study contributes significantly to the existing knowledge and is a valuable guide for educational institutions to develop policies for education programs based on social entrepreneurship courses and training.

Research on the Cultivation of Education for National Identity in High School Geography

National identity is an important national conscience and plays a key spiritual role in maintaining national unity, stability and promoting the healthy and rapid development of the country. As an essential driver of education, the discipline must assume a major responsibility for national identity education. This study integrates national identity education into high school geography teaching, combines the latest geography teaching theory system with literature research method, text analysis method to analyze the components and specific content of national identity in high school geography teaching, and establishes a new teaching model. Simultaneously, the theme of “maritime rights and interests and ocean development strategy” was selected for teaching experiment, and the impact of the teaching mode proposed in this paper on the students’ learning efficiency in geography is investigated by questionnaire. The results of the teaching experiment show that the proposed teaching model can improve students’ awareness of national identity and serve as a reference for the teaching of national identity in subject subjects.

The difficulty of seeing the world differently: a pedagogical and ethical aspect of moral persuasion

ABSTRACT This study examines the grammar of moral persuasion that leads to moral outlook transformation, exploring Cora Diamond’s insights in the ‘difficulty of reality’ (2008) and Wittgenstein’s concept of aspect change. Using J. M. Coetzee’s The Lives of Animals, Diamond illustrates the gulf between the character’s experiences and the audience’s interpretive deflections, highlighting the limitations of rational arguments in moral persuasion. Drawing on Wittgenstein, Diamond argues that we should imaginatively consider what seems nonsense as sense and understand the speaker’s intention to communicate. By comparing how reasons work in ethics to Wittgenstein’s methods, this study emphasizes both the difficulty educators face in persuading students to notice aspects they are blind to and the responsibility of educators to acknowledge seemingly nonsensical sentences uttered in children’s voices. It underscores the role of imaginative engagement and educators’ responsibility to share children’s sensitivities to our shared world in ethical and pedagogical approaches to moral persuasion.

Physical therapy students’ perceived levels and sources of stress during clinical education experiences

Purpose: Stress has been linked to poor performance and mental health disorders in health professions students. Very little is known about health professions students’ stress during clinical education. The purpose of this study was to explore the levels and sources of stress experienced by Doctor of Physical Therapy (DPT) students during the clinical education portion of their curriculum. Methods: In this cross-sectional, descriptive study, 925 first-, second-, and third-year DPT students from eight Midwestern colleges and universities were invited to complete an electronic survey during a clinical experience. The survey included demographic information, the 10-item Perceived Stress Scale (PSS), and the Undergraduate Sources of Stress (USOS) scale. Results: The response rate was 28% with a total of 259 returned surveys. The mean PSS score was 14.15 out of a possible 40, with a range from 0 to 30. There were significant differences in levels of stress based on program year and clinical level. No significant differences in level or sources of stress were noted based on gender or clinical setting. Academic sources were the greatest source of stress reported. Amount of student debt and percentage of responsibility for graduate education were significantly correlated with financial sources of stress. Conclusion: Participants in this study reported mean PSS scores during clinical education experiences similar to those previously reported for physical therapy. Identifying perceived stress levels, sources of stress, and mitigating factors has the potential to improve the health of students and positively impact patient care.

The Integration of Ideological and Political Elements in Music Education and Its Role in Shaping Students' Values

In the context of contemporary educational reform, music education is not only responsible for cultivating artistic literacy but also bears the responsibility of ideological and political education. By organically integrating ideological and political elements into music education, teachers can enhance students' aesthetic abilities while reinforcing their cultural confidence, social responsibility, and patriotic sentiment. This study explores the importance of ideological and political elements in music education, analyzes their critical role in shaping students' values, and proposes specific implementation strategies. The research results show that effectively integrating ideological and political elements into music education not only improves students' aesthetic literacy but also, through emotional resonance and the transmission of core values, promotes the formation of students' correct worldview, outlook on life, and values. This paper provides theoretical support and practical guidance for educators, aiming to promote the deep integration of music education and ideological and political education.

Participation and influence of welfare associations in early childhood education in legislative procedures in Germany

ABSTRACT In Germany, responsibility for early childhood education and care (ECEC) lies with the 16 federal states, which define the structures, financing and regulations concerning ECEC. Due to a subsidiary system, municipalities are not able to offer ECEC as long as private providers offer enough places. These providers employ a large variety of pedagogical concepts and practices. The article explores the role of welfare associations and interest groups in ECEC policies. What is their position in legislative procedures and their influence on the development of a competent system under the perspective of professionalization? First, we give a theoretical framework about professionalization and the development of a competent system and then describe the structure of the German ECEC system. Then we provide a content analysis of documents on the influence of associations in an exemplary legislative procedure to promote quality in ECEC. The results illustrate how welfare associations can influence ECEC policies.

Doing welfare in German secondary schools—How students’ welfare receipt becomes visible in teacher-student interactions and how teachers perceive these students

AbstractWelfare recipients (e.g., “Bürgergeld”) generally are subject to negative stereotyping, but it is unclear whether students’ welfare receipt plays a role in teacher-student interactions, and if so, what. We conducted eight focus groups with 27 teachers and analyzed them using grounded theory to investigate how teachers characterize welfare-related teacher-student interactions. In addition, we examined how teachers perceive these students and the role of stereotypes in these perceptions. Welfare receipt becomes apparent mostly in bureaucratic care interactions in which teachers support corresponding students in financing school participation possibilities. The familial financial situation meets the school’s participation requirements in these teacher-student interactions. Teachers’ feeling of responsibility for this support varies. Most teachers perceive poverty-related shame among students in these interactions, while others do not. Accordingly, the need for a sensitive approach in these interactions is assessed differently. Teachers mentioned hardly any perspectives on the students themselves but on parents receiving welfare (e.g., low educational responsibility) and assumed parents pass on this behavior to their children. In some cases, this leads to negative educational expectations toward corresponding students, which could implicitly influence teaching-related teacher-student interactions. The results provide initial indications for subsequent negative self-perceptions of students on welfare about their social situation at school.

Perceptions regarding attitude towards simulation-based learning among nursing students in Saudi Arabia: A cross-sectional study.

Simulation-based education is essential for preparing nursing students for their professional roles and enhancing their learning experiences and patient care skills. However, there is a gap in understanding how nursing students perceive and engage with simulation-based learning, particularly in the context of Saudi Arabia. This lack of insight limits the ability to develop effective educational strategies. This study aimed to evaluate nursing students' perceptions regarding attitudes toward simulation-based learning in Saudi Arabia. A cross-sectional study was conducted from December 2023 to February 2024, involving 173 nursing students from a single university. Participants completed a structured questionnaire assessing their attitudes toward simulation-based learning, focusing on its relevance, interprofessional education opportunities, communication, situation awareness, and roles and responsibilities. Descriptive statistics were used to analyze the data. Mann-Whitney and Kruskal-Wallis tests were used to examine correlations between variables, with a significance level of p <0.05. The study found that 91.3% of participants had a favorable attitude toward simulation-based learning (Median = 4.43, IQR = 4 - 5). Age and grade level significantly influenced attitudes; younger students (under 20 years) had lower scores (Z = -2.490, p = 0.013), while fourth-year students had higher scores than third-year students, showing a statistically significant difference (H = 8.573, p = 0.014). Additionally, grade point average (GPA) was a significant factor, as students with GPAs between 5.00 and 4.50 scored higher than those in the 3.74-2.75 range (H = 25.893, p <0.001). The study concluded that nursing students in Saudi Arabia have a generally positive attitude toward simulation-based learning, recognizing its importance in enhancing their educational journey and clinical preparedness. These findings highlight the need to integrate simulation-based pedagogical approaches in nursing education to foster critical thinking and improve communication skills, thereby enhancing patient care outcomes.

Teacher Induction Policy Development and Implementation: A Case of Ontario’s New Teacher Induction Program (NTIP)

Attrition and turnover among early career teachers (ECTs) have garnered the attention of policymakers and educational leaders across Canada. However, due to provincial/territorial responsibility for education in Canada, teacher induction efforts to keep novice teachers in the profession depend on school system structures and policies specific to given jurisdictions. This article describes an in-depth policy analysis of the development and implementation of Ontario’s New Teacher Induction Program (NTIP). Using a policy document analysis methodology, the review of the induction policy mandates, program evaluations, and empirical studies highlights the NTIP’s organization and scope, the stakeholders’ roles, duties, and responsibilities, the programmatic impacts, and the challenges associated with its implementation. The article concludes with implications for policy development and implementation as well as for the practice of supporting ECTs.

Dilemma of family education for hearing‐impaired children in China: Responsibility or evasion?

AbstractDue to the difficulty in identifying and monitoring factors that cause hearing impairment during pregnancy, large numbers of new hearing‐impaired children are born every year. Children's hearing impairment can have an impact on all aspects of the family. Family education, as an important element of family function, plays a key role in the growth and development of hearing‐impaired children and in improving the interaction between hearing‐impaired children and their parents. Based on a qualitative study in central China, this article examines the current situation and dilemmas of family education for hearing‐impaired children. Results show that families of hearing‐impaired children generally have a tendency to avoid family education responsibilities, as demonstrated by the lack of family roles, low participation in specific family education, absence of communication and care functions and a laissez‐faire approach to bringing up their children. This evasive tendency cannot simply be attributed to parental irresponsibility; rather, it is the result of a combination of four factors and is closely related to insufficient social support. In the short term, a two‐pronged approach is needed: strengthening the government's responsibility and rendering assistance for families with hearing‐impaired children on the one hand, and establishing reliable links between home and school to provide professional support on the other. In the long run, it is necessary to build up a social support mechanism with social work intervention. This paper puts forward the need for collaboration among multiple parties and a family‐centred assistance model to promote a shift from the tendency towards evasion to active assumption of family responsibility.

대화적 관계 형성을 통한 현대교사의 실존적 위기 극복: 마틴 부버의 교사 성직관을 중심으로

[Objective] The purpose of this study is to increase understanding of the crisis of teachers’ authority in light of Buber’s view of sacred profession of teachers. [Contents] The crisis of teachers’ authority is not just a problem in Korean society, but is a common phenomenon in modern world. In order to educate, it is necessary for students to recognize the teacher as a person who helps their growth and thus enter into educational relationship. However, in the modern context where the traditional social atmosphere that highly recognized the authority of teachers has disappeared, it is difficult to expect students to recognize the authority of teachers. According to Buber, the crisis of teachers’ authority cannot be solved by reviving the authority of teachers in the past. We must accept that we have entered an era where teachers must shoulder the full responsibility for education, as we have moved away from the era when the community shared educational responsibility. [Conclusions] In order to overcome the crisis of teachers’ authority, it is necessary to keep in mind that teaching is not only a professional job but also a sacred vocation. In modern times, it is essential for teachers to existentially transform themselves, inviting students into a dialogue relationship through the act of inclusion.

Towards a scientific interpretation of the social effectiveness of education

The article substantiates the problem of the social effectiveness of education as the main scientific and practical product and, at the same time, as the area of theoretical integration of the sociology of education. Its solution is a prerequisite for overcoming bureau-pathologies and the transition from universal and bureaucratic management to scientific management of education. The approach to the social effectiveness of education is disclosed on the basis of the concept of its institutional functions, as the ratio of socially significant results to the total costs (including intangible) of education. The interpretation of this problem involves: determining the methodological role of sociology in solving this theoretical and applied problem; taking into account the entire spectrum of institutional functions (impact on all spheres of society, delay in results in time; irreducibility to a market service or pedo-centric and &amp;amp;quot;competence&amp;amp;quot; schemes); interdisciplinary interaction for the conceptualisation of social costs and results. The absence of the concept of &amp;amp;quot;social effectiveness of education&amp;amp;quot; in the current legislation of the Russian Federation creates a normative space for bureaupathologies in educational policy. Bureaucrats replace the public efficiency of education – a multi-component criterion of management quality – with project management that is advantageous to them. They ignore the extensive responsibility of education in society, breaking up its management into short projects, and in this the bureaucrats´ actions merge with neoliberal “modernisations” and pedo-centric “reforms”, leading education to a crisis, waste of state resources, and lagging behind in global competition. The author comes to the conclusion that in order to solve the problem of efficiency, a methodology for analysing public costs and results of education within the framework of its institutional functions is necessary. Successful development of the concept of public efficiency will ensure the accelerated development of the sociology of education in Russia against the background of global trends of shallow topics and theoretical disintegration of this branch of science. The latter, in the author's opinion, fully meets the priorities of Russian society, education and science.

Exploration and Practice of Utilizing Stomatology Museums As a Vehicle to Support Education

The museums of stomatology provide important support for integrated education, bearing the responsibility and mission of cultural education. Serving as a vehicle of education, stomatology museums are an integral part of theoretical and ethical education. This article introduces the current development status of stomatology museums in China. Herein, we presented an overview of the development strategies for the construction of stomatology museums in China from the perspectives of becoming incorporated in the national museum management system, establishing an evaluation system for cultural artifacts of stomatology, conducting a national survey of movable cultural relics, and conducting historical research on cultural relics in museums. A development strategy for utilizing stomatology museums in China as a vehicle for education has been proposed from the perspectives of promoting the improvement of museum curation skills, establishing interactive activities in museums, promoting research and study tours in stomatology museums, establishing itinerant exhibitions, developing cultural and creative products for museums, and promoting digital construction of museums. This article will help explore new growth points for the development of stomatology museums in the new era.

Complexity and Challenges of Cross-Cover Care in Graduate Medical Education: A Qualitative Study.

Cross-cover care (care for hospitalized patients when the primary team is absent) is a common graduate medical education responsibility; however, it may lead to increased preventable adverse events. Despite understanding the difficulties of cross-cover care, medical educators lack comprehensive knowledge of specific challenges that residents face and how they handle these challenges. This study explores the challenges residents experience when providing cross-cover care. The authors conducted 60 semistructured, qualitative interviews with 20 internal medicine and surgery residents at a single academic institution between October 2021 and April 2022. Each resident participated in 3 interviews, 2 immediately after a shift. Working inductively, the authors generated codes for important themes. Study design and data collection were guided by interpretive description, a qualitative approach for health care research focused on experiences and perceptions to develop meaningful findings. To illustrate residents' workflow and aid in quality improvement efforts, the authors created a process map. Seventeen cross-cover challenges were organized into 7 interrelated and overlapping themes: lack of baseline knowledge, inadequate or inaccurate information transfer from the primary team, unfamiliarity with cross-cover patients, high task volume leading to increased interruptions, ill-defined roles leading to unmet expectations from others, perceived decreased access to resources, and fatigue. The process map illustrates 4 cross-cover workflow components: information transfer from the primary team to the cross-cover team, direct handling of cross-cover tasks that are assigned by the primary team or that arise during the time of cross-cover, information transfer back to primary team and other care team members, and responsibilities that residents have overnight that are not directly related to cross-cover. Residents face substantial challenges when providing cross-cover care, which have important implications for patient safety and resident well-being. The medical community should strive to develop educational and structural interventions to improve this process.