The intersection between logical empiricism and qualitative nursing research: a post-structuralist analysis.

PURPOSE: To shed light on and analyse the intersection between logical empiricism and qualitative nursing research, and to emphasize a post-structuralist critique to traditional methodological constraints. METHODS: In this study, a critical examination is conducted through a post-structuralist lens, evaluating entrenched methodologies within nursing research. This approach facilitates a nuanced exploration of the intersection between logical empiricism and qualitative nursing research, challenging traditional methodological paradigms. RESULTS: The article focusing on the "what abouts" of sample size, analytic framework, data source, data analysis, and rigour and methodological considerations, challenging the predominance of semi-structured interviews and the reliance on spoken voice as primary data sources, and re-evaluating the conventional notion of "rigour". CONCLUSIONS: I advocate for a shift from qualitative positivism towards more interpretive and post-qualitative inquiries, this work proposes new trajectories through interpretive, critical, post-qualitative, and artistic turns in nursing research, aiming to transcend positivist limitations and foster a plurality of perspectives and research as praxis. Implications emphasize the need for nursing researchers to expand methodological horizons, incorporating visual and artistic methods to enrich understanding and representation of health experiences, moving beyond positivist norms towards a more inclusive and ethically sound research paradigm.

Teaching a Canadian Experiential Course in Religion and Spirituality for Undergraduates in Addiction Counseling and Health Sciences: A Social Constructivist Framework.

Religion and spirituality (RS) are integral to counseling and health but their incorporation into the curricula of these professions is still lacking. Limited literature is available on how to effectively teach such courses. This article presents a promising experiential, interactive model for an RS course designed for undergraduate students pursuing careers in addictions counseling, therapeutic recreation, and public health. An online course conducted during the COVID-19 pandemic adopted a social constructivist framework that encompassed four key components in its design and delivery: assessing prior knowledge, creating cognitive dissonance, applying new knowledge with feedback, reflecting on learning. Students' feedback in the course indicated their broadened understanding of the plurality of RS orientations and their acquisition of foundational skills with an increased confidence in bringing RS conversations into their practice. This article provides a conceptual and practical framework for educators to develop an RS course for a diverse representation of students and encourages further evaluation of the proposed model to assess its impact on learning outcomes.

Using Social Constructivist Learning Theory to Unpack General Practitioners' Learning Preferences of End-of-Life Care: A Systematically Constructed Narrative Review.

General practitioners play a vital role in providing community-based palliative care to patients reaching end of life. In order for GPs to upgrade their skills at end-of-life care delivery, it is imperative that training programs be aligned to their learning needs and preferences. A narrative review was conducted using the electronic databases PubMed, CINAHL, PsycINFO, EMBASE, Scopus, Web of Science, and Cochrane from 01/01/1990 to 31/05/2021. 23 articles (of 10037 searched) were included for the review. Following themes were generated: Value attributed to end-of-life care learning, experience and reflection as a departure point for learning, learning as embedded in the clinical context; autonomy to decide upon their learning needs and learning preferences, learning as a transformative process; and learning as embedded in social interaction and interpretation. Training programs that are aligned to the preferences of GPs will encourage a larger clientele of GPs to access them.

Development, Construct Validation, and Normalization of a New Early Childhood Self-Regulation Assessment Scale.

Although there are many tools for assessing young children's self-regulation according to varied conceptual definitions and purposes, the purpose of this study was to develop, validate, and norm a Self-Regulation Assessment Scale for Early Childhood (SASEC) for directly evaluating observed behaviors of young children in naturalistic play experiences within the normal preschool environment. An exploratory sequential mixed methods research design was used. The 315 participants included 153 parents and 15 educators for the qualitative component and 147 children ages 3-5 years for the quantitative component. The analytical steps of a qualitative grounded theory research design were applied to adult participant interviews and focus group discussions, which culminated in 12 scale items for measuring a child's ability to initiate, modulate, and cease behaviors, tasks, or activities of varied complexities, social configurations, and limiting conditions. Children's SASEC scores were assessed via video recordings of play behaviors in naturalistic settings. Based on factor analysis results, the SASEC items constitute a single construct. According to the results of hierarchical linear modeling and multiple linear regression, preschool children's SASEC scores can be compared to the SASEC mean and standard deviation regardless of various demographic variables. Implications and recommendations for future work include having early childhood educators, child and youth care practitioners, counselors, parents and families, social workers, behavioral sciences researchers, and policy makers use the SASEC to measure young children's self-regulation while developing or monitoring the efficacy of generalized enhancement programs and individualized treatment plans.

Recovering the Lost Soul: Older Women's Reflections on Past Intrafamilial Child Sexual Abuse.

Intrafamilial child sexual abuse (IFCSA) is a social problem with longstanding effects on victims' lives. While scholarly literature has focused on the adverse aftermath of sexual abuse, only a few studies have acknowledged older women's perspectives on their experience of IFCSA and their journey of healing and recovery. The aim of the present study was to explore how older survivors of IFCSA construct and shape their experience of healing in later life and the meaning they assign to this process. Narrative inquiry was selected to explore the narratives of 11 older women survivors of IFCSA. Participants were interviewed using a biographical narrative interviewing method. The narratives were then transcribed and analyzed using thematic, structural, and performance analyses. Four major themes emerged from the participants' narratives: Achieving closure; Spiritual framing of IFCSA as a platform for self-growth; Becoming whole in old age; and Looking to the future after IFCSA. During the aging years, IFCSA survivors may redefine their identity and their place in the world. Using life review processes, older women in this study were striving to heal and reconcile with their past.

Gender differences in utilizing a game-based approach within the EFL online classrooms.

Implementation of digital tools has become a popular practice by teachers to increase student involvement within the classroom. Various technologies are being utilized by educators to help students engage with lessons and enjoy the overall learning experience. Additionally, findings from recent research have indicated that the adoption of digital tools has influenced the learning gaps between genders, specifically in relation to student preferences and gender differences. Despite significant educational development toward gender equality, there is still ambiguity regarding the learning needs and preferences of male and female students within the EFL classroom. The current study examined gender differences in engagement and motivation while using Kahoot! in EFL English literature courses. The study recruited 276 undergraduate female and male students from two English language classes (i.e., both classes were taught by the same male instructor) and surveyed 154 female and 79 male students from those classrooms. The significance of the study lies in determining whether gender impacts the way learners perceive and experience game-based curricula. In this sense, the research found that gender does not, in fact, impact the learner's level of motivation and engagement within game-based classrooms. A t-test revealed that no significant difference between male and female participants had been observed by the instructor. Future studies could fruitfully examine gender differences and preferences in digitized educational settings. Further work is certainly required for policymakers, institutions, and practitioners to disentangle the complexities regarding the role of gender in shaping the experiences of learners in the digital era. In future research, more research is needed to apply and test external factors like age that might impact learners' perception and performance in a game-based curriculum.

An educational board game for learning orofacial spaces: An experimental study comparing collaborative and competitive approaches.

Odontogenic orofacial space infection is an important topic in the dental curriculum. However, dental students do encounter difficulties in identifying the patterns of odontogenic infection spreading through fascial spaces. The implementation of game concepts might allow them to actively learn this topic by engagement. This research aimed to develop a game for learning about the orofacial spaces and to evaluate its implementation whether a competitive or collaborative approach would be more effective for dental undergraduates. 'Trace the Spread' has been developed as a table-top board game, consisting of a main board presenting the anatomical map of a human model and two types of cards (quest and action cards). Eight groups of four students were randomly assigned into either the collaboration or competition group. The students were given pre- and post-knowledge assessments to evaluate knowledge improvement after game completion, where they were asked to rate their satisfaction toward the game using a paper-based questionnaire. The findings demonstrated a significant increase in the knowledge assessment scores after game completion in both collaboration (p < 0.001) and competition groups (p = 0.003). The score improvement of the collaboration group was significantly higher than that of the competition group (p < 0.001). The students tended to show satisfaction with the game, in which the collaboration group rated the game more positively compared to the competitive approach. This game appeared to be effective for learning orofacial space infections, and the learning environment within the collaborative group was found to be more supportive in terms of knowledge improvement and satisfaction.

Utilizing Blogs on ESL learners' vocabulary learning through social constructivist theory: A descriptive study.

During this period in history, the advancement of technology is developing at a fast pace, and it is becoming more important to every normal person. In particular, the smart phone, which is quickly becoming one of the most frequently used gadgets in ordinary life, is no longer considered a luxury commodity. Because of the COVID-19 epidemic, students are not required to utilise textbooks while studying. Beyond textbooks, there are numerous other media that may be used to advance an individual's education and development. The purpose of this research study is to investigate the effect of social media, namely Blogs, on the vocabulary acquisition of ESL students. A questionnaire was adopted for data collection from 60 people from different universities, and the results were analysed using a descriptive method. Following the responses given by the respondents, it was noticed that a lot of ESL learners believed that using Blogs to improve vocabulary development is beneficial since it raises the degree of involvement in studying. The current research investigates the use of social constructivist theory in the teaching of ESL learners. The purpose of this study report is to demonstrate the statistically significant impact of the use of Blogs on the growth of learners' vocabulary. Finally, the article concluded that, in light of the descriptive study, the social constructivist method is very significant in English language learning, particularly in vocabulary development. The following objectives were established for the study through Descriptive Method of Social Constructivist Theory of Learning Vocabulary:•To explore the relationship between the use of Blogs and an interest in ESL learners' vocabulary knowledge.•To identify the effect of Blogs on the development of English vocabulary among ESL learners by using social constructivist theory.•To examine the effect of using Blogs on students' capacity to improve their vocabulary usage.

The effect of student engagement strategies in online instruction for data management skills.

Evaluating the effectiveness of teaching methods for synchronous online instruction is integral to fostering student engagement and maximizing student learning, particularly in one-time workshops or seminars. Using the lens of social constructivism theory, this study investigated the effect of different approaches of synchronous online instruction on the development of graduate students' research data management (RDM) skills during the post-pandemic era. One experimental group received teacher-centered instruction primarily via lecture and the second experimental group received student-centered instruction with active learning activities. A one-way ANCOVA was used to compare the post-test RDM scores between one control group and the two experimental groups, while controlling for the impact of their pre-test RDM scores. Both experimental groups who received online RDM instruction scored higher than participants from the control group who received no instruction. Additionally, our results indicated that learners who were exposed to more engaged and collaborative instruction demonstrated higher learning outcomes than students who received teacher-centered instruction. These findings suggest that interactive teaching that actively engages the audience is essential for successful synchronous online learning. Simply transferring a lecture-based approach to online teaching will not result in optimal student engagement and learning. The interactive online instructional strategies used in this study (e.g., collective note-taking, Google Jamboard activities) can be applied to any instructional content to engage learners and enhance student learning.

Hopes and fears regarding care robots: Content analysis of newspapers in East Asia and Western Europe, 2001-2020.

Background: As a type of welfare technology, care robotics is now widely seen as a potential aide to rehabilitation, increasing independence and enhancing the wellbeing of people with disabilities and older adults. Research into and development of care robots have both been vigorously promoted in North America, Europe and Asia, and the competition for technological advancement in robotics is becoming fierce. AI ethics and policy guidelines are being established. However, there are still differences in attitudes and perceptions, as well as national policies regarding this type of welfare technology. Moreover, despite the anticipated usefulness, it is believed that progress has been slow in the diffusion of care robots. Purpose: In order to explore how public discourses support technological innovation, such as care robots, while preparing society for potential risks and impact, we sought to ascertain whether public discourse on care robots varies from region to region. For example, what are the hopes and promises associated with care robots and what are the concerns? Methods: To address these questions, this article explored how care robots have been portrayed in five major broadsheet newspapers in five jurisdictions in Asia and Europe (France, Great Britain, Hong Kong SAR, Ireland and Japan). We obtained 545 articles for the period between January 2001 and September 2020, more than half of which originated in Japan. A thematic analysis was conducted of these articles written in four languages (Chinese, English, French and Japanese). Results: Positive and negative narratives were teased out, alongside other key prominent themes identified, such as Japan as the land of robots, the pandemic, and the impact of robots on the economy. As the number of robot-related articles grew from the year 2012 onwards, narratives became more nuanced in European newspapers, but not in Asian ones. Furthermore, recent articles began to address the social and relational impact of care robots, while providing concrete examples of improvements in the quality of life for users. Further careful examination will be necessary in the future in order to establish the impact of robotics use in rehabilitation for people with disabilities, older adults, their carers and society at large.

Using LEGO® Serious Play® Methodology in supporting Nigerian nursing students' sociocultural transitions to UK higher education: A phenomenological research study.

INTRODUCTION: From an historical perspective the United Kingdom (UK) has been the first European country of choice for Nigerian students wishing to study overseas. As an international contingent, Nigerian students continue to represent the UK's third largest international student body. This paper provides an insight into research undertaken to examine students' capacity to transition into the UK Higher Education system from a sociocultural perspective. Across the UK Higher Education Institutions (HEI's) have addressed issues surrounding internationalisation and decolonisation of the portfolio of programmes available to overseas students, with strategic curriculum design and justification processes evident in the extant literature. This project uses an innovative approach for the facilitation of dialogue with international students about their experiences of transitioning into UK systems of learning and teaching using a social constructivism approach. AIMS: The aim of the research was to explore sociocultural perspectives which impacted on self-reported transitions to UK HEI's by Nigerian students. The objectives of the study were to a) provide a reflective lens of perspective on international student transitioning experiences for HEIs, educators and policymakers b) illuminate the challenges and barriers faced by Nigerian students during their transition from Nigerian to UK HE systems and infrastructures and c) to co-construct authentic and pragmatic knowledge of how best Nigerian students can be supported in their transition to UK HEI's. METHODS: Smith (2010) interpretive phenomenological analysis, integrating qualitative research methods was implemented as a means of undertaking research facilitated using LEGO® Serious Play® Methodology as an innovative method of data collection. Twenty participants were recruited purposively to the study from an annual cohort of nursing students at a satellite Higher Education Institution (HEI) campus in Metropolitan city. Quirkos was used as a software package in analysing the data and establishing the salience as well as the commonality of emergent themes. RESULTS: Findings reveal the extent to which sociocultural acclimation is of importance in the process of transition to UK HEIs. The perception of complex ambiguity surrounding the design and delivery of UK academic curricula was also reported as challenging by Nigerian students. Self-reported comments from Nigerian nursing students revealed the priori existence of negative learning experience, including lack of IT facilities, culturally rooted family expectations and responsibilities which then influenced perceptions and experiences of learning and teaching in the UK. Negative experiences included perceptions of racism regarding skin colour, fashion sense and UK practice focused on authentic assessment opportunities. CONCLUSION: The small purposive sample of participants who engaged in this study, illuminated that students' prior experiences have the potential to influence their current pedagogical experience, in accordance with the principles of social constructivism. Most participants reported their experience of the transition period of entry to UK education varied between individuals, perhaps most significantly that perceptions of acculturation, acclimatisation and overall transition to the UK took between four and six months for a programme that may only have one year's duration.

Nursing students' use of social media in their learning: a case study of a Canadian School of Nursing.

BACKGROUND: Social media has diverse applications for nursing education. Current literature focuses on how nursing faculty use social media in their courses and teaching; less is known about how and why nursing students use social media in support of their learning. OBJECTIVES: The purpose of this study was to explore how nursing students use social media in their learning formally and informally. METHODS: This exploratory qualitative case study of a Canadian School of Nursing reports on the findings of interviews (n = 9) with nursing students to explore how they use social media in their learning. Data were analyzed using a combined deductive and inductive coding approach, using three cycles of coding to facilitate category identification. RESULTS AND CONCLUSIONS: The findings demonstrate that participants use social media for formal and informal learning and specifically, as a third space to support their learning outside of formal institutional structures. Social media plays a role in the learning activities of nursing students studying both face-to-face and by distance. Accordingly, social media use has implications for learning theory and course design, particularly regarding creating space for student learning communities.

Metaphors of War in Effective and Ineffective Coping of Medical Directors of COVID-19 Wards in Public Hospitals.

The COVID-19 pandemic has challenged medical professionals worldwide with an unprecedented need to provide care under conditions of complexity, uncertainty, and danger. These conditions, coupled with the unrelenting stress of overwhelming workloads, exhaustion, and decision-making fatigue, have forced clinicians to generate coping mechanisms. This qualitative study explored the use of metaphors as a coping mechanism by clinical directors of COVID-19 wards in Israeli public general hospitals while they were exposed to death and trauma throughout the pandemic's first wave in Israel (March to June 2020). The study employs discourse methodology and metaphor mapping analysis to capture the personal, organizational, and social dimensions of effective and ineffective processes of coping with an extreme health crisis. Analysis revealed that the metaphors that clinical directors used reflect a dual process of mediating and generating the social construction of meaning and facilitating effective and ineffective coping. Effective coping was facilitated by war metaphors that created a sense of mission and meaningfulness at both the organizational and the individual levels. War metaphors that generated a sense of isolation and sacrifice intensified helplessness and fear, which undermined coping. We propose actionable recommendations to enhance effective coping for individuals and organizations in this ongoing pandemic.

"Involve Me and I Learn": Active Learning in a Hybrid Medical Biochemistry First Year Course on an American-Style MD Program in the UAE.

Perceived as a subject with abstract jargon, requiring extensive memorization of complex metabolic pathways, chemical structures, and names, students lose sight of the significance of biochemistry on their MD journey (Afshar M, Han Z. Teaching and learning medical biochemistry: Perspectives from a student and an educator. Med Sci Educ. 2014;24:339-41.). A disconnect between what is taught in the classroom and its application to clinical settings arises through over emphasis on the need to pass board exams, documented to be a poor measure of core competencies. Employing active learning strategies with meaningful activities with clinical applications, centered around the curriculum, cognitively engages students and is a deviation from the didactic way in which biochemistry is traditionally taught.

Having a Break or Being Imprisoned: Influence of Subjective Interpretations of Quarantine and Isolation on Boredom.

Boredom has been identified as one of the greatest psychological challenges when staying at home during quarantine and isolation. However, this does not mean that the situation necessarily causes boredom. On the basis of 13 explorative interviews with bored and non-bored persons who have been under quarantine or in isolation, we explain why boredom is related to a subjective interpretation process rather than being a direct consequence of the objective situation. Specifically, we show that participants vary significantly in their interpretations of staying at home and, thus, also in their experience of boredom. While the non-bored participants interpret the situation as a relief or as irrelevant, the bored participants interpret it as a major restriction that only some are able to cope with.

Drug shortages in hospitals: Actors' perspectives.

BACKGROUND: Despite an increasing focus on drug shortages, no standardized global definition of a drug shortage seems to exist. This raises the question of whether healthcare actors are discussing the same phenomenon, which may influence their actions when managing, solving and preventing drug shortages. Further, the literature reports a lack of national contingency plans for managing drug shortages in hospitals. OBJECTIVE: To explore national-level communication, decision-making and collaboration on drug shortage management carried out in Denmark by secondary healthcare actors. METHODS: Seven semi-structured interviews were conducted with actor representatives from Amgros, the procurement department of the hospital pharmacy in the Capital Region of Denmark, two medicine suppliers, two pharmaceutical wholesalers and distributors, and the Danish Medicines Agency. Data was analyzed using a social constructivist approach. RESULTS: No common definition of a drug shortage exists among the actors, but referential definitions related to "contract" and delivered "as expected" were identified. Additionally, actors initiate drug shortage procedures differently, and, as efforts are minimally coordinated, the work procedures are often needlessly duplicated. Further, discrepancies in available drug shortage information arise, as information is distributed through different electronic systems, unavailable to all actors. Besides, Amgros (a national organization responsible for tendering and procuring medicines in hospitals) and the procurement department of the hospital pharmacy in the Capital Region of Denmark make joint decisions regarding the choice of alternative drugs. However, the study found that actors had diverse collaborative relationships, especially those with the Danish Medicines Agency, and that these were limited to contact regarding medicine regulations and unlicensed medicine. CONCLUSION: The study provided insight into national-level communication, decision-making and collaboration on drug shortage management by different actors in hospitals. This knowledge is useful in the development of a national contingency plan for drug shortage management.

Embodied storytelling and meaning-making at the end of life: VoicingHan avatar life-review for palliative care in cancer patients.

This article presents VoicingHan project as a new form of life-review mediated by digital avatars promoting the reconstruction of self and identity through performativity. Whereas traditional life-review uses interview as primary means of the therapeutic process, VoicingHan is mediated by virtual bodies with self-guided participation in one's own life stories through embodied storytelling performance. VoicingHan enrolled 12-patients receiving outpatient palliative care at VCU Massey cancer center. The storytelling performances were recorded via avatar video format and distributed to participants for review and/or sharing. The present study considered the avatar videos as qualitative data emerging from these individually constructed life review narratives. In this article, the benefits of VoicngHan life-review were demonstrated by analyzing the avatar video narratives, based on theoretical and developmental frameworks. Through the lens of Social Constructivism, this qualitative study deepens our understanding of human-avatar interactions to engage life review process, within the liminal space of life-threatening illnesses.

Social learning from media: The need for a culturally diachronic developmental psychology.

Since the proliferation of television sets into households began over half a century ago there has been widespread interest in the impact that viewing has on young children's development. Such interest has grown with the increasing availability of smart phones and tablets. In this review we examine the literature documenting human social learning and how this learning is impacted when the instructing agent appears on a screen instead of face-to-face. We then explore the shifting nature of screen-based media, with a focus on the increasingly socio-normative manner information is portrayed. We discuss how the changing nature of screen technology might be altering how children interpret what they see, and raise the possibility that this may render prevailing evidence as historical documentation, rather than setting out established developmental milestones that transcend the period in which they were documented. We contend that recognizing the significance of historically changing contexts in developmental psychology is timely when the COVID-19 climate is pushing data collection on-line for many labs, often using tasks that were developed primarily for face-to-face contexts.

Applying a Social Constructivist Approach to an Online Course on Ethics of Research.

The growing trend of shifting from classroom to distance learning in ethics education programs raises the need to examine ways for adapting best instructional practices to online modes. To address this need, the current study was set to apply a social constructivist approach to an online course in research ethics and to examine its effect on the learning outcomes of science and engineering graduate students. The study applied a pre-test post-test quasi-experimental research design within a framework of a mixed-methods approach. The study compared the learning outcomes of students who participated in a social constructivist online course (N = 175) with those who studied in a conventional online course (N = 170). The data were collected via questionnaires and interviews. The findings indicated that both the conventional and the social constructivist online learners gained knowledge of facts and regulations. Yet, the social constructivist learners were more successful in demonstrating knowledge of practices that are used to establish research ethics, and in understanding the importance of conducting research in a responsible manner. The social constructivist online learners were also more successful in demonstrating awareness of ethical dilemmas, by identifying ethical dilemmas and providing solutions to ethical problems.