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Your search keyword '"Critical learning"' showing total 2 results
Start Over Descriptor "Critical learning" Publisher sage publications
2 results on '"Critical learning"'

1. Opportunity to discuss ethical issues during clinical learning experience.

Author

Palese A, Gonella S, Destrebecq A, Mansutti I, Terzoni S, Morsanutto M, Altini P, Bevilacqua A, Brugnolli A, Canzan F, Ponte AD, De Biasio L, Fascì A, Grosso S, Mantovan F, Marognolli O, Nicotera R, Randon G, Tollini M, Saiani L, Grassetti L, and Dimonte V

Subjects
Adolescent, Adult, Analysis of Variance, Cross-Sectional Studies, Education, Nursing, Baccalaureate methods, Education, Nursing, Baccalaureate standards, Female, Humans, Italy, Male, Middle Aged, Odds Ratio, Preceptorship trends, Students, Nursing statistics & numerical data, Surveys and Questionnaires, Ethics, Nursing education, Preceptorship methods, Students, Nursing psychology
Abstract

Background: Undergraduate nursing students have been documented to experience ethical distress during their clinical training and felt poorly supported in discussing the ethical issues they encountered., Research Aims: This study was aimed at exploring nursing students' perceived opportunity to discuss ethical issues that emerged during their clinical learning experience and associated factors., Research Design: An Italian national cross-sectional study design was performed in 2015-2016. Participants were invited to answer a questionnaire composed of four sections regarding: (1) socio-demographic data, (2) previous clinical learning experiences, (3) current clinical learning experience quality and outcomes, and (4) the opportunity to discuss ethical issues with nurses in the last clinical learning experience (from 0 - 'never' to 3 - 'very much')., Participants and Research Context: Participants were 9607 undergraduate nursing students who were attending 95 different three-year Italian baccalaureate nursing programmes, located at 27 universities in 15 Italian regions., Ethical Considerations: This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines after the research protocol was approved by an ethics committee., Findings: Overall, 4707 (49%) perceived to have discussed ethical issues 'much' or 'very much'; among the remaining, 3683 (38.3%) and 1217 (12.7%) students reported the perception of having discussed, respectively, 'enough' or 'never' ethical issues emerged in the clinical practice. At the multivariate logistic regression analysis explaining 38.1% of the overall variance, the factors promoting ethical discussion were mainly set at the clinical learning environment levels (i.e. increased learning opportunities, self-directed learning, safety and nursing care quality, quality of the tutorial strategies, competences learned and supervision by a clinical nurse). In contrast, being male was associated with a perception of less opportunity to discuss ethical issues., Conclusion: Nursing faculties should assess the clinical environment prerequisites of the settings as a context of student experience before deciding on their accreditation. Moreover, the nursing faculty and nurse managers should also enhance competence with regard to discussing ethical issues with students among clinical nurses by identifying factors that hinder this learning opportunity in daily practice.

Published
2019
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2. Women learning in garment work: Solidarity and sociality

Author

Tara Fenwick

Subjects
Social network, business.industry, media_common.quotation_subject, Transformative learning, Public relations, Dehumanization, Critical pedagogy, Solidarity, Education, Interdependence, Negotiation, garment work, workplace learning, Women, Sociology, business, Clothing trade, Social psychology, Sociality, media_common, critical learning
Abstract

This article explores processes and possibilities for critical learning in the workplace, with a focus on workers labouring in what are often exploitive and dehumanizing conditions. The argument is based on a study of work-life learning of women, mostly new immigrants, employed long-term at an Alberta garment manufacturing plant. It is argued that their negotiations of work conditions are nested in various areas of learning associated with everyday practices, small communities, labour organizing processes, and English learning classes. These areas are argued to have generated forms of solidarity emerging through learning about sociality, resistance, and personal worth. These solidarities appear to be configured by energies of both transformation and reproduction that are threaded together and generated simultaneously as women learned to survive within the system while supporting one another in a vital interdependent social network. The discussion explores how these dynamics unfolded, and their effects on how different women positioned themselves and their knowledge.

Published
2008

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