‘Continuity of Care Experiences’ within pre-registration midwifery education programs: A scoping review

BackgroundMidwifery is based on the philosophy of woman-centred care. The continuity of care experience in pre-registration education programs exemplifies this philosophy. Wide variation in how education providers implement ‘Continuity of Care Experiences’ into their programs of study can challenge this valuable learning opportunity.AimTo provide a comprehensive analysis of the governance and empirical evidence of knowledge, practice and enablers to support continuity of care experiences within pre-registration midwifery education.MethodA scoping review of research, policy and professional documents pertaining to the continuity of care experience in pre-registration education programs was conducted with 46 articles meeting the inclusion criteria.FindingsSeveral factors were identified that support the implementation, facilitation and evaluation of the continuity of care experience within pre-registration midwifery education. These include: a woman-centred model of maternity care; enabling midwifery students and women to develop ‘relational continuity’; tripartite support models; optimising the sequencing of these experiences within the program and, woman-led evaluations of student performance. There was little consensus regarding the pedagogical intent and, therefore, an inability to clearly define and measure the learning outcomes of the continuity of care experience.ConclusionIn countries where the predominant model of maternity care is fragmented and not woman-centred, further research is required to understand the pedagogical intent of the continuity of care experience.     

关于生理学CAI课件设计的探讨

本文结合生理学科特点,就生理学CAI课件设计中的选材、教学功能等问题提出一些看法。     

略论朱熹“敬论”

朱熹"敬论"既继承了程颐主敬说,而又有全面的理论整合及发挥,是其整个理学思想的重要一环.朱熹由其"心是做功夫处"的心论立场出发,极力反对在心的操舍存亡的功夫论问题上预设"另有心之本体"的前提,与此相应,其主敬功夫也就不是道德本心的直接发动,而是对心的知觉意识等各种功能的控制调整,其云"敬只是此心自做主宰处"、"以敬为主而心自存"、"将个敬字收敛个身心"、都是在这个意义上说的.然朱熹主敬自有一套理路,其核心关怀在于如何解决现实人心的障蔽问题,未尝不是儒学功夫论的一种理论形态.     

Assessing the cumulative effects of stress: The association between job stress and allostatic load in a large sample of Chinese employees

Abstract

Job stress can lead to various system dysfunctions, but until now no reliable biomarkers for its assessment have been identified. Allostatic load (AL) is an index that enables the cumulative effect on the body of chronic stress to be assessed, and is derived from a set of relevant biological measures. In this study, a 13-parameter index (building on the original 10-item index) was used to examine the relationship between job strain and AL. Participants were 1219 healthy Chinese employees. Job strain was measured using the Job Content Questionnaire, and AL was assessed by various possible stress responses, including blood pressure, cholesterol, indicators of glucose metabolism, and hormone and inflammation markers. AL in the high job strain group differed sharply from that in the low job strain group. The AL score was positively associated with age and educational level. Several individual parameters also differed between the two groups. Men scored significantly higher on AL and cardiovascular and metabolic health outcomes, whereas for women the associations appeared in the biological indicators. Analyses indicated that decision latitude (DL) and job demands were significantly related to AL. Job demands correlated significantly with the primary biological indicators and DL with the secondary health outcomes. In conclusion, this study provides evidence of the value of measuring allostatic load in assessing the chronic effects of job stress.     

Books and Citizenship

This article takes up the question of world history teachers’ pedagogical content knowledge by reporting on two separate but related projects. In the first, we briefly discuss an empirical investigation one of the authors conducted into the ways that pre- and in-service world history teachers think about, organize, and make meaning of separate and discrete world historical events, first for themselves and then for their students. It demonstrates the value of world history teachers making multiple connections among world historical events from the biggest to the smallest ones to construct dynamic and coherent pictures of the past for themselves and their students. In the second project, we discuss our innovative history lab, a course designed to help undergraduates enrolled in a world history course “see” the pedagogical moves their world history instructors make. We designed this pedagogical history lab to foster future teachers’ understandings of the content knowledge needed to teach world history while they are learning world history as students.     

教育生理学视阈下的体育师资培养

运用文献资料、访谈等方法,对我国高校体育师资培养问题进行研究,指出其缺乏对中小学生成长过程中的生理、心理规律等方面知识的教育,提出加强教育生理学学习的思路,梳理教育生理学发展脉络,厘清其研究任务及内容,探讨其在体育师资培养中的开展方式和教学改进方法．     

“现代性”的教育学话语：在全球化与本土化之间

作为现代性的当代状态，全球化已成为所有国家、所有民族的关注热点。在全球化的冲击下，没有任何一个国家、一个民族能够游离于全球化之外来寻求真正意义上的发展。教育问题同样如此。由此，立足于全球化这一时代发展趋势．在全球化与本土化的辩证互动中把握当代中国教育的走向，不仅有助于我们在一个新的时空平台上拓展教育学的广度与深度，而且有助于我们形成一种新的教育学话语。     

高师音乐专业钢琴教材改革思考

为适应培养新型音乐教师的需要,现行的高师音乐系钢琴教材必须改革。新编的钢琴教材应具有培养音乐素质和培养专业音乐教师的双重目标。教材编写的思路是:以德育为核心,以审美为主线;以培养学生创新精神和实践能力为重点;以学生发展为本;坚持循序渐进,按级分册,规定必弹曲目;实行简谱、线谱各按序混编,加强简谱即兴配奏;注重趣味性和多样性。     

建立中国特色的大学生心理健康教育模式的思考

中国大学生心理健康教育模式,应"以教育发展型为主、医学型为辅",具有防治心理疾病、完善心理调节、培养良好的心理品质"三级功能",是生理、心理、伦理、社会相结合的具有中国特色的大学生心理健康教育模式.这一模式的建立,可从教育、咨询、理论方法、管理及队伍建设等方面入手,坚持既有的成功作法,又不断进行革新.     

植物的缺铁失绿症

植物缺铁失绿症是一个严重的世界性难题。对该症发生的原因、不同植物的表现及根治方法作了简略介绍，并对可能的根治途径进行了探讨。