No abstract

No abstract

0 NTE of the significant developments in educational administration iñ~ recent years has been the growing discussion of the desirability of using democratic procedure in administration and the increasing number of schools which are endeavoring to apply the principles of democracy in school administration. Studies indicate that the large body, probably about 95 per cent, of both teachers and administrators agree that the schools must be operated on democratic principles. The published statements of leading school administrators and university specialists in school administration likewise show there is general agreement upon the basic principles which underlie democratic administration. All of these trends seem satisfying and heartening, especially since it is difficult to understand how youth can be taught the understandings and behavior consonant with democracy where it is not practiced. DEMOCRATIC ADMINISTRATION DEFINEDIn spite of these encouraging features, however, it is evident that there is much uncertainty, confusion, and inconsistency in the application of democratic principles to the administration of a school. Neither administrators nor teachers seem to be clear as to what are the implications of democracy in administration. The problems seem to be concerned with such questions as: how extensive shall teachers' participation in administration be, as teachers prepared to participate in administration, what shall be the role of the principal in democratic administration, and similar issues. These issues seem to arise from the dif)iculties in putting democratic administration into operation. It is with these issues that this paper is concerned. Although it is recognized that a completely democratic program should include the teachers, the pupils, the custodial staff, the school patrons, and the community, since it is impossible to include the total administrative structure within the compass of a brief paper, this discussion will be limited to the role of the high-school principal and teachers in working together towards a democratic school administration.In order to have an intelligent discussion of the issues, it is first necessary to define what we mean by democracy in administration-scsntial not only as a basis for this discussion but also because in any school a democratic ad-

Background: Due to coronavirus disease 2019 (COVID-19), in-person educational activities were suspended across the globe throughout 2020. In health care education, this required a swift, creative response to maintain the flow of trained clinicians into the workforce without compromising the integrity of core learning outcomes. Early during the pandemic, remote synchronous simulation emerged as a compelling focus of the overall strategy. Method: At one large health sciences university in the northwestern United States, family nurse practitioner faculty worked closely with the Simulation Operations team to plan, deliver, and assess a pilot tele-OSCE (objective structured clinical examination). Results: In postevent debriefs and surveys, both standardized patients and students affirmed that the activity was generally safe, accessible, and high value. Conclusion: With appropriate planning, consensus building, and technology readiness assessment, tele-OSCEs can play a critical role in sustaining the flow of health care students into the workforce during a pandemic. [ J Nurs Educ . 2022;61(2):107–110.]