Institutional Arrangements and Student Engagement Supporting Post-practicum Interventions

Jackson, Denise; Orrell, Janice

doi:10.1007/978-3-030-48062-2_2

Cited by 2 publications

(2 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The theme “Educating in alliance with society” exemplifies how norm criticism was introduced and evolved into the CBCLE in collaboration with experts and grants supplied by society. The close collaboration between the studied department and society identified in this study can be considered from the standpoint of universities' “third agenda,” namely, that society and higher education are highly interconnected (Jackson & Orrell, 2020). Similarly, Jongbloed et al (2008) suggested that higher education institutions should be integrated at different levels within the sociopublic domain.…”

Section: Discussionmentioning

confidence: 99%

When nursing education becomes political: Norm‐critical perspectives in a campus‐based clinical learning environment

Castillo,

Tengelin,

Arveklev

et al. 2023

Nursing Inquiry

View full text Add to dashboard Cite

Nursing education is in the process of incorporating critical thinking, social justice, and health inequality perspectives into educational structures, aspiring to help nursing students develop into professional nurses prepared to provide equal care. Norm criticism is a pedagogical philosophy that promotes social justice. This qualitative case study aimed to gain an understanding of and elaborate on an educational development initiative in which norm criticism was incorporated into the composition of a new campus‐based clinical learning environment for nursing education. By analyzing documents and interviews with the help of reflexive thematic analysis three themes were generated: “Intention to educate beyond nursing education,” “Educating in alliance with society,” and “The educative ambiguity of the Clinical Learning Centre.” The case study indicates that the incorporation of norm criticism into a campus‐based clinical learning environment may encourage nursing students to evolve social skills for nursing practice that support health equality within healthcare. By collaborating with society, nursing education can considerably improve its educational frameworks in alignment with societal demands. However, the inclusion of norm criticism in a setting such as a campus‐based clinical learning environment entails a clash with established institutionalized norms and being perceived as too proximate to politics.

show abstract

Section: Discussionmentioning

confidence: 99%

When nursing education becomes political: Norm‐critical perspectives in a campus‐based clinical learning environment

Castillo,

Tengelin,

Arveklev

et al. 2023

Nursing Inquiry

View full text Add to dashboard Cite

show abstract

“…The employability skills include (1) developing enterprise; (2) developing professionalism; (3) work effectively with others; (4) self-management; (5) communicating effectively; and (6) problem-solving. In addition, Basit et al (2015) focused on employer engagement in work-based learning at one higher education institution in the UK Based on prior studies regarding employability skills of graduates on WIL effectiveness (Jackson, 2015; Basit et al , 2015; Jackson and Orrell, 2020), a five-point scale questionnaire was designed and distributed to the students from four self-financing tertiary education institutions in Hong Kong. This study was conducted through a quantitative survey method in the context of higher education in Hong Kong.…”

Section: Methodsmentioning

confidence: 99%

What makes better career opportunities for young graduates? Examining acquired employability skills in higher education institutions

Chan

Wut

et al. 2021

View full text Add to dashboard Cite

PurposeThe purpose of this paper is to develop a conceptual model to examine key employability skills that match workplace requirements and foster employability.Design/methodology/approachThis research comprises a cross-sectional study from self-financing institutions in Hong Kong. The current study adopted structural equation modeling to examine key employability skills that match workplace requirements and foster employability.FindingsBased on the empirical findings, the acquired employability skills of young graduates are entrepreneurship, professional development, work with others, self-management, communication and problem solving. Moreover, higher education institutions should work closely with industry stakeholders to get employers engaged with the work-integrating learning (WIL) programs and subsequently equip young graduates for better employability opportunities. In connection with employer engagement, employability skills of communication, problem solving and self-management would be improved. Furthermore, entrepreneurship and problem-solving skills could further be developed for young graduating students working in SME organizations during WIL.Originality/valueAs a notable gap exists in the current literature to examine young graduates' key employability skills in the context and content of Hong Kong self-financing tertiary education, this research explores key employability skills of self-financed young graduates and the relative importance of employability skills across company size using a quantitative approach.

show abstract

Institutional Arrangements and Student Engagement Supporting Post-practicum Interventions

Cited by 2 publications

References 19 publications

When nursing education becomes political: Norm‐critical perspectives in a campus‐based clinical learning environment

When nursing education becomes political: Norm‐critical perspectives in a campus‐based clinical learning environment

What makes better career opportunities for young graduates? Examining acquired employability skills in higher education institutions

Contact Info

Product

Resources

About