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"Kirkpatrick, Jane"
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Watching the watchers : parliament and the intelligence services
\"This study offers a new and detailed examination of parliamentary scrutiny of the British intelligence and security agencies. Through detailed analysis of parliamentary business, coupled with interviews with MPs, peers and senior officials, it examines the various mechanisms by which parliament seeks to scrutinise the secret state, and assesses the extent to which parliament has both the capacity and the will to provide effective oversight of intelligence and security policy and agencies. In addition to providing a detailed analysis of the impact of the Intelligence and Security Committee, this is the first book to examine the various other means by which a range of parliamentary bodies including select committees, all-party groups and individual parliamentarians have sought to scrutinise the intelligence agencies and the handling of intelligence by government\"-- Provided by publisher.
Book
The Doctor of Nursing Practice Capstone Project: Consensus or Confusion?
Considerable diversity exists among Doctor of Nursing Practice (DNP) programs regarding capstone projects, which reflect the knowledge gained and the competency achieved during the immersion experience. This article describes a conversation of the DNP capstone project among participants of the Committee on Institutional Collaboration DNP Invitational Conference. The focus of the dialogue was to discuss the intent and breadth of the DNP capstone project and how it demonstrates competencies, to consider in what way it differs from the PhD dissertation, and to identify the similarities and differences among multiple forms of the project in terms of scope and expected deliverables, as well as to examine other related issues. The participants addressed eight salient questions in an effort to clarify the value, form, and key elements of the final project. Responses to these questions are presented, and the agenda for a national dialogue regarding the capstone project is considered. [Considerable diversity exists among Doctor of Nursing Practice (DNP) programs regarding capstone projects, which reflect the knowledge gained and the competency achieved during the immersion experience. This article describes a conversation of the DNP capstone project among participants of the Committee on Institutional Collaboration DNP Invitational Conference. The focus of the dialogue was to discuss the intent and breadth of the DNP capstone project and how it demonstrates competencies, to consider in what way it differs from the PhD dissertation, and to identify the similarities and differences among multiple forms of the project in terms of scope and expected deliverables, as well as to examine other related issues. The participants addressed eight salient questions in an effort to clarify the value, form, and key elements of the final project. Responses to these questions are presented, and the agenda for a national dialogue regarding the capstone project is considered. [
J Nurs Educ.
2013;52(8):435–441.]
Journal Article
Artful collaborative inquiry : making and writing creative, qualitative research
\"Artful Collaborative Inquiry comprises essays created collectively by a group of scholars and artists, the majority of whom have several decades of experience of working together. The book challenges commonly-held, individualistic beliefs about ownership, authorship and scholarly and artistic ethics and practices. The chapters combine the playful use and merging of time, space and place, researcher and researched, to give a unique exemplar of research and creativity in the rapidly emerging field of collaborative scholarship. It will be of particular interest to creative and qualitative scholars wishing to conduct more artful research, and artists engaging with scholarship\"-- Provided by publisher.
BOOK
Infusing Systems and Quality Improvement Throughout an Undergraduate Nursing Curriculum
Nurse educators are constantly revising curricula to ensure that graduating nurses have the requisite skills for today's fast-paced, rapidly changing, nonlinear complex care environment. Key nursing education and practice organizations identify systems thinking and quality improvement as essential skills for nurses at the point of care.
Systems thinking and quality improvement were embedded across a Bachelor of Nursing (BSN) curriculum in a manner that does not dislocate other, more traditional content.
To date, approximately 500 students have been exposed to the new BSN curriculum. Sustainable approaches, preliminary results, lessons learned, and recommendations for sustainability and replication are discussed.
Integrating systems thinking and quality improvement with traditional content across the entire undergraduate curriculum exposes students to increasingly sophisticated real-world experiences that highlight the relevance and significance of these skills in the health care context. Feedback from practice partners suggests this approach helps bridge the education and practice gap. [J Nurs Educ. 2017;56(12):752-757.].
Journal Article
Enhancing Critical Thinking Via a Clinical Scholar Approach
Safety, quality improvement, and a systems perspective are vital for nurses to provide quality evidence-based care. Responding to the call to prepare nurses with these perspectives, one school of nursing used a clinical scholar approach, enhanced by systems engineering to more intentionally develop the ability to clinically reason and apply evidence-based practice.
A two-group, repeated-measures control trial was used to determine the effects of systems engineering content and support on nursing students' clinical judgment and critical thinking skills.
Findings indicated this approach had a positive effects on student's clinical judgment and clinical reasoning skills. This approach helped students view health care issues from a broader perspective and use evidence to guide solution development, enhancing the focus on evidence-based practice, and quality improvement.
Intentional integration of an evidence-based, systems perspective by nursing faculty supports development of nurses who can function safely and effectively in the current health care system. [J Nurs Educ. 2017;56(11):679-682.].
Journal Article
Toward Creating an Optimal Acute Care Clinical Learning Environment: Insights From Staff, Faculty, and Students
Understanding how a clinical site impacts student learning was the focus for a participatory action research study in which three separate focus groups for students, faculty, and staff were convened. Participants were asked to identify what they enjoyed or liked about the clinical setting, what they disliked about the clinical setting, and what they would change about the clinical setting. Themes identified by a constant comparative method included experiences provided, attitudes, and expectations. Although the researchers anticipated that each group would have a unique and different perspective on the clinical experience, respondents were consistent in their beliefs both within and among groups. Of interest, each participant group attributed an ineffective clinical learning environment to external causes. [J Nurs Educ. 2014;53(3, Suppl.):S42–S45.]
Journal Article
Development of Leadership Behaviors in Undergraduate Nursing Students: A Service-Learning Approach
The purpose of this study was to determine leadership behaviors developed by nursing students and peers before and after a service-learning experience.
Nurses have been called to fill growing needs in the health care setting, rendering care to vulnerable and diverse populations in a wide range of organizations. Leadership behaviors are therefore essential.
Baccalaureate students (N = 65) completed the Student Leadership Practices Inventory-Self at the beginning and end of the semester. The students also rated peers using the Leadership Practices Inventory-Observer and answered six questions about service-learning.
Repeated measures of analysis of variance for pre- and posttests revealed that leadership behaviors improved (p < .0001). A significant correlation was found (p = .02) between the overall posttest scores for both instruments. CONCLUSION Integrating service-learning into a leadership course is an effective approach to the development of leadership behaviors.
Journal Article
Shaping Social Movements : International Actors in Kosovo and Afghanistan
New protectorates, such as Iraq, Afghanistan, East Timor and Kosovo, have experienced a medium to long term international presence, which has sought to ensure security and implement liberal democracy. Given that social movement activity has been linked to democratic development, the presence and development of social movements in new protectorates presents a novel and interesting context in which to study social movements. Using a political opportunity framework as a guide, this research examines the extent to which international actors in new protectorate contexts influence the strategy of social movements. A case analysis of two entities, Vetëvendosje, a social movement and social movement organisation (SMO) in Kosovo, and Afghanistan 1400, a civil society organisation (CSO) in Afghanistan, is supported by documentary sources and a range of interviews with members, and employees of international actors and CSOs. To date, there has been little research on the wider effects of this type of international presence and the consequences for social movement activity have been largely overlooked. This study analyses the influence of international actors on two levels. The first is seen via the impact of international actors on political opportunities. The second is seen via the strategic decisions made in response to the international presence, by the case studies. Although the international presence generally increases political opportunities, the level of opportunities in Afghanistan and Kosovo is still low. Both case studies have taken the decision to participate in electoral politics alongside their existing activities in an attempt to exert a greater level of influence. The study concludes that international actors play a key role in shaping social movement strategy within new protectorates, but that this influence often occurs in unexpected and indirect ways.
Dissertation
Nancy Batson Crews
A riveting oral history/biography of a pioneering woman aviator. This is the story of an uncommon woman--high school cheerleader, campus queen, airplane pilot, wife, mother, politician, business-woman--who epitomizes the struggles and freedoms of women in 20th-century America, as they first began to believe they could live full lives and demanded to do so. World War II offered women the opportunity to contribute to the work of the country, and Nancy Batson Crews was one woman who made the most of her privileged beginnings and youthful talents and opportunities. In love with flying from the time she first saw Charles Lindbergh in Birmingham, (October 1927), Crews began her aviation career in 1939 as one of only five young women chosen for Civilian Pilot Training at the University of Alabama. Later, Crews became the 20th woman of 28 to qualify as an "Original" Women's Auxiliary Ferrying Squadron (WAFS) pilot, employed during World War II shuttling P-38, P-47, and P-51 high-performance aircrafts from factory to staging areas and to and from maintenance and training sites. Before the war was over, 1,102 American women would qualify to fly Army airplanes. Many of these female pilots were forced out of aviation after the war as males returning from combat theater assignments took over their roles. But Crews continued to fly, from gliders to turbojets to J-3 Cubs, in a postwar career that began in California and then resumed in Alabama. The author was a freelance journalist looking to write about the WASP (Women Airforce Service Pilots) when she met an elderly, but still vital, Nancy Batson Crews. The former aviatrix held a reunion of the surviving nine WAFS for an interview with them and Crews, recording hours of her own testimony and remembrance before Crews's death from cancer in 2001. After helping lead the fight in the '70s for WASP to win veteran status, it was fitting that Nancy Batson Crews was buried with full military honors.
eBook
Relation of nursing students' motivational state and learning effort to motivational appeal and learning outcomes in the use of an interactive computer -based multimedia program
This exploratory study investigated relationships between learners' motivational state, the amount of learning effort expended, the perceived motivational appeal, and the learning outcomes in a computer-based learning (CBL) program designed with embedded motivational strategies based on Keller's Attention, Relevance, Confidence and Satisfaction (ARCS) model of motivational design. Motivational state was measured by subscales of the Motivated Strategies for Learning Questionnaire (MSLQ); learning effort was measured by the total time in the program, the number of learning activities completed, and total number of instructional pages completed; perceived motivational appeal of the instructional program was measured by the Instructional Materials Motivation Survey (IMMS), and learning outcomes were measured by posttest and simulation. Sixty-five junior nursing students participated. A measure of learning effort, total time in the program, correlated positively with the attention and relevance variables of motivational appeal well as with the posttest measure of learning outcome. Motivational appeal of the program had a positive correlation with total time spent in the program. Motivational state was found to correlate only with the motivational appeal of the program. The total time spent in the program was the variable found most predictive of the score on the posttest. Very few studies in nursing and healthcare have sought to address the impact of motivation in the design and effectiveness of computer-based learning. Participants were highly positive about using the format of computer-based instruction with over 90% indicating they would like to learn other basic nursing skills in this format. Technology has long been embraced by nursing faculty who seek to create authentic learning experiences prior to actual hands-on experience in a clinical setting. This study provided support for the use of the ARCS model as a framework for the design of motivational strategies in a computer-based learning program.
Dissertation