This empirical case study aims to identify how graduate student women mentor each other when tutoring writing and, through doing so, assert their right to belong in the academy. Much existing ...literature on feminist mentoring emphasizes the need for better mentoring for women, whether in work or school environments, in current or future faculty positions. Across the literature, there is also attention to the role that peer mentoring or co-mentoring plays in providing support for women in higher education. For this study the authors use the method and theory of applied conversation analysis (CA), which allows them to present and closely analyze a case study based on videotaped interactions of two graduate student women of color who met weekly in a campus writing center over several months. This case was recorded as part of a larger study that involved videotaping writing conferences and interviewing writers and tutors about their ongoing relationships and work together. Though the case study participants never explicitly name their collaboration "feminist co-mentoring" (likely because this vocabulary is unfamiliar), they both study feminisms (Chicana and Black feminism) and use the language of co-mentoring (i.e., support, solidarity, caring-for, and power) when describing their collaboration. When analyzing this data, we observed feminist co-mentoring, or two-way (reciprocal and mutual) teaching, learning, and laboring together among many participants of the larger study. These participants (writers and tutors, many of whom are graduate student women) mentor each other through complex writing tasks, including first publications, theses and dissertations, teaching philosophy statements, and job application materials. Through writing, the participants assert their right to belong within their chosen fields, as they also develop as future faculty members.
This study aimed to explore the impact of studying biological science at a postgraduate level and how this impacted on nursing practice. The term biological sciences in this research encompasses ...elements of physiology, genetics, biochemistry and pathophysiology. Method: A qualitative research study was designed, that involved the dissemination of a pre- and post-course semi-structured questionnaire for a biological science course, as part of a Master of Nursing programme at a New Zealand University, thus exploring the impact of undertaking a postgraduate biological sciences course. The responses were analysed into themes, based on interpretive concepts. Results: The primary themes revealed improvement in confidence as: confidence in communication, confidence in linking nursing theoretical knowledge to practice and confidence in clinical nursing knowledge. Conclusion: This study highlights the need to privilege clinically-derived nursing knowledge, and that confidence in this nursing knowledge and clinical practice can be instilled through employing the model of theoryguided practice.
Harmonization of pharmacy education has to be made a global agenda that will encompass the developments that have taken place in basic, medical, pharmaceutical sciences in serving the needs and ...expectations of the society. The professional pharmacy curriculum is designed to produce pharmacists who have the abilities and skills to provide drug information, education, and pharmaceutical care to patients; manage the pharmacy and its medication distribution and control systems; and promote public health. Required coursework for all pharmacy students includes pharmaceutical chemistry; pharmaceutics (drug dosage forms, delivery, and disposition in the human body) pharmacology; therapeutics (the clinical use of drugs and dietary supplements in patients); drug information and analysis; pharmacy administration (including pharmacy law, bioethics, health systems, pharmacoeconomics, medical informatics); clinical skills (physical assessment, patient counseling, drug therapy monitoring for appropriate selection, dose, effect, interactions, use); and clinical pharmacy practice in pharmacies, industry, health maintenance organizations, hospital wards, and ambulatory care clinics.
In-depth interviews of students with qualitative analysis of the responses were used to explore perceptions of the non-academic advantages and disadvantages of Advanced Placement (AP) and ...International Baccalaureate (IB) program participation, and differences between the AP and IB programs in those perceptions. Results revealed that benefits of participation, including pride in completing more challenging work, similarity and special bonds among participants, better treatment (more respect and responsibility) from teachers, better overall class atmosphere, and preference for AP and IB courses were consistent across schools and between programs. Also consistent were the disadvantages students reported, with marked differences in the intensity of disadvantages between the AP and IB programs. Specifically, as the amount of time students spent in homogeneously grouped settings increased, so did the workload, the intensity of the perceived social/emotional disadvantages of the workload, the perceived range of negative feelings between participants and non-participants, and the perceived negativity of participant strereotypes.
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