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Teaching spirituality and spiritual care in health sciences education: A systematic review
(AFAHPER-SD, 2016)
Teaching spirituality and spiritual care in health sciences education has been identified as a need to enhance holistic care. However, educators seemed to be unprepared and have insufficient knowledge about how to include ...
Educators’ and students’ needs regarding teaching and learning strategies for integrating spirituality and spiritual care in occupational therapy education
(Sabinet, 2018)
Spirituality and spiritual care are both generating considerable interest as part of holistic and client-centred approaches of the profession of Occupational Therapy. Concerns have been raised regarding the teaching and ...
First year learner nurses' perceptions of learning motivation in self-directed learning in a simulated skills laboratory at a higher education institution
(2014)
Employing self-directed learning (SDL) methodologies, that are associated with
improvement in the affective and psychomotor domains, could be advantageous to
learner nurses. Despite the efforts to expose students to SDL ...
Strengthening post-graduate educational capacity for health policy and systems research and analysis: the strategy of the Consortium for Health Policy and Systems Analysis in Africa
(BioMed Central, 2016)
BACKGROUND: The last 5–10 years have seen significant international momentum build around the field of health
policy and systems research and analysis (HPSR + A). Strengthening post-graduate teaching is seen as central ...
Education quality, and teaching and learning in the post-2015education agenda
(Elsevier, 2015)
At present, there is an intense and wide-ranging debate on the future of global development. This debateoccurs in a context of increasing global inequality, global economic recession, conflict, and climatechange. Discussions ...
Beyond the lecture: Teaching for professional development
(Health and Medical Publishing Group, 2016)
BACKGROUND. Clinical educators are being challenged to graduate students who can adapt to complex situations. Evidence suggests that one must go
beyond teaching students what to know and what to do, and help them learn ...