The Experts below are selected from a list of 237 Experts worldwide ranked by ideXlab platform

Richard R. Deblassie - One of the best experts on this subject based on the ideXlab platform.

Adele M. Deblassie - One of the best experts on this subject based on the ideXlab platform.

H. Colyer - One of the best experts on this subject based on the ideXlab platform.

  • embedding interprofessional learning in pre registration education in health and social care evidence of Cultural Lag
    Learning in Health and Social Care, 2008
    Co-Authors: H. Colyer
    Abstract:

    The aim of this study is to investigate the emergent concept of Cultural Lag through analysis and evaluation of academic staff's engagement with an established pre-registration interprofessional learning (IPL) programme. By Cultural Lag is meant the apparent inability of some practitioners to commit wholeheartedly to the philosophy of IPL notwithstanding the current political and professional context. The theoretical framework adopted for this study constructs the move from uniprofessional to interprofessional education as a psychosocial transition, a process of psychological adaptation to a different social world, which may be characterized or revealed by specific language and behaviours. A qualitative survey of faculty academic staff was conducted electronically during the 2005/2006 academic year to determine the level of involvement with the programme and attitudes towards interprofessional learning. The sample comprised all 178 permanent members of academic staff and the final response was 63 (35%). Thematic, content analysis suggests that the whole meaning of the data is that academic staff see IPL as a means of promoting multi-professional working and improved professional relationships, which has the potential to promote more person-centred services and enhance care. During the analysis, it was noted that there seemed to be some dissonance between the overall approval rating for IPL and the way in which respondents expressed themselves. Some of the language used and reported behaviours are analysed and interpreted as reaction to loss and indicative of the process of psychosocial transition. It is concluded that there are signs of the phenomenon of Cultural Lag among the respondents. The study begins to articulate its characteristics and may be helpful in shedding some light on the attitudes and behaviours of staff who are either ambivalent or hostile to interprofessional education. It is suggested that developing and delivering interprofessional education could pose a considerable Cultural challenge that cannot be ignored during curriculum development and must be taken account of when planning and managing educational change.

  • Embedding interprofessional learning in pre‐registration education in health and social care: evidence of Cultural Lag
    Learning in Health and Social Care, 2008
    Co-Authors: H. Colyer
    Abstract:

    The aim of this study is to investigate the emergent concept of Cultural Lag through analysis and evaluation of academic staff's engagement with an established pre-registration interprofessional learning (IPL) programme. By Cultural Lag is meant the apparent inability of some practitioners to commit wholeheartedly to the philosophy of IPL notwithstanding the current political and professional context. The theoretical framework adopted for this study constructs the move from uniprofessional to interprofessional education as a psychosocial transition, a process of psychological adaptation to a different social world, which may be characterized or revealed by specific language and behaviours. A qualitative survey of faculty academic staff was conducted electronically during the 2005/2006 academic year to determine the level of involvement with the programme and attitudes towards interprofessional learning. The sample comprised all 178 permanent members of academic staff and the final response was 63 (35%). Thematic, content analysis suggests that the whole meaning of the data is that academic staff see IPL as a means of promoting multi-professional working and improved professional relationships, which has the potential to promote more person-centred services and enhance care. During the analysis, it was noted that there seemed to be some dissonance between the overall approval rating for IPL and the way in which respondents expressed themselves. Some of the language used and reported behaviours are analysed and interpreted as reaction to loss and indicative of the process of psychosocial transition. It is concluded that there are signs of the phenomenon of Cultural Lag among the respondents. The study begins to articulate its characteristics and may be helpful in shedding some light on the attitudes and behaviours of staff who are either ambivalent or hostile to interprofessional education. It is suggested that developing and delivering interprofessional education could pose a considerable Cultural challenge that cannot be ignored during curriculum development and must be taken account of when planning and managing educational change.

Theodor Hanf - One of the best experts on this subject based on the ideXlab platform.

  • Education in a Cultural Lag: the case of Germany
    International Journal of Educational Research, 2001
    Co-Authors: Theodor Hanf
    Abstract:

    Abstract Germany has been receiving immigrants since the 1960s, but many politicians and a broad section of public opinion refuse to admit it. There is no official immigration policy and hence no integration-oriented educational policy either. The dictates of demography point to permanent immigration. Economic integration is rapid. Inequality of opportunity in the German education system is narrowing. As the large percentage of mixed marriages shows, Germany is de facto a melting pot. Traditional views linking nation with ethnic and Cultural heritage, and—mainly economically motivated—xenophobia exist, alongside a new nationality law that defines nationality not only in terms of parentage, but also of place of birth. On-going European integration brings new multiCultural challenges for all Germans, old and new.

G.a. Contreras - One of the best experts on this subject based on the ideXlab platform.

  • Cultural Lag: A new challenge for mastitis control on dairy farms in the United States.
    Journal of dairy science, 2015
    Co-Authors: Ronald J. Erskine, Rubén O. Martinez, G.a. Contreras
    Abstract:

    Recent changes in the US dairy industry include increases in herd size and the proportion of milk that is produced by large herds. These changes have been accompanied by an increased reliance on hired employees and an increasing role of immigrant labor to perform critical tasks such as milking cows. Thus, there is a growing need for training and education programs for dairy employees because many employees lack previous dairy experience and employee turnover rates are problematic on many farms. Although extension programs have played an important role in the education and support of dairy producers and allied professionals in attaining improved milk quality, dairy employees have limited access to educational programs. Additionally, metrics to assess employee learning are not validated and the ability to sustain work-related behavioral change has not been well described. In this article, we propose a model that may further our understanding of communication and Cultural barriers between dairy managers and employees, based on a demonstration project in 12 Michigan dairy herds. As part of this demonstration, a pilot survey was tested to assess the management culture on dairy farms. Results from this survey found that only 23% of employees across all herds were able to meet with farm management on a regular basis, 36% of employees did not know somatic cell count goals for the farm for which they worked, and 71% of employees stated they primarily received training on milking protocols by other employees or that they learned on their own. Latino employees were more likely to not know farm goals or receive primary training on milking protocols from other employees or on their own compared with their English-speaking counterparts. The survey information, along with input from focus group discussions with participating dairy producers, veterinarians, and employees, suggests that extension needs to build capacity for on-farm training and education for employees to support their engagement within dairy operations.