Health care librarians and information literacy: an investigation

Until relatively recently, the concept of information literacy, and teaching the skills to enable it, was mainly a concern of academic libraries. Now, it is also seen to be of high importance within the context of health care libraries. Health care libraries and librarians can provide crucial support towards the implementation of evidence‐based practice in patient care through both information literacy skills training and by conducting mediated searches on behalf of health care practitioners. This article reports the findings from an investigation conducted by Charlotte Kelham as part of her MA in Librarianship from the University of Sheffield. Her dissertation investigated how health care librarians understand the concept of information literacy, the implications of this for their role and their perceptions around how their role is valued. Charlotte graduated from Sheffield in 2013 and is currently job hunting. AM     

各型颈椎病非手术治疗的护理体会

目的:通过观察综合性护理对保守治疗颈椎病患者的临床疗效。方法:收集我科保守治疗的颈椎病患者68例,通过一般护理、牵引护理、颈部功能锻炼指导、心理护理、生活护理进行临床干预,观察患者症状及治疗后效果。结果:所有患者在综合护理干预后,临床治疗效果及身心健康得到明显改善。结论:综合性护理在保守治疗颈椎病中起着至关重要的作用。     

院前急救的护理体会

院前急救当中应积极运用护理的急救思维,使用高效的护理方法,于院前急症、危、重症病人的急救当中起着非常重要的作用,熟练的了解院前急救现场及转运途中的监护且及时有效的予以心理护理,明显的提高了院前抢救的成功率,为患者转入医院内进行下一步的治疗奠定了很好的基础。     

探索中职学校图书馆人文关怀新内涵

文章分析现代教育理念下的中职图书馆服务工作存在的问题,阐述人文精神和人文关怀的关系和新内涵,探索人文关怀在现代中职学校图书馆的构建,为更好营造学校图书馆有效、和谐的人文环境,推动学校健康发展。     

从人文关怀的角度谈对地震灾区儿童的心理干预

近年来地质灾害频发,从汶川地震到玉树地震再到雅安的芦山地震,每一次地震都会给儿童造成不同程度的心理创伤,并在身心、认知和精神上表现有一定的创伤应激障碍,因此,需要针对地震灾区儿童各年龄阶段心理创伤的反应特点,提出具体的护理措施,着重分析人文关怀在灾区儿童心理干预中的运用,以及人文关怀对灾区儿童心理重建的重要意义。     

新医改视角下药学素质教育模式探讨

自国务院发布新医改方案以来,对医药卫生体系的影响,包括对医学教育的影响被多方解读。笔者以为,新医改要求高等学校药学素质教育也应有所变化,本文试从药学教育的发展历程,以及新医改下药学教育面临的问题这两个角度出发,探讨药学素质教育的模式。     

论人文关怀对高校就业困难生的意义

高校就业困难生的就业状况已引起社会各方面的关注,而人文关怀是高校对就业困难生进行帮扶的重要方法之一。本文通过分析当前高校就业困难生帮扶中人文关怀的缺失方面的现状,阐述在高校就业困难生帮扶中贯彻人文关怀的现实意义以及高校就业困难生就业工作中贯彻人文关怀的主要途径。     

ECEC Students’ Writing Trajectories: Academic Discourse and “Professional Habitus”

In Sweden and many other countries, the academisation of teacher education goes along with increased emphasis on a student thesis, in Sweden formally entitled the final degree project. This study deals with students’ writing trajectories in Early Childhood Education and Care aimed at work in the preschool or the recreation centre. The study indicates that student writing, shaped by a variety of academic literacies, is primarily based on values of the vocational field, parallel to an emerging critical academic approach. The study suggests that academic writing is largely perceived among the students as a means to underpin the vocational field with theory, and see critical thinking and reflective practice as relevant to their future career.     

Dangerous Carers: Pastoral power and the caring teacher of contemporary Australian schooling

Whilst care imperatives have arisen across the breadth of Western societies, within the education sector they appear both prolific and urgent. This paper explores the deployment of care discourses within education generally and draws upon the case of Australian Health and Physical Education (HPE) more specifically, to undertake a Foucauldian interrogation of care. In so doing I demonstrate the usefulness of Foucault's pastoral power lens and its capacity to provide insight into the moral and ethical work conducted by caring teachers on behalf of the state (Acker, 1995). Following a brief overview of the advocacy, challenges and debates surrounding the issue of caring teaching within education, I draw on the work of Hunter (1994) and three case studies from a genealogical interrogation of HPE that employed Foucualt's ethical fourfold as a heuristic device to reveal the ethical practices and objectives of the good HPE teacher. Drawing on this genealogical work, I argue that HPE teachers and their colleagues have been purposefully incited to constitute themselves as agents of pastoral power. From this Foucauldian perspective, I conclude with an exploration of the unintended and possibly ‘dangerous’ practices of caring teaching that may emerge within the complex and messy nexus of contemporary self‐constitution.