Suchergebnisse

The overwhelming hallmark of the 21st century has beenchange, affecting all levels of societies and cultures. Globally there arefundamental shifts in science and technological advancements, includingmedical interventions and genetic knowledge; significant downturnsin the economic wellbeing of many; catastrophic natural and man-madedisasters; and significant concern about the environmental health ofthe Earth. We have increasing shortages of health professionals, andrising aged populations in many countries. Healthcare and nursingeducation have been affected by such changes within larger global andnational social, economic, political, cultural, and environmental spheres.Nursing educators have to prepare clinicians to promotehealth and improve wellbeing, but the foundations of nursing educationneed to be redesigned in many countries as technology, science, andthe demands of the public for effective and responsive health care,become more complex. In some countries and regions nursingcurricula are outdated, not preparing nurses for further practice.Technology has many benefits, but there are huge gaps in technologyaccessibility and training in nurse education and health settings, andchallenges regarding the nature, cost, and high turnover of technologyused in teaching-learning spheres. Other challenges includeunderstandings about how technology impacts on the wellbeing ofpatients, clinicians, learners, and educators. This paper explores someof these challenges, including ethical concerns that may arise when thehumanness of caring and education is lessened through technology

This article draws together the findings of two recent studies at the University of Ballarat which suggest that poverty is experienced among a considerable minority of students. In a pilot study of 54 students and a phenomenological study of 17 students, different ways of measuring poverty were considered: the Poverty Line, dependence on a government allowance, cultural criteria and self‐perception. It was found that undertaking part‐time work failed to protect students from poverty, with significant indebtedness affecting all. Those under the Poverty Line were more likely to be young and male and less likely to be living in a family. Poor students saw their well‐being and self‐worth affected by poverty as they struggled to escape a cycle of indebtedness and risked academic standards by working longer hours.