Robyn Ramsden, Richard Colbran, Ellice Christopher and Michael Edwards
Education, training and continuing professional development are amongst the evidence-based initiatives for attracting and retaining rural and remote health professionals. With…
Abstract
Purpose
Education, training and continuing professional development are amongst the evidence-based initiatives for attracting and retaining rural and remote health professionals. With rapidly increasing access to and use of digital technology worldwide, there are new opportunities to leverage training and support for those who are working in rural and remote areas. In this paper we determine the key elements associated with the utility of digital technologies to provide education, training, professional learning and support for rural health workforce outside the University and tertiary sector.
Design/methodology/approach
A scoping review of peer-reviewed literature from Australia, Canada, US and New Zealand was conducted in four bibliographic databases – Medline complete, CINAHL, Academic Search complete and Education Complete. Relevant studies published between January 2010 and September 2020 were identified. The Levac et al. (2010) enhanced methodology of the Arksey and O'Malley (2005) framework was used to analyse the literature.
Findings
The literature suggests there is mounting evidence demonstrating the potential for online platforms to address the challenges of rural health professional practice and the tyranny of distance. After analysing 22 publications, seven main themes were found – Knowledge and skills (n = 13), access (n = 10), information technology (n = 7), translation of knowledge into practice (n = 6), empowerment and confidence (n = 5), engagement (n = 5) and the need for support (n = 5). Ongoing evaluation will be critical to explore new opportunities for digital technology to demonstrate enhanced capability and retention of rural health professionals.
Originality/value
To date there has been limited examination of research that addresses the value of digital platforms on continuing professional development, education and support for rural health professionals outside the university and tertiary training sectors.
Details
Keywords
Carriage of goods — Duty of care of carriers to protect consignee's goods on lorry parked in locked courtyard
Books and periodicals on aeronautics: A buying list
The purpose of this study is to examine how the religious beliefs and experiences of a white Evangelical English teacher, Amy, shaped her enactment of critical inquiry pedagogy in…
Abstract
Purpose
The purpose of this study is to examine how the religious beliefs and experiences of a white Evangelical English teacher, Amy, shaped her enactment of critical inquiry pedagogy in her English classroom.
Design/methodology/approach
This study drew on three in-depth interviews focused on a white Evangelical English teacher’s negotiation of her faith and understanding of critical inquiry issues in her teaching.
Findings
The teacher embraced anti-racist pedagogy by aligning definitions of structural racism with her understanding of the inherent sinfulness of humankind. She did so at the risk of her standing within her Evangelical community that largely rejected anti-racism. On the other hand, the teacher struggled with embracing LGBTQ+ advocacy, believing that affirmation of LGBTQ+ identities ran counter to her beliefs in “the gospel.” Her theological beliefs created complications for her when students brought the issue up in her class.
Practical implications
This study illustrates the way an English teacher incorporated anti-racism into both her teaching and religious identity, demonstrating that for some, the main concepts promoted in teacher education programs are held against a theological standard. It suggests that more work must be made by English teacher educators to provide space for religious pre-service teachers to find religious justification for engaging in LGBTQ+ advocacy.
Originality/value
One of the goals of English education is to encourage students to read texts and the world critically. However, the critical inquiry may be seen by Evangelical teachers and students as value-laden, too political and hostile to religious faith. This study examines the tensions that arise for an English teacher who is a white Evangelical. It contributes to possible strategies for the field to address these tensions.