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Brochure about the Meaningful Music in Health care (MiMiC) practice.
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Organisaties zouden meer aandacht moeten besteden aan ethische dilemma’s. Dat betogen onderzoekers van de Hogeschool Utrecht. Zij ondervroegen twintig professionals over de morele referentiekaders in hun werk.
At the end of January 2015 I was given a research assignment formulated and sponsored by two professors of professorships (hereafter lectoraten) associated with the Academy for Social Studies (SASS), and the manager of Professionals and Bedrijven (hereafter P&B). At a later stage, the research was expanded by the sponsorship of the educational managers of the bachelor and master studies of SPH and MWD. It is a complex assignment with several research perspectives and aims. The main goal was to find out how to make better use of the products of the lectoraten for educational purposes. This umbrella goal included many subordinate aims. One aim concerned identifying the products and prioritizing them according to the educational demands of clients in the field and of teachers of the SASS educational programmes. Another aim was to demonstrate which skills the teachers who develop educational materials need to have and to identify steps necessary to adapt the products. Yet another aim consisted of finding better ways for knowledge to circulate between the lectoraten and the teaching staff of SASS. Finally advising the staff of P & B on marketing and communications in relation to the products of the lectoraten was aimed at. Overview of the reportAs stated, there are multiple assignment-givers (hereafter sponsors). In the first section the general societal context which triggered the assignment has been sketched but contextual aspects related to each of the sponsors have also been identified (in Appendix 1). The individual contexts of sponsors were important because, although they agreed on the broad aims of the assignment, they naturally have specific expectations of the results based on their particular situations. After the background sketch, seven sub-tasks given by the sponsors have been turned into subordinate - research and consultation questions. The second section describes the methods used and measures taken to obtain findings. This includes an identification of the inventory structure, actors involved both intramurally and extramurally (the stakeholders). Next, a Delphi method for developing a profile of learner needs and a list of topics of products is described.In the third section, findings are set out in relation to the 7 sub-research and consultation questions. Some discussion and concluding remarks are given for most of the seven questions. The findings are written in English but most of the quotations from respondents have not been translated so they appear in Dutch. Section four summarises these findings in a compact manner since there were conclusions throughout the findings. Section five offers recommendations in Dutch. Attention is given to the different emphases of the sponsors in the details of recommendations. Please note that many end notes and appendices are offered for further reading since some of the approaches mentioned in the text may be unfamiliar to some readers. A word about terms Both Dutch and English employ a variety of terms to identify the provision (aanbod) of learning for adults in working environments and to identify the learning activities or programmes. This can be confusing but is, unfortunately, unavoidable. In Dutch, the terms ‘deskundigheidsbevordering, nascholing, bijscholing’ and ‘trainingsaanbod’ or occasionally ‘professionalisering’ are all used to indicate what in English is called ‘professional development’ (often abbreviated to PD) or ‘staff development’ or, recently, ‘professionalisation’ The typical Dutch use of the term ‘training’ for almost all stypes of learning activities has a somewhat more restricted meaning in English. Educational activities are often referred to as ‘learning trajectories’; ‘ learning opportunities’ or ‘interventions’ as well as, less commonly, ‘training sessions’ or ‘workshops’. All of the English terms are employed throughout this report. The most commonly used are ‘professionalisation’ or ‘PD’ for the provision and ‘interventions’ to indicate specific educational programmes or activities.
‘Businessspiritualiteit’ staat steeds meer in de belangstelling. Maar wat bedoelen we daar eigenlijk mee? En wat willen of kunnen we met spiritualiteit in organisaties in bereiken? Worden we er bijvoorbeeld creatiever van? Of krijgen we er meer gevoel voor ethische zaken door – of misschien zelfs meer morele ruggengraat? Het zijn ingewikkelde onderwerpen en er wordt driftig over gedebatteerd. In dit artikel proberen de auteurs deze vragen te beantwoorden.
Met genoegen bieden we hierbij Onderwijsraamwerk palliatieve zorg 2.0 aan. Het Onderwijsraamwerkpalliatieve zorg 2.0 beschrijft de competenties ten behoeve van de palliatieve zorgverlening voorzorgprofessionals op niveau 2 tot en met 8 volgens het Nederlands kwalificatie raamwerk zoals vastgesteld door het Nederlands kwalificatieraamwerk (NLQF). Deze bestaat uit acht niveaus en één instroomniveau. De niveaus worden vastgesteld aan de hand van beschrijvingen van wat iemand weet en kan na voltooiing van het leerproces. Deze beschrijvingen van de niveaus van kennis, vaardigheden en zelfstandigheid en verantwoordelijkheid noemen we leerresultaten. (www.nlqf.nl)
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Het lectoraat Excellentie in Hoger onderwijs en samenleving, onder leiding van dr. Marca Wolfensberger heeft een tweedaagse georganiseerd voor de leden van de kenniskring, waarin de verduurzaming van het lectoraat centraal heeft gestaan. De volgende doelen stond het organiserend comité (Tineke Kingma en Eti de Vries, twee leden van de kenniskring) voor ogen:- Samen werken aan een verduurzaamde visie en toekomst van het lectoraat door middel van trendanalyse en toekomstscenario’s- Voorbereiding beoordeling lectoraat- Samen bepalen van de onderzoeksgebieden van het lectoraat- Herijking criteria voor Honours programma’s- Gezamenlijk werken aan een eindproductIn dit verslag kunt u de bevindingen lezen.
