La presente etude porte sur l'education sexuelle formelle et informelle des adolescentes. Plusieurs evaluations de programmes d'education sexuelle en milieu scolaire ont revele l'existence d'un probleme: l'education sexuelle permet d'acquerir des connaissances theoriques sans avoir d'impact sur les attitudes a l'egard de la sexualite ou sur le comportement sexuel de l'apprenant. Plusieurs experts ont souleve le fait que les programmes d'education sexuelle negligent la dimension affective. L'education sexuelle doit viser la santt sexuelle sous toutes ses facettes. Elle se definit comme etant: "l'integration des aspects somatiques, affectifs, intellectuels et sociaux de l'etre sexue, realisee selon des modalites epanouissantes qui valorisent la personnalite, la communication et l'amour" (Organisation mondiale de la sante, 1975, p. 25). Le but de cette etude est d'explorer le role de l'emotion, une dimension affective, dans l'education sexuelle formelle et informelle des adolescentes. Ainsi, la question de recherche peut-elle s'exprimer de la facon suivante: Quelle perception les adolescentes ont-elles du role des emotions dans leur education sexuelle? Nous abordons une reponse a cette question dans le cadre cognitif et motivationnel de l'emotion de Lazarus (1991). D'apres les donnees recueillies a l'aide d'entrevues semi-structurees, realisees aupres de sept participantes, nous pouvons confirmer que les emotions jouent un role important dans l'education sexuelle formelle et informelie des adolescentes. Les emotions positives facilitent l'apprentissage a la sexualite. Quant aux emotions negatives, elles semblent exercer un effet ambivalent: soit aider ou entraver cet apprentissage.

Only a limited amount of research has begun to focus on the role of the sexuality educator and how he or she contributes to the curriculum's effectiveness. A review of the literature reveals a tendency within sexuality education to practice what is known as the heteropolar imperative. Heteropolarity is described by Wilton (1985) as the inseparability and co-dependency of gender and the erotic within society; it is the assumption that heterosexuality is natural, proper and right. Heteropolarity is also concerned with the relationship between the biological, the moral, and the ideological in the realm of human sexuality. The current study examines the social forces that effect sexuality educators and limit their curricula to heteropolar imperatives. The study adds to the knowledge base of what is known about the current social control of teachers in their planning and implementation of human sexuality curricula. The study follows a naturalistic research design and involves interviews with five sexuality educators from a variety of organizations in the Ottawa-Carleton region. (Abstract shortened by UMI.)

There is a direct link between literacy skill level and health. Low literacy skills affect a person's ability to effectively use health services, take medications, and understand other information provided to them regarding their health (Health Canada, 2001). The purpose of this study was to uncover the meaning of patient education experiences for adults living with limited literacy and chronic illnesses. An inductive, interpretive, hermeneutic phenomenological method was used (van Marten, 1997a). A purposeful sample of 14 adults who were attending literacy programs and had chronic illnesses were interviewed. From these interviews, five themes were ascertained: different roles and relationships, living between worlds, language and health care interactions, mismatched expectations, and powerlessness. Adult learning theories helped illuminate how adults with limited literacy and chronic illnesses make meaning of patient education experiences. For the purposes of this study the following adult learning theories were used: Transformational learning theory (Mezirow, 1995), situated cognition theory (Kirshner & Whitson, 1997), and critical theory (Welton, 1995a). This phenomenological study shone a light on the patient education experiences for adults living with limited literacy and chronic illnesses and exposed the meaning of these experiences as one of a shifting in meaning perspective for the participants. This shifting in meaning perspective was a result of their community of practices within their literacy classrooms which allowed them to enhance their literacy abilities. This, in turn, allowed them to confront the barriers within the health care systems that blocked their full engagement with the health care system. Although some of the barriers continued to exist for the participants, they were better able to able to identify and confront them.

Simulation and debriefing are indivisible components of an important educational strategy being used for educating healthcare professionals. Simulation provides reproducible experiences so learners acquire essential cognitive and psychomotor skills through repetitive practice in environments that mimic clinical reality but eliminate patient risk. Postsimulation debriefing, the cornerstone of this experiential process, is a structured, guided activity where learners are encouraged to collectively and individually explore and reflect upon their experiences in order to improve future performances. The aim of this qualitative case study was to explore simulation and debriefing as experienced by a purposive sample of nine nurse learners and one facilitator while participating in a post-graduate, perioperative nursing program. Guiding questions were: 1. What are the perceptions of perioperative nurse learners participating in the simulation and debriefing process? 2. How does post-simulation debriefing impact the learning process for nurses participating in a perioperative clinical laboratory course? 3. How does the facilitator experience and explain debriefing within this case study? Through researcher observation, video capture of multiple simulations and postsimulation debriefings, semi-structured interviews and learner journaling, common themes emerged that relate to benefits and drawbacks to learning in the simulation environment. The study's findings are reported within participant profiles. Recommendations are made regarding the design of simulation experiences, the use of a debriefing conceptual framework to enhance experiential learning, and ways to enhance debriefer efficacy. Implications of the study revolve around the complexity of designing and enacting simulation and postsimulation debriefing that provides all learners with a positive experiential learning opportunity. When optimal conditions exist, simulation and debriefing can result in transformative learning that is transferrable from the simulation laboratory to the clinical setting. Areas for future research include investigating what types of simulation and debriefing experiences help learners to transition knowledge, skills and judgment from the simulation setting to the clinical environment. Researchers must also determine if simulated experiences can be considered equivalent to direct patient care and thus be used confidently in this manner for educating healthcare professionals.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.