Some nurses are responding rebelliously to the changing healthcare landscape by challenging the status quo and deviating from suboptimal practices, professional norms, and organizational rules. While some view rebel nurse leadership as challenging traditional structures to improve patient care, others see it as disruptive and harmful. These diverging opinions create dilemmas for nurses and nurse managers in daily practice. To understand the context, dilemmas, and interactions in rebel nurse leadership, we conducted a multiple case study in two Dutch hospitals. We delved into the mundane practices to expand the concept of leadership-as-practice. By shadowing rebel nurse practices, we identified three typical leadership practices which present the most common “lived” experiences and dilemmas of nurses and nurse managers. Overall, we noticed that deviating acts were more often quick fixes rather than sustainable changes. Our research points to what is needed to change the status quo in a sustainable manner. To change unworkable practices, nurses need to share their experienced dilemmas with their managers. In addition, nurse managers must build relationships with other nurses, value different perspectives, and support experimenting to promote collective learning.
MULTIFILE
Educational policies in the Netherlands reveal that the current mainstream participatory approach to citizenship education jeopardises students’ autonomy. Especially in Dutch post-secondary vocational education, citizenship education has been shown to be mainly aimed at socialization: initiating students into tradition, internalising rules, societal norms and values. This article reports on the findings of a research project, which is grounded in the assumption that integrating Bildung, citizenship education and critical thinking is a promising way to grapple with the perceived overemphasis on socialization strategies. We justify the interrelationship of critical thinking, Bildung, citizenship education, and professional training from two perspectives – historical and contemporary. It is only by combining these concepts, we contend, that educational professionals can create teaching materials more geared to developing autonomy, and prepare students in vocational training to navigate the political and societal dilemma’s on the work floor. Furthermore, we also clarify our perspective by offering three educational principles, used in our project to guide the design of teaching materials, that form a context for integrating citizenship, critical thinking, and Bildung in vocational education. A practical illustration is subsequently discussed.
DOCUMENT
Restoring rivers with an integrated approach that combines water safety, nature development and gravel mining remains a challenge. Also for the Grensmaas, the most southern trajectory of the Dutch main river Maas, that crosses the border with Belgium in the south of Limburg. The first plans (“Plan Ooievaar”) were already developed in the 1980s and were highly innovative and controversial, as they were based on the idea of using nature-based solutions combined with social-economic development. Severe floodings in 1993 and 1995 came as a shock and accelerated the process to implement the associated measures. To address the multifunctionality of the river, the Grensmaas consortium was set up by public and private parties (the largest public-private partnership ever formed in the Netherlands) to have an effective, scalable and socially accepted project. However, despite the shared long term vision and the further development of plans during the process it was hard to satisfy all the goals in the long run. While stakeholders agreed on the long-term goal, the path towards that goal remains disputed and depends on the perceived status quo and urgency of the problem. Moreover, internal and external pressures and disturbances like climate change or the economic crisis influenced perception and economic conditions of stakeholders differently. In this research we will identify relevant system-processes connected to the implementation of nature-based solutions through the lens of social-ecological resilience. This knowledge will be used to co-create management plans that effectively improve the long-term resilience of the Dutch main water systems.
Hogeschool Rotterdam wil in samenwerking met IT-Campus en Rotterdamse mkb-bedrijven onderzoeken of de dataskills die studenten in hun opleiding verwerven, aansluiten op de datageletterdheid die van hen als startende professionals wordt verlangd. Om dit te beoordelen vragen we Rotterdamse ondernemers naar de datagedreven uitdagingen en problemen die zij voor zich zien en of zij bij de instroom van startende professionals voldoende kennis en skills zien om die uitdagingen het hoofd te bieden. Met de uitkomsten kunnen kennisinstellingen een helder beeld krijgen van het concept datageletterdheid en hiermee een handvat bieden aan opleidingen om dataskills in de curricula aan te laten sluiten op de behoefte in de arbeidsmarkt van de Metropoolregio Rotterdam-Den Haag (MRDH). We werken toe naar een ontwerp Data Skills-set. Misschien is het beter om te spreken van datacompetenties, hetgeen onderdeel is van de zoektocht in dit onderzoek. Welke terminologie is het meest behulpzaam in het oplijnen van onderwijs en werkveld op het gebied van data: geletterdheid, competenties, skills of een combinatie daarvan. Is het van belang of juist contraproductief om daarin (merk)specifieke tooling een plek te geven? We vragen ons ook af of datageletterdheid als een generiek concept domeinoverstijgend bruikbaar is, bijvoorbeeld tussen het economisch en technisch domein. De verwachting is dat de bevindingen op het gebied van datageletterdheid in de regio Rotterdam te generaliseren zijn naar andere delen van Nederland. Ook die hypothese willen we verkennen in dit onderzoek. Door het beantwoorden van deze vragen willen we een start maken voor het ontwerp van een instrument voor professionele ontwikkeling in het werkveld als ook een referentiekader voor het gesprek met onderwijspartners en overheid. Daarnaast kan zo’n ontwerp DataSkills-set ervoor zorgen dat de onderwijsdomeinen in gesprek blijven met elkaar ten aanzien van nieuwe methoden en onderwijsvormen voor vaardigheden.
Langdurig werklozen, statushouders, dak- en thuislozen, ze voelen zich vaak gemarginaliseerd en eenzaam. Eén manier om te helpen, is deelname aan sport. In de praktijk gebeurt dit nog maar weinig. Hoe daar verandering in kan worden gebracht onderzoekt CISE.
