Why have I been touched badly? A 22 years follow-up research study on factors influencing child sex abuse and solutions to stop it.

Why have I been touched badly? A 22 years follow-up research study on factors influencing child sex abuse and solutions to stop it.

Published in: Asian J. Nursing Education and Research. 2019; 9(1):09-16

Abstract

The technology and democracy have helped us to forward the world fastly, without giving an ultimate solution to many social problems which makes the lives nightmare. Among these, the incidence of child sex abuse has become an unresolved issue and is increasing dramatically nowadays. The author has conducted a 22-years prospective and inquisitive search to explore the factors influencing the sex abuse from offender’s and victim/target’s point of view and to find a solution to eradicate this crime towards children. The researcher has selected a personalized cum case study qualitative approach to explore the factors and solution, introduced the paper with a title of ‘Why have I been touched badly’? and masked the title of the study, statement of the problem, research questions, inclusion and exclusion criteria purposefully to ensure confidentiality, anonymity and trust of the participants at cent percent as it is a highly sensitive issue in the society. The researcher has used triangulation method to evolve results bias-free. The researcher has used diary notes, discussions, observations and case studies. It is seen that there are 11 factors contributing to infant sex abuse, 9 & 6 factors for preschooler and schooler sex abuse respectively. The current research identified 6 phases of child sex abuse; observation phase, introduction phase, Samaritan phase, isolation phase, execution phase and termination phase. The existing body of literature regarding this issue is very limited. The researcher decided to discuss the evolved facts with reported cases of child sex abuse and studied on ‘how could it have been prevented?’ The researcher randomly picked five recent reported cases by media with the detailed explanation of the situational factors except the case study VI, which the researcher has purposefully selected this incident to justify the suggested solution to eradicate the child sex abuse in the society. The researcher concludes the paper with a request for revising POCSO act based on the results of the study, thus hopefully be able to stop the child sex abuse forever.

Keywords: Child sex abuse, Pocso act, bad touch, sex offenders, sex abuse victims, a solution to sex abuse

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Lived experience of disaster victims of South Indian floods 2015: To develop a Concatenated Disaster Crisis model using phenomenographical framework analysis

Lived experience of disaster victims of South Indian floods 2015: To develop a Concatenated Disaster Crisis model using phenomenographical  framework analysis

Published in: Indian Journal of continuing nursing education, 2018, 19(2), 44-53.

Abstract:

The 2015 South Indian floods resulted from heavy rain fall in November-December 2015. The South Indian states of Tamil Nadu, particularly Chennai and Andhra Pradesh were badly affected. The aim of the study was to investigate the lived experience of disaster victims of South Indian floods; developing a Concatenated Disaster Crisis model using phenomenographical framework analysis. A qualitative design with phenomenographic approach was used. This study focuses on investigating ‘how do people experience towards the natural phenomenon?’. The results are emerged from three phases of data collection after flooding: within 4 days, 4 months and 3 months subsequently with a total number of 22 samples. The steps followed are familiarization, compilation, condensation, preliminary grouping, preliminary comparison of categories, naming the categories and final outcome space. The results of the study are presented as categories of description and outcome space. Categories of description are typically expressed in the form of 10 categories named as ‘phases’ and description as ‘views’. Ten categories emerged: Disaster ‘expected, but not expected’, pseudo relief ‘save only life’, indolent ‘disaster victims’, reluctant ‘not willing to go back to reality’, empty nest ‘lost everything’, horn bill ‘look at help’, saturation ‘saturated with donated materials’, life initiation ‘start a life from zero point’, recovery ‘disaster becomes a nightmare’ and normal life phase ‘disaster becomes an anecdote’. The Concatenated Disaster Crisis model facilitates the nurses to identify the chain of experiences of victims with variations therein, plan the allocation of resources carefully and provide what the victims are in need. 

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Human senses- Identification of six senses in the human

Six human senses

I would like to share my immense happiness on the publication of research "Identification of sixth sense" and getting attention in other countries too. 

Aristotle (390 BCE-350 BCE), the Greek philosopher has viewed that human has five senses-vision, smell, hearing, taste, and touch. In our current research project (2014-2018), we were able to draw that human has six senses. 

(How to cite this article: Jobin, P., Siva, R., Sudha, R., & Hema, V.H. (2018). Intersensory Perception Model: Integrating the sixth sense in providing Nursing care. Manipal Journal of Nursing and Health Sciences, 4(1), 8-17.)

The paper defines the sense or sensing is an ability of a human being for identifying and interpreting the stimulus from the external environment through five sensory organs includes eye, nose, ear, tongue, and skin with six senses such as vision, smell, hearing, taste, touch, and auto-thermoception. 

The sensing is categorized into three:

On sight sensing

It is an ability of a human being to see and interpret the surrounding environment in the visible light through the sensory organ called eyes and the response of the nervous system is known as ophthalmoception.

Abut sensing

The word 'abut' is the Anglo-Latin origin, which means 'touch'. It is an ability of the human being to identify and interpret the surrounding environment by making physical contact through sensory organs such as skin and tongue. The response of the nervous system through tongue is called as gustaoception (taste- for example, ability to interpret taste with the contact between tongue and food) and through the skin with the contact of items is called as thermoception (temperature- for instance, ability to differentiate the high and low temperature with the contact between skin and thermal conductor), nociception (pain - for instance, ability to respond to pain with the contact between skin and needle) and mechanoreception (vibration- for example, ability to identify the vibration with the contact between skin and vibrating material).

Remote sensing

Remote sensing is an ability of the human being to acquire and interpret the surrounding environment without making physical contact and out of sight through sensory organs such as ear, nose, and skin. The response of the nervous system through ear is known as audioception (hearing- for instance, the ability of the human ears to acquire the sound waves from the surrounding) and through nose is olfacception (smell- for instance, ability of the human nose to acquire the smell of the particles from the surrounding). The body is covered with skin, which is normally sensitive to heat and cold. The ability of the skin to identify the level of room temperature in the surrounding environment without touching called auto-thermoception.

The figure explains the three modalities of sensing and highlights five sensory organs and six senses.

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Curriculum- Functions, features and types

Curriculum- Functions, features, and types

Functions of a curriculum

• It states objectives to modify the behavior of the students
• It offers the subject matter to teach the students
• It is a platform of learning experiences planned by the school for the students
• It gives opportunities to the students to mold and to grow in the society
• It is flexible based on the needs of the society

A nursing curriculum is planned based on the health needs and issues of the society. It is influenced by the policy decisions based on the national health programs.

Features of an outstanding curriculum

• It should describe theory and way of putting theory into practice
• It should be able to cope up with the scientific advancements
• It should deliver knowledge in an efficient and economical way
• It helps the students to utilize knowledge to live in reality
• It facilitates the professional and personal growth of students
• It gives a space for students to think, develop and contribute to the existing body of knowledge

Types of curriculum

Based on philosophical, psychological and sociological principles, there are a few types of curriculum. 

• Subject-centered curriculum- More emphasis on subjects rather than on children. The students are expected to gain mastery of subject matters that have been predetermined by a panel of experts.
• Child-centered curriculum- The students determine the direction of their learning following their natural curiosities, interests, and passions. The teacher's role is to facilitate the child's learning by providing a comfortable environment for them. 
• Activity curriculum- It is also called as a project or experience curriculum. The curriculum is designed based on the interests and purposes of the children being planned cooperatively by the teacher and students. This method is just opposite to passive learning through lectures and observation.
• Experience curriculum- The child learns from the events, people, the social and emotional environment of the classroom. It also considers that the social experience of the child has an educational value.
• Undifferentiated curriculum- It aims the development of all-around personality fo the child through integrated experiences by the unification of the subjects. 
• Basic education curriculum- The purpose is to provide a comprehensive conceptualization of reforms in basic education; pre-primary, primary, secondary and inclusive education.
• Life centered curriculum- It is designed for students with learning disabilities, aiming to teach the basic life skills to live in the society.
• Correlated curriculum- It means the establishment of relationships among the various subjects by planning a serious sequence of experiences in one subject field.
• Integrated curriculum- It means the unification of two or more subjects together to improve student achievements.
• Official curriculum- In which, the course of the study, duration and aims are officially or traditionally understood by everyone.
• Institutional curriculum- This curriculum had designed based on the needs of the institution.

Curriculum- concepts and models of curriculum in nursing education

Curriculum- concepts and models of the curriculum in nursing education

Definition: 

It is a very well planned blueprint of the educational activities in an academic year. It consists of assessing the needs and demands of the society, formulating objectives, planning teaching-learning process, implementing and evaluating its outcome. A nursing curriculum is a systematic arrangement of the sum total of selected experiences planned by a school for a defined group of students to attain the aims of a particular educational programme. 

The modern concept of the curriculum:

The modern society needs the children to be equipped with the overall development including curricular, co-curricular, and extracurricular achievements. The secondary education commision said that according to the best modern educational thought, the curriculum does not mean only the academic subjects traditionally taught in the school but it includes the totality of the experiences that a pupil receives through the manifold activities that go on in the school- in the classroom, library, playgrounds and in the numerous informal contacts between the teachers and pupils. In this case, the whole life of the school becomes the curriculum which can touch the lives of the students at all points and help in the development of a balanced personality. 

The types of curriculum

Through the readings of Smith and co, the four types are;

1. Explicit curriculum
2. Implicit curriculum
3. Hidden curriculum
4. Excluded curriculum

Explicit curriculum: The mission of the school is delivered through the subjects taught in the school. The school expects the successful students to acquire it.

Implicit curriculum: The lessons that arise with the culture of the school and it is characterized by behaviors, attitudes, and expectations of the school and students.

Hidden curriculum: The things which the students learn because of the way in which the work of the school is planned and organized but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements. 

Excluded curriculum: In which, the specified topics and perspectives are completely excluded from the curriculum.

The development of the curriculum:

It has seven steps;

1. Assessment of the needs
2. Formulation of the objectives
3. Selection of content 
4. Organization of the content
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of evaluation methods.

Models of curriculum development

The behavioral objective model

This model was developed by Ralph Taylor. He suggested that a curriculum should be able to answer the four fundamental questions. They are

1. What the educational purposes should the school seek to attain, ie, objectives?
2. How can learning experiences be selected that are likely to be useful in attaining these objectives?
3. How can learning experiences be organized for effective instruction?
4. How can the effectiveness of learning experiences be evaluated?

This model gives important to the achievement of the objectives by the student. This model mainly supports four main components such as objectives, content, method, and evaluation.

Stenhouse's process model

It emphasizes on learning experiences or the process of education. He said that it was possible to organize the curriculum without thinking about the expected outcomes of the students. The teacher's role is a learner and has to strive excellence in learning and teaching process. The teacher should appraise the student's work and enhance the self-appraisal ability among the students.

Beattie's Four fold model

It has main three aspects;

1. The curriculum is a key map of key subjects
2. The curriculum is a schedule of basic skills
3. The curriculum is a meaningful portfolio of personal experiences
4. The curriculum is delivering the culture to next generations

It is really important to understand that when you decide the curriculum, all the aspects such as aims, content, teaching process, learning process and evaluation process integrated with the culture, needs, demands, and issues of the society should be included. 

Inter-sensory perception model: Integrating the sixth sense in providing nursing care

Inter-sensory perception model: Integrating the sixth sense in providing nursing care

Published in: Manipal Journal of Nursing and Health Sciences, 4(1), 8-17.
Abstract

Introduction: In 21st century, nursing profession is enriched with many theories. However, there exists a wide gap between knowledge and implementation of nursing care. 

Aim: The paper explains causes of this gap and addresses a solution using a conceptual model titled “Intersensory perception in nursing care ‘under empirical concept’ open your  sixth sense in addition to five traditional senses.” 

Methods: A qualitative case study design was used for testing the conceptual model. 

Results: The paper classifies the different modalities of sensing, adds one more nontraditional sense (auto thermoception) to five traditional senses and depicts how general sensory perception can be upgraded to inter-sensory perception among nurses through nursing education process, which is pictured as nursing foundry lab model. It also explains that how nurses can identify homeostatic imbalance among human beings using intersensory perception and help the patient to retain homeostasis. Further, a comparative analysis is done with Florence Nightingale’s environmental theory and criterion based critique model is used to evaluate the role of inter-sensory perception in nursing care. 

Conclusion: Hopefully, these concepts pave the way to implement an effective nursing care using inter-sensory perception and reduce unintentional torts by overcoming ‘numbness’ of senses.

Key words: Conceptual model, inter-sensory perception, nursing theory, sensing, sixth sense

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Blooms taxonomy objectives-Psychomotor domain

Blooms taxonomy objectives-Psychomotor domain
Simpson (1972) proposed the seven levels to describe the ability to manipulate a tool or instrument physically like a hammer or a hand. 

The levels are

1. Perception
2. Set
3. Guided response
4. Mechanism
5. Complex overt response
6. Adaptation
7. Origination

Perception
The ability to use sensory cues to guide motor activity. This level ranges from the reception of stimuli to translation to action. For eg. a nurse adjusts the height of the bed depends on the patient's height.

The verbs used are chooses, describes, detects, differentiates, identifies, isolates, distinguishes.

Set
This level is concerned with readiness to act: physical, mental and emotional sets. It determines a person's response to different situations. For eg. a nurse understands patient's likes and dislikes of food pattern.

The verbs used are begins, moves, reacts, shows, starts, proceeds, volunteers, displays, initiates.

Guided response
This level is seen in early stages of learning that includes imitation and trial and errors. Adequacy of performance is achieved by persistent practicing. For eg., a student nurse learns to do IM injections among the peer group.

The verbs used are copies, traces, follows, reacts, reproduces, responds

Mechanism
This level includes the intermediate stage of learning a complex skill. The student is able to practice learned skills successfully with confidence and proficiency. For eg. the nurse is able to insert IV cannulas at first attempt without any failure.

The verbs used are assembles, calibrates, constructs, displays, manipulates, measures, mends, mixes, sketches.

Complex overt response
It involves complex movement patterns. The student is able to perform skills with a quick, accurate, highly coordinated using minimum energy without any failures. For eg. the nurse is able to insert an IV cannula in a severely dehydrated patient at first attempt.

The verbs used are builds, constructs, fastens, fixes

Adaptation
Skills of the student are well defined and able to perform in any type of situations. For eg. the nurse is able to insert IV cannula without a tourniquet in a disaster emergency situation outside the hospital.

The verbs used are adapts, alters, changes, revises, varies, reorganizes

Origination
The student is able to create new movement patterns to fit a particular situation or to solve problems. For eg. the nurse is able to develop innovative methods to reduce the pain of patients while IV cannula insertion.

The verbs used are arranges, builds, constructs, composes, creates, innovates, develops, initiates, makes.