27. Didactics - Learning and Teaching
Paper
How Can Teacher Expectancy Research Better Inform Classroom Teaching?
Rune Hejli Lomholt
University of Southern Denmark, Denmark
Presenting Author: Hejli Lomholt, Rune
Research has suggested that high- and low-expectation teachers tend to create very different instructional and socioemotional classroom environments (Rubie-Davies, 2007) and high expectation teachers provide students with more learning opportunities by planning and conducting their teaching differently for different students (Aydin & Ok, 2022; Rubie-Davies, 2014). In this paper, I start by considering that the use of Teacher Expectancy Research (TER) has great unfilled potential for more practical use in education, something that is also voiced by Weinstein (2018). Wang et al. (2018) recommends that future research investigates the impact of classroom behaviours and engagement. Further, Geven et al. (2021) has presented findings that suggests how the impact of influential factors on teacher expectations vary across educational contexts, but research in a Danish educational context remains underdeveloped. I address this gap and focus on students forms of participation, as an indicator of classroom behaviour and engagement. I argue how it is an important departure from a dominant research focus on student demographic traits and can contribute towards a more practical application of TER. In this paper, I ask the question; how can TER better inform classroom teaching? I believe there are two social conditions that impedes the practical usage of TER:
Firstly, I consider the notion of “meritocratic beliefs” (Mijs, 2016) about students’ academic performance as potentially problematic. Such a belief system could be a reason for the great unfilled potential of TER as a framework for equitable conditions for learning and achievement. In a meritocratic belief system inequalities are personalized, which poses a serious problem to justice in education; it holds the learner accountable for the lack of academic performance, rather than focusing on the learning environment. In this perspective, differences in students’ academic performance are viewed as connected to their innate ability and the effort they put into school work, determining opportunities for learning and educational attainment. Mijs (2021) show how meritocratic beliefs are increasingly widespread among citizens in society, and Geven et al. (2021) suggests that teachers might consent to educational inequality, because they believe it is due to fair meritocratic principles of educational attainment.
Is academic performance all about effort? Bourdieu has suggested that a large part of the explanation can also be found in reproduction of structural, intergenerationally transferred inequalities, and empirical studies have consistently identified reproduction mechanisms in education (Jæger & Holm, 2007; OECD, 2016). Even thou recent reviews show consistent evidence that teacher expectations are biased against the gender, ethnicity or socioeconomic status of students (Murdock-Perriera & Sedlacek, 2018; Wang et al., 2018), this might not be properly acknowledged by teachers if swayed by meritocratic beliefs.
Secondly, I consider that bias in teacher expectations is often latent and need to be elicited to make teachers aware of them. I argue that variations in teachers’ expectations towards the academic performance of students across different forms of participation, could potentially elicit latent bias (if any) so it cannot be explained solely by merit. Also, bias across the gender, ethnicity or socioeconomic status of students would force the acknowledgement of structural inequalities as part of the explanation to differences in academic performance. A focus on classroom behaviour and engagement could provide teachers with an infraction point for interrupting detrimental cycles driven by their own expectations.
I conclude by presenting forms of participation observed in my study, together with a schematic of my research design and outline how I intend to investigate influential factors on the formation of teachers’ expectations and incorporate a focus on classroom behaviour and engagement. Conclusively, I stress the need for classroom teaching to be better informed by TER.
Methodology, Methods, Research Instruments or Sources UsedI utilize a mixed method research design, with two empirical approaches to the collection and analysis of data: 1) an observational study and 2) a statistical study based on data from a factorial survey. In the first phase of the project (1) an observational study examines forms of participation among primary school students in different teaching activities, focusing on the school subject’s Danish language and Mathematics. This enables me to operationalize and present teachers with representations of students’ participation in teaching activities, as an indicator of classroom behaviour and engagement. The observational study is conducted in four Danish primary schools selected through a stratified random sampling procedure based on available Danish national school records. Schools are sampled from this procedure, to ensure variation in the student population according to gender (Robinson-Cimpian et al., 2014), ethnicity (Bonefeld & Dickhauser, 2018; Tenenbaum & Ruck, 2007) and socioeconomic status (Geven et al., 2021), which have consistently been found to impact teacher expectations. The analysis of the qualitative data will then inform the operationalization of participation in a vignette to ensure high ecological validity in the quantitative study (Krolak-Schwerdt et al., 2018).
In the second phase of the study (2), I examine variations in primary school teachers’ expectations, by conducting a vignette experiment. Here, teachers are asked to register their expectations toward the academic performance of a fictitious student. I use a factorial survey design, which consists of a vignette experiment in combination with a traditional survey (Atzmüller & Steiner, 2010). This methodological approach has shown to be especially suited for eliciting latent bias in professional judgements (Wallander & Laanemets, 2017). The vignettes are composed as descriptions of a fictitious student with certain characteristics and level of participation in a teaching activity. Participation and student characteristics are then experimentally varied across respondents in a between-subjects design, which allows for an assessment of the statistical effect of the variables on the outcome of a formed expectation about future academic performance. The traditional survey is used to gauge relevant teacher characteristics, values, and other relevant attitudes.
Conclusions, Expected Outcomes or FindingsFollowing on from the analysis of the qualitative data in the first phase of my project, the paper concludes by presenting forms of participation observed in my study, with a focus on the classroom context and variations between the school subject’s Danish language and Mathematics. Next, I outline my research design and how I integrate qualitative and quantitative methods. I use this to discuss how representations of participation could be operationalized in a vignette, as part of a factorial survey design. I conclude by arguing that variations in teachers’ expectations towards the academic performance of students across different forms of participation, can potentially elicit latent bias so it cannot be explained solely by merit, and why this can strengthen the use of TER and its use for justice in education. Conclusively, I stress the need for classroom teaching to be better informed by TER.
ReferencesAtzmüller, C., & Steiner, P. M. (2010). Experimental Vignette Studies in Survey Research. Methodology, 6(3), 128-138.
Aydin, Ö., & Ok, A. (2022). A Systematic Review on Teacher's Expectations and Classroom Behaviors. International Journal of Curriculum and Instructional Studies, 12(1), 247-274.
Bonefeld, M., & Dickhauser, O. (2018). (Biased) Grading of Students' Performance: Students' Names, Performance Level, and Implicit Attitudes. Frontiers in Psychology, 9, Article 481.
Geven, S., Wiborg, Ø. N., Fish, R. E., & Van De Werfhorst, H. G. (2021). How teachers form educational expectations for students: A comparative factorial survey experiment in three institutional contexts. Social Science Research, 100, 102599.
Jæger, M. M., & Holm, A. (2007). Does parents’ economic, cultural, and social capital explain the social class effect on educational attainment in the Scandinavian mobility regime? Social Science Research, 36(2), 719-744.
Krolak-Schwerdt, S., Hörstermann, T., Glock, S., & Böhmer, I. (2018). Teachers' Assessments of Students' Achievements: The Ecological Validity of Studies Using Case Vignettes. The Journal of Experimental Education, 86(4), 515-529.
Mijs, J. J. B. (2016). The Unfulfillable Promise of Meritocracy: Three Lessons and Their Implications for Justice in Education. Social Justice Research, 29(1), 14-34.
Mijs, J. J. B. (2021). The paradox of inequality: income inequality and belief in meritocracy go hand in hand. Socio-Economic Review, 19(1), 7-35. https://doi.org/10.1093/ser/mwy051
Murdock-Perriera, L. A., & Sedlacek, Q. C. (2018). Questioning Pygmalion in the Twenty-First Century: The Formation, Transmission, and Attributional Influence of Teacher Expectancies. Social Psychology of Education: An International Journal, 21(3), 691-707.
OECD. (2016). PISA 2015 Results (Volume I).
Robinson-Cimpian, J. P., Lubienski, S. T., Ganley, C. M., & Copur-Gencturk, Y. (2014). Teachers' perceptions of students' mathematics proficiency may exacerbate early gender gaps in achievement. Dev Psychol, 50(4), 1262-1281.
Rubie-Davies, C. (2014). Becoming a High Expectation Teacher.
Rubie-Davies, C. M. (2007). Classroom interactions: exploring the practices of high- and low-expectation teachers. Br J Educ Psychol, 77(Pt 2), 289-306.
Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers' expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99(2), 253-273.
Wallander, L., & Laanemets, L. (2017). Factorial survey in mixed methods research: modelling professionals individual judgements.
Wang, S., Rubie-Davies, C. M., & Meissel, K. (2018). A Systematic Review of the Teacher Expectation Literature over the Past 30 Years. Educational Research and Evaluation, 24(3-5), 124-179.
Weinstein, R. S. (2018). Pygmalion at 50: harnessing its power and application in schooling. Educational Research and Evaluation, 24(3-5), 346-365.
27. Didactics - Learning and Teaching
Paper
Shedding Light on Teachers’ Promotion of Self-Regulated Learning
Seda Aydan1, Yesim Çapa Aydın2, Esen Uzuntiryaki-Kondakçı2
1TED University, Turkiye; 2Middle East Technical University, Türkiye
Presenting Author: Aydan, Seda;
Çapa Aydın, Yesim
Self-regulation is a key part of who we choose to become and how we choose to live our lives. It has been defined as deliberate efforts to regulate one’s behavior so as to reach a preset goal. Although the definition of self-regulation seems unequivocal, it actually involves a vast array of complex self-directed processes such as setting a goal, use of metacognitive knowledge and skills to direct the process, organization of the sources as well as the environment, and also monitoring and reflecting on the process (Butler & Winne, 1995; Schunk & Zimmerman, 2007). Self-regulated learning can be described as students’ self-generated thoughts, feelings, and behaviors to attain particular goals (Zimmerman & Schunk, 1989). Directing strategic action as a demonstration of metacognitive skills and motivation in academic studies is self-regulation taking place in the school context (Zimmerman, 2002; Winne & Perry, 2000). There is a paucity of research indicating the impact of self-regulated learning on school readiness (e.g., Denham et al., 2012a; McClelland et al., 2006) and academic success of students (e.g., Denham et al., 2012b; Nota et al., 2004) which takes us to the role of the teacher in enriching self-regulated learning process. Teachers are regarded as one of the crucial elements contributing to the promotion of self-regulated learning in many studies (e.g., Magno, 2009; Rozendaal et al., 2005). As underlined by Boekaerts and Cascallar (2006), “clarity and pace of instruction, the amount of structure provided, autonomy granted, teacher enthusiasm, humor, fairness, and teacher expectations about students’ capacity” can prompt the self-regulated learning process. Besides, Peeters et al. (2014) emphasize that the competencies of teachers in terms of self-regulated learning processes as well as their beliefs of self-regulated learning, have a great potential to impact their acts in the classroom. This signals the importance of investigating the factors related to teachers’ promotion of their students’ self-regulation. For this reason, uncovering the predictors of teachers’ promotion of students’ self-regulated learning has the potential to contribute to both research and practice. With this rationale in mind, the present study explores how well the intrinsic interest of teachers and their beliefs in self-regulated learning predict their promotion of student self-regulation strategies.
Methodology, Methods, Research Instruments or Sources UsedCorrelational design was used in this study, in which data were collected from 106 teachers (58.3% male, 39.8% female) working at five science high schools in Turkey. Teachers’ years of experience ranged between 7 and 37. Cluster random sampling was used as the schools were randomly selected from the top ten science high schools in Turkey. These high schools accept top-rank students based on a competitive national exam.
The current study benefits from Teacher Self-Regulation Scale (TSRS, Capa-Aydin et al., 2009), the Self-Regulated Learning Teacher Belief Scale (SRLTB, Lombaerts et al., 2009), and a third scale assessing teachers’ promotion of student self-regulated learning strategies (Capa-Aydin et al., 2007). The TSRS originally involved various aspects of SRL, such as goal setting, intrinsic interest, self-instruction, self-evaluation, and self-reaction. Only intrinsic interest, including six items, was used in the present study. A sample item read, “It makes me happy to see my students learn.” The SRLTB is a one-factor structured scale including ten items, and it explores the beliefs of teachers on self-regulated learning. “Pupils should be able to decide when they work on an assignment more often” and “Pupils have the capacity to determine what they want to learn” are example items from this scale. The third scale was developed in a research project. It is unidimensional with eight items (e.g., I teach my students to manage time efficiently). Cronbach alpha coefficients were .78 for intrinsic interest, .86 for the SRLTB, and .93 for the scale of teachers’ promotion of self-regulated learning.
In order to reveal how well intrinsic interest and beliefs predict certain teacher behavior, namely teachers’ promotion of student self-regulation strategies, a hierarchical multiple linear regression analysis was used. Teachers’ year of teaching experience was included in the first step as a controlling variable. The assumptions of multiple regression (independence, normality, homoscedasticity of residuals, linearity), absence of multivariate outliers, and absence of multicollinearity were checked before proceeding to the analysis. No issue was detected.
Conclusions, Expected Outcomes or FindingsThe results of the multiple regression analysis showed that the first model, including only the years of teaching experience variable, was not significant, F(1, 104)=.04. After controlling for years of experience, the second set of predictors significantly contributed to the model, F(3, 102)= 10.08, p < .05. Both of the predictors (intrinsic interest of teachers and the beliefs of teachers on self-regulated learning) were found to be positively and significantly related to the outcome variable. That is, as teachers tend to have a more intrinsic interest in their profession and have more positive beliefs regarding self-regulated learning, they tend to show more practices to encourage students to use self-regulated strategies. Regarding the unique contributions, intrinsic interest contributed 18.93% of the variation in the outcome variable, whereas teacher beliefs contributed 3.31% of the variance. Overall, the model accounted for 22.9% of the variance in the outcome variable, that is, the teachers’ promotion of self-regulated learning strategies.
ReferencesBoekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation?. Educational Psychology Review, 18(3), 199-210.
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281.
Capa Aydin, Y., Sungur, S., & Uzuntiryaki, E.(2009).Teacher self regulation: Examining a multidimensional construct. Educational Psychology, 29(3), 345-356
Capa Aydin, Y., Sungur, S., & Uzuntiryaki, E.(2007). Teacher self regulation. Unpublished research report.
Denham, S. A., Bassett, H. H., Way, E., Mincic, M., Zinsser, K., & Graling, K. (2012a). Preschoolers’ emotion knowledge: Self-regulatory foundations, and predictions of early school success. Cognition & Emotion, 26(4), 667-679.
Denham, S. A., Warren-Khot, H. K., Bassett, H. H., Wyatt, T., & Perna, A. (2012b). Factor structure of self-regulation in preschoolers: Testing models of a field-based assessment for predicting early school readiness. Journal of Experimental Child Psychology, 111(3), 386-404.
Lombaerts, K., De Backer, F., Engels, N., Van Braak, J., & Athanasou, J. (2009). Development of the self-regulated learning teacher belief scale. European Journal of Psychology of Education, 24(1), 79-96.
Magno, C. (2009). Developing and assessing self-regulated learning. The assessment handbook: Continuing education program, 1.
McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4), 471-490.
Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198-215.
Peeters, J., De Backer, F., Reina, V. R., Kindekens, A., Buffel, T., & Lombaerts, K. (2014). The role of teachers’ self-regulatory capacities in the implementation of self-regulated learning practices. Procedia-Social and Behavioral Sciences, 116, 1963-1970.
Rozendaal, J. S., Minnaert, A., & Boekaerts, M. (2005). The influence of teacher perceived administration of self-regulated learning on students’ motivation and information-processing. Learning and Instruction, 15(2), 141-160.
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7-25.
Winne, P.H., & Perry, N.E. (2000). Measuring self-regulated learning. In M. Boekaerts, P.R. Pintrich & M. Zeidner (eds), Handbook of Self-Regulation. Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. Springer
27. Didactics - Learning and Teaching
Paper
What do Nurses Mean and do when They Describe and Practice Nursing and Caring According to a Holistic View?
Monne Wihlborg1, Maria Björklund2, Katarina Jander3
1Lund University, Sweden; 2Lund University, Sweden; 3Lund University, Sweden
Presenting Author: Wihlborg, Monne
The nursing profession values the ideal of viewing patients as whole persons which claims having a distinct focus on understanding, knowing, and caring for the whole person. Holism, from the Greek ’holos’ and ’hale’ meaning whole, can in modern time be traced back to the Gestalt psyckologists regads an internal and external horizon of awareness in the 1920 (Max Wertheimer, Wolfgang Köhler, and Kurt Koffka) here turning to Gurwitch, 2012/1974) influencing nursing, According to Sarkis & Skoner (1987) the term holism was mentioned in psychological and philosophical settings before making an entrance into nursing referring to Dr. Myra Levine, who, in turn, refer to Erikson’s (1964) followed by Rogers (1970), the view on wholeness as an open system start to became influential, as opposite to a reductionist view dominating the medical paradigm at the time...Thus, the nursing profession have over time increasingly developed a more holistic view concerning an approach in nursing practises, and in the 1980s, the ideal of holism was further emphasized in nursing as a response to and as a discourse against - the still prevailing medical model that mainly focused on diseases and diagnoses (Kim 2006; Smart 2005). The idea of a more holistic view was to avoid a reductionist trend and approach in nursing and care, since the medical model derives from the tradition of natural science regarding the human body as a physical object, where diseases can be objectified and measured (mostly statistically) physically and biological (Artioli, Foà & Taffurelli, 2016). Today the intention of a holistic approach and holism related to contemporary nursing and its practice are advocated in many health caring contexts, but the meaning and understanding of holism varies widely, as shown in Larsen and Borup’s (2011) review of 23 Nordic articles and McMillan et al’s (2018) concept analysis of holism in nursing practice. As in another study by McEvoy and Duffy (2008) performed a concept analysis including 27 articles concerned with nursing and allied health literature. We address underlying questions concerned with nurses epistemological and ontological understandings related to holism and a transformed holistic approach in nursing, as mirrored in contemporary research. More specifically, we address the following main research questing aiming to identify and describe nurses’ awareness related to their approaches in nursing related to a globalised/internationalised world perspective. Underpinning explorative questions are: What are the epistemological assumptions underpinning the nurses’ meanings/understandings? What are the ontological assumptions underpinning the nurses’ meanings/understandings? What are the nurses’ knowledge and understanding(s) about holism and a holistic approach in nursing and health care practices? What does holism/holistic approach mean according to nurses? and What does it mean in health care and nursing contexts? We make no claim about presenting the meaning/understandings of ‘true’ holism/holistic approach’, also, we have avoided any core predefinition or the ‘word meaning’ except for the described historical dichotomy concerning the holistic versus reductionist approach in nursing, in order to maintain an open explorative approach. Thus aiming at describing and demonstrate the current and practicing holistic understanding(s) and approach in healthcare from the nurses’ perspective based on the contents presented in our material. Said this, we however turn to Heidegger’s (1953;1971b,c...) view (as a theoretical frame) on holism when interpreting the results as a possible and reasonable suggestion for developing a more aware understanding of a holistic approach.
Methodology, Methods, Research Instruments or Sources Used A literature search was conducted in CINAHL Complete (EbscoHost, inception to present), MEDLINE (EbscoHost, 1947-present) and PsycInfo (EbscoHost, inception to present). EbscoHost interface was used to search the databases simultaneously, and the search was conducted March 9, 2022. The search strategy was developed in collaboration with a librarian. Filters English and Academic journals was used to focus the search result on peer reviewed publications. The search resulted in 420 records. Duplicates between the included databases was automatically removed in the simultaneous search. EndNote identified 35 additional duplicates, resulting in n=385 papers/…After full text review, 109 papers were selected for further screening to identify descriptions of holism or descriptive themes. 1 paper was identified as duplicate, 2 had wrong topic (chemistry or similar), 50 papers described holism through teamwork and the nurse’s perspective was not explicit. 34 papers did not have the nurses approach in focus, 7 papers only addressed holism vaguely, in total 109 papers were excluded after full text review. 17 papers were eligible for thematic analysis and synthesis.
An explorative inductive approach inspired by Thomas & Harden (2008) and Braun & Clarke (2006) a thematic synthesis analyses was conducted using several stages in the process. In line with Thomas & Harden the synthesis include: …”the idea or step of 'going beyond' the content of the original studies [and] has been identified by some as the defining characteristic of synthesis” and...”the equivalent stage in meta-ethnography is the development of 'third order interpretations' which go beyond the content of original studies [32,11]”, as in our study this involves interpretation of the results turning to Heidegger and the view and understanding of holism emerged from the data and described in (our) themes, and in our study became the focus on epistemological and ontological perspectives related to the meaning and understanding of holism, when interpreting and discussing the developed themes. The synthesis took the form of three stages which overlapped to some degree: the free line-by-line identifying key characteristics and sentences of the findings in the review studies results; the organisation of these 'key characteristics and sentences' into related areas/domains to construct 'descriptive' themes; and finally the development of 'analytical' contextual themes. Three temes emerged
Conclusions, Expected Outcomes or Findings(1)Ontological Awareness – philosophical roots and holistic oriented: Nurses approaches care situations and the patients with openness, trust and attentiveness based on a pre-reflective knowledge about a meaning of holism. Deep wonder includes a ‘being-mode’ of an existential awareness involving ‘being-alongside and being-with’. Being-with involved a sincere presence and open mind. Nurses were engaged in the idea of meaning and mindfulness towards patient care and nursing and the awareness of spiritual and existential and social dimensions. (2)The ideological partnership – mostly situational and alliance oriented: Nurses’ approaches in nursing focuses on forming a partnership. Focus was on the engagement with the patient in alliance and supported by the idea of helping others, such as the patient in question. (3)To help – mostly situational and need oriented: The importance of being a good listener and showing emphatic response and forming an understanding of the patients’ needs in order to help related to a patient-, person-oriented discourse. These 3 approaches differ and can be understood as a hierarchic ladder with three steps (where ontological awareness represents a holistic and higher order of understanding and the focus primarily on responding to needs a reductionist and lower order of understanding). It is possible to visualize a "direction of development" between the three themes, moving from a needs approach to a consciousness view, in line with Heidegger's "being open and openness", suggesting that this opens up a wider contextual and holistic understanding. Thus, we will imply that understanding not merely the ‘word or conceptual meaning’ of holism and holistic care is sufficient when conceptualizing an authentic meaning involving the transition into nurses’ approaches in care situations. Suggesting that also a deeper ontological awareness is necessary and central in order to avoid/eliminate a reductionist understanding and approach concerning the phenomenon ‘holism related to nursing’.
ReferencesShort ref list.
Artioli, Foà & Taffurelli, 2016… An integrated narrative nursing model: towards a new healthcare paradigm Acta Biomed, 22, pp. 13-22.
Polvsen & Borup’s (2011) Holism in nursing and health promotion: distinct or related perspectives?--A literature review, Scand J Caring Sci., pp. 25(4):798-805.
Braun & Clarke (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), pp. 77-101
HEIDEGGER, M. Being and time. Albany: State University of New York Press, 1953. p.5-227.
HEIDEGGER, M. Building dwelling thinking. In: HEIDEGGER, M. Poetry, language, thought. London: Harper and Row, 1971a. p.143-161.
HEIDEGGER, M. ... poetically, Man dwells... In: HEIDEGGER, M. Poetry, language, thought. London: Harper and Row, 1971b. p.211-229.
HEIDEGGER, M. The origin of the work of art. In: HEIDEGGER, M. Poetry, language, thought. London: Harper and Row, 1971c. p.17-78.
Kim H. (2016). The concept of holism. In: Kim H, Kollak I (eds). Nursing Theories: Conceptual and Philosophical Foundations. London, Springer: 89-108.
Kleppe et al (2016). Nursing textbooks’ conceptualization of nurses’responsibilities related to the ideal of a holistic view of the patient: A critical analysis. Journal of Nursing Education and Practice 6 (3), pp. 106-115.
McMillan et al (2018). Holism: A Concept Analysis. DOI:10.15344/2394-4978/2018/282
McEvoy, L. and Duffy, A. (2008) Holistic practice—A concept analysis. Nurse Education in Practice, 8, 412-419. http://dx.doi.org/10.1016/j.nepr.2008.02.002
Thomas & Harden (2008). Methods for the thematic synthesis of qualitative research in systematic reviews…DOIhttps://doi.org/10.1186/1471-2288-8-45
Vallega-Neu (2004). Body and Time-Space in Heidegger and Merleau-Ponty. DOI: 10.1163/15691640-12341409
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