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Cultural prerequisites of socioeconomic development.

ABSTRACT: In the centuries since the enlightenment, the world has seen an increase in socioeconomic development, measured as increased life expectancy, education, economic development and democracy. While the co-occurrence of these features among nations is well documented, little is known about their origins or co-evolution. Here, we compare this growth of prosperity in nations to the historical record of cultural values in the twentieth century, derived from global survey data. We find that two cultural factors, secular-rationality and cosmopolitanism, predict future increases in GDP per capita, democratization and secondary education enrollment. The converse is not true, however, which indicates that secular-rationality and cosmopolitanism are among the preconditions for socioeconomic development to emerge.

SUBMITTER: Ruck DJ

PROVIDER: S-EPMC7062048 | biostudies-literature | 2020 Feb

REPOSITORIES: biostudies-literature

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Cultural prerequisites of socioeconomic development.

Ruck Damian J DJ Bentley R Alexander RA Lawson Daniel J DJ

Royal Society open science 20200212 2

In the centuries since the enlightenment, the world has seen an increase in socioeconomic development, measured as increased life expectancy, education, economic development and democracy. While the co-occurrence of these features among nations is well documented, little is known about their origins or co-evolution. Here, we compare this growth of prosperity in nations to the historical record of cultural values in the twentieth century, derived from global survey data. We find that two cultural ...[more]

PMID: 32257300

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Project description:Aim and objectivesTo describe perceptions of managers regarding prerequisites for professional competence development of newly graduated nurses following a 1-year residency programme.BackgroundIn general, managers are unsatisfied with the professional competence of newly graduated nurses. Therefore, they have been involved in residency programmes to support the nurses' transition from being nursing students to professional nurses. However, perceptions of managers regarding the professional competence development of nurses have been sparingly studied.Design/methodsQualitative, descriptive study with a data-driven inductive approach with content analysis to obtain an understanding of the perceptions of nine managers through interviews. EQUATOR checklist COREQ is used (see File S1).ResultsThree themes emerged: (a) the nurses' relationships with their teams and patients, (b) expectations regarding the development of practical skills and leadership skills and (c) prerequisites for continuing learning by supportive structures and a mutual responsibility between the manager and the nurse. Reflection was perceived by the managers as a cornerstone in the learning and development of professional competence. Learning theory was important, but learning practical clinical skills was essential for the nurses to develop competence and be able to perform their work, including being a leader of the team. Some structures discouraged continued learning in the development of professional competence, indicating a gap between the healthcare settings and the basic nursing programme.ConclusionsThere is a gap between the university and the healthcare settings in maintaining a structure for continued learning, which requires cooperation. This gap and tension can be a driving force for the learning process of competence development. Relationships with team members and patients are considered fundamental for developing professional competence.Relevance to clinical practiceTo overcome the gap between the university and the healthcare settings, the managers can facilitate nurses' continued learning by creating structures for reflection.

Dataset Information

Cultural prerequisites of socioeconomic development.

Publications

Cultural prerequisites of socioeconomic development.

Similar Datasets

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