Learning and Development of Practical Skills Through the B-Learning Strategy

2018 ◽

Vol 8 (6) ◽

pp. 601

Author(s):

Ling Wang

Keyword(s):

Cooperative Learning ◽

Language Learning ◽

English Language ◽

Learning Strategy ◽

Effective Means ◽

Traditional Teaching ◽

Learning And Development ◽

Wide Range ◽

Multimedia Environment ◽

Cooperative Team

As a new learning mode, cooperative learning is of great significance to the students' learning and development. In our country it has achieved remarkable results, and its implementation of a wide range, especially in the field of English teaching has made great achievements. This essay starts with the background and development of cooperative learning. From the characteristics of the multimedia environment, we make a comprehensive discussion of how to use effective means, multimedia network environment and the multimedia tools, to promote students' English cooperative learning. Multimedia environment in the application of cooperative learning has produced some magical effects. Students can search for English language learning materials, and the study model can help students to establish a cooperative team to start learning together. At the same time, the teachers assist to guide, and ultimately achieve better results than the traditional teaching.

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What value does peer-assisted learning have in the training of student paramedics?

Journal of Paramedic Practice ◽

10.12968/jpar.2019.11.8.342 ◽

2019 ◽

Vol 11 (8) ◽

pp. 342-347

Author(s):

Megan Jadzinski ◽

Eleanor Jack ◽

Iain Darby

Keyword(s):

Health Professionals ◽

Learning Strategy ◽

Clinical Skills ◽

Professional Knowledge ◽

Classroom Setting ◽

Learning And Development ◽

Peer Assisted Learning ◽

Knowledge And Skills ◽

Effective Learning ◽

Notable Increase

Peer-assisted learning is now being recognised as an effective learning strategy to support the development of health professionals. Furthermore, adopting coaching style dialogue and conversation enhances learning and development for both the coach and coachee and, in this instance, for year 1 and year 3 student paramedics. This article describes how the implementation of peer-assisted learning into the classroom setting can help to support student paramedics in the development of their own clinical skills and knowledge. It describes broadly the evaluation findings of a session whereby year 3 student paramedics coached year 1 student paramedics to further develop a range of clinical skills through demonstration and discussion. A summary overview of the findings reflects the multiple benefits of this innovative approach to facilitate learning, including a notable increase in professional knowledge and skills for both groups of students.

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An Evaluation of Mental Health Simulation with Standardized Patients

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2013-0075 ◽

2014 ◽

Vol 11 (1) ◽

pp. 55-62 ◽

Cited By ~ 45

Author(s):

Jessica Doolen ◽

Michelle Giddings ◽

Michael Johnson ◽

Gigi Guizado de Nathan ◽

Lysander O Badia

Keyword(s):

Nursing Students ◽

Experiential Learning ◽

Baccalaureate Nursing ◽

Learning Strategy ◽

Learning Experience ◽

Student Nurses ◽

Standardized Patients ◽

Learning And Development ◽

Therapeutic Communication ◽

Health Simulation

AbstractInterviewing standardized patients (SPs) trained to model psychiatric disorders can promote student nurses’ interview skills and therapeutic communication, while at the same time increasing their confidence and decreasing anxiety. From a constructivist view of education and Kolb’s (1984; Experiential learning: Experience as the source of learning and development. Edgewood Cliffs, NJ: Prentice-Hall) theory of experiential learning, this article describes the development and use of SPs as a learning strategy. The use of SPs helps faculty in overcoming some of the challenges of competing for clinical sites and meeting objectives in limited clinical time. In this simulation, baccalaureate nursing students had the opportunity to interact with SPs, who had been trained to demonstrate symptoms of bipolar disorder, anxiety, and schizophrenia. During debriefing, students critiqued their performances, identifying strengths and weaknesses. The advantage to nursing students was the ability to improve their interviewing skills in a safe educational environment before encountering these patients in a clinical experience. Both faculty and student evaluations of this experience support its integration into psychiatric undergraduate courses.

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