Designing an Interactive Web-based Tutorial for Health Sciences Students: A Collaborative Library Project

Electronic Learning (E-Learning) has been widely used as a complement to the traditional learning method. It includes the introduction of blended learning (BL) that fully utilises the use of Learning Management System (LMS). The aim of this study is to examine students’ acceptance of blended learning specifically with the use of Openlearning (OL) as an online learning platform to complement traditional teaching. 137 students had participated in this study. OL was introduced to the Health Sciences students, who enrolled in the Principles of Nutrition course. Students explored teaching materials, videos, activities, and several assessments in OL while facilitated by facilitators for 14 weeks. A self-administered questionnaire was given via online to the participants to evaluate their attitudes and acceptance towards OL. Descriptive statistic was used to describe the demographic data and t-test was performed to report the level of acceptance. Overall results showed students were very satisfied with blended learning using OpenLearning as a web-based tool. Students accepted OL as it is easy to use and convenient. They also agreed that the usage of OL in teaching and learning will improve their academic performance. In conclusion, it is proven that Health Sciences students accepted the use of OL in blended learning.

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Digital Network as a Learning Tool for Health Sciences Students

Seminar.net ◽

10.7577/seminar.2395 ◽

2012 ◽

Vol 8 (2) ◽

Author(s):

Ragnhild Nilsen

Keyword(s):

Health Sciences ◽

Online Discussions ◽

Online Course ◽

Focus Group Interviews ◽

Web Based ◽

Educational Backgrounds ◽

Digital Network ◽

Health Sciences Students ◽

Group Interviews ◽

The University

An online learning module for health sciences students with various educational backgrounds was implemented at the University of Tromsø (UiT). The purpose of this article is to examine how participation in a joint, web-based course can be a didactic tool that promotes motivation and contributes to interactions among health sciences students. The study is based upon findings from focus group interviews with students who participated in a joint online course, as well as on recordings of activity in online discussions.

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Stress Perceived by University Health Sciences Students, 1 Year after COVID-19 Pandemic

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18105233 ◽

2021 ◽

Vol 18 (10) ◽

pp. 5233

Author(s):

Yolanda Marcén-Román ◽

Angel Gasch-Gallen ◽

Irene Isabel Vela Martín de la Mota ◽

Estela Calatayud ◽

Isabel Gómez-Soria ◽

...

Keyword(s):

Nursing Students ◽

University Students ◽

Perceived Stress ◽

Psychological Health ◽

Health Sciences ◽

Online Questionnaire ◽

Cross Sectional ◽

Occupational Therapy Students ◽

Health Sciences Students ◽

The Impact

Today’s COVID-19 situation can affect university Health Sciences students’ psychological health. This study aimed to analyze the stress caused by the impact of the COVID-19 pandemic on Health Sciences students from the University of Zaragoza (Spain) almost 1 year after the pandemic began. This cross-sectional descriptive study was conducted with a sample of 252 university students who completed a self-administered online questionnaire. It evaluated the impact of perceived stress with a modified scale (PSS-10-C), and assessed anxiety and depression on the Goldberg scale. Students presented stress (13.1%), anxiety (71.4%) and depression (81%). Females (81.7%) and the third-year Occupational Therapy students (p = 0.010) reported perceived stress. Nursing students perceived less stress (OR: 0.148; 95% CI: 0.026 to 0.842). University students developed stress and anxiety due to COVID-19 almost 1 year after the pandemic began. Psychological support measures for these groups should be prioritized.

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Health Sciences Students’ Perceptions of the Role of the Supervisor in Clinical Placements

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18094427 ◽

2021 ◽

Vol 18 (9) ◽

pp. 4427

Author(s):

Álvaro Borrallo-Riego ◽

Eleonora Magni ◽

Juan Antonio Jiménez-Álvarez ◽

Vicente Fernández-Rodríguez ◽

María Dolores Guerra-Martín

Keyword(s):

Professional Training ◽

Learning Experience ◽

Health Sciences ◽

Data Matrix ◽

Quantitative Methodology ◽

Clinical Placements ◽

Validated Questionnaire ◽

Significant Difference ◽

Health Sciences Students

The supervision of clinical placements is essential to achieving a positive learning experience in the clinical setting and which supports the professional training of those being supervised. The aim of this study was to explore health sciences students’ perceptions of the role of the supervisor in the supervision of clinical placements. A quantitative methodology was used, administering a previously validated questionnaire, by means of an expert panel and a pre-test, to 134 students from the Faculty of Nursing, Physiotherapy and Podiatry at the University of Seville (Spain). The analysis of variables was carried out by means of a data matrix. The results revealed a statistically significant difference in the perception of placement supervision depending on the degree, with Nursing producing the highest degree of affirmation in the variables studied and the greatest satisfaction with placement supervision; in contrast, Physiotherapy produced the greatest dissatisfaction and the lowest degree of affirmation. The study and analysis of these perceptions facilitates the collection of relevant information in order to formulate actions that help to improve the supervision experience during placements. They also allow a greater understanding of what factors most influence the experience of supervision during clinical placements.

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