scholarly journals Cyber-Pedagogy to the Rescue: Creating Effective Online Programming for Students and Trainees During the Pandemic

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 272-272
Author(s):  
Kara Dassel
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Panel Discussion ◽  
Lessons Learned ◽  
Workforce Training ◽  
Direct Care ◽  
Global Network ◽  
Term Care ◽  
Web Based ◽  
Academic Center

Abstract COVID-19 upended in-person educational programming in areas such as classroom instruction within academic institutions, engagement of adult learners, and training of direct care workers. In-person educational offerings were forced, as a result of health restrictions, to pivot into either asynchronous or synchronous web-based instruction. This panel discussion will discuss lessons-learned in cyber-pedagogy in three areas: 1) Faculty Consultation: Faculty who teach online regularly and have completed training in quality online educational practices are experts who were called upon to assist others with transitioning courses to an online format. This presentation outlines the ways in which certified online instructors, at one academic center, tutored and assisted faculty in the health sciences with online instruction. 2) Adult Learning: The rapid transition to online learning has implications for adult learners pertaining to accessibility, diverse learning and technology abilities, and course and peer engagement. This presentation will explore strategies that faculty can utilize to offer adult learners differentiated learning and engagement opportunities. This discussion will also highlight the nexus among these pedagogical strategies and the Age-Friendly University Global Network, providing guidance for how universities can connect online learning methods to the Age-Friendly University principles. 3) Workforce Training: The direct care workforce employed in community-based services and support programs and long-term care settings tend to receive little or no training in geriatric care. This presentation will discuss how educational trainings offered through a Geriatric Workforce Enhancement Program transitioned onto web-based platforms in order to accommodate these ongoing educational needs throughout the pandemic.

Using Web-Based Technologies for Transformative Hybrid Distance Education

2011 ◽  
pp. 37-55 ◽  
Author(s):  
Nory Jones ◽  
Gloria Vollmers
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Real World ◽  
Learning Experiences ◽  
Shared Vision ◽  
Lessons Learned ◽  
Web Based ◽  
Perceived Need ◽  
Hybrid Distance

This paper shares the experiences and lessons learned from an experimental graduate class using web-based technologies that resulted in the development of a state-wide entrepreneurship knowledge portal. Research suggests that real-world relevant projects greatly enhance online learning experiences. Our class experience supports that model, demonstrating the power of a shared vision and perceived need for the entrepreneurship portal. This paper also explores emerging web-based technologies, issues and challenges associated with teaching a complex course using web-based technologies and trends in online education.

Multimedia Integration in Active Online Learning Environments

2009 ◽  
pp. 569-575
Author(s):  
Holim Song ◽  
Terry T. Kidd
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Learning Environments ◽  
Information Technologies ◽  
Communication Technologies ◽  
Access To Education ◽  
Web Based ◽  
The World ◽  
Education Delivery ◽  
And Training

The terms distance learning, online learning, and Webbased instruction have become buzzwords and catch phrases for the new phenomenon of learning. These terms used to describe an ever-changing environment represent approaches that focus on opening the access to education and training provision for adult learners, freeing the adult learners from the traditional constraints of time and place. Online learning is one of the most rapidly growing fields of education around the world, and its potential impact on all education delivery systems has been greatly emphasized through the development of Web-based information technologies, multimedia, communication technologies, and, more importantly, the Internet.

Building Relationship Through Learning Communities and Participation in Online Learning Environments

2016 ◽  
pp. 448-471
Author(s):  
Victoria M. Cardullo ◽  
Megan Burton
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Course Design ◽  
Lessons Learned ◽  
Cognitive Presence ◽  
Online Learning Environments ◽  
Web Based ◽  
Pedagogical Skills

With the increase demand for distance education, institutions of higher education are actively exploring opportunities to weave self, subject and students for web based distance education. The pedagogical skills necessary to create effective active learning opportunities are explored throughout this chapter as well as lessons learned from research. The authors used vignettes to position effective course design and implementation aligned with both Bloom's Taxonomy and the SAMR (Substitution, Augmentation, Modification, Redefinition) model to enhance online learning environments. Learning objectives and course goals provided direction for developing task for social presence, cognitive presence and a collaborative stance in authentic online learning.

Design and Development of a Web-based Delirium Preventive Application for Long-term Care Facilities: A Methodological Study (Preprint)

2020 ◽  
Author(s):  
Kyoung Ja Moon ◽  
Chang-Sik Son ◽  
Jong-Ha Lee ◽  
Mina Park
Keyword(s):  
Risk Factors ◽  
Long Term Care ◽  
Cloud System ◽  
Evidence Based ◽  
Methodological Study ◽  
Term Care ◽  
Web Based ◽  
Care Facilities ◽  
Delirium Prevention

BACKGROUND Long-term care facilities demonstrate low levels of knowledge and care for patients with delirium and are often not properly equipped with an electronic medical record system, thereby hindering systematic approaches to delirium monitoring. OBJECTIVE This study aims to develop a web-based delirium preventive application (app), with an integrated predictive model, for long-term care (LTC) facilities using artificial intelligence (AI). METHODS This methodological study was conducted to develop an app and link it with the Amazon cloud system. The app was developed based on an evidence-based literature review and the validity of the AI prediction model algorithm. Participants comprised 206 persons admitted to LTC facilities. The app was developed in 5 phases. First, through a review of evidence-based literature, risk factors for predicting delirium and non-pharmaceutical contents for preventive intervention were identified. Second, the app, consisting of several screens, was designed; this involved providing basic information, predicting the onset of delirium according to risk factors, assessing delirium, and intervening for prevention. Third, based on the existing data, predictive analysis was performed, and the algorithm developed through this was calculated at the site linked to the web through the Amazon cloud system and sent back to the app. Fourth, a pilot test using the developed app was conducted with 33 patients. Fifth, the app was finalized. RESULTS We developed the Web_DeliPREVENT_4LCF for patients of LTC facilities. This app provides information on delirium, inputs risk factors, predicts and informs the degree of delirium risk, and enables delirium measurement or delirium prevention interventions to be immediately implemented with a verified tool. CONCLUSIONS This web-based application is evidence-based and offers easy mobilization and care to patients with delirium in LTC facilities. Therefore, the use of this app improves the unrecognized of delirium and predicts the degree of delirium risk, thereby helping initiatives for delirium prevention and providing interventions. This would ultimately improve patient safety and quality of care. CLINICALTRIAL none

scholarly journals Effects of a Web-Based Educational Program Regarding Physical Restraint Reduction in Long-Term Care Settings on Nursing Students: A Cluster Randomized Controlled Trial

2021 ◽  
Vol 18 (13) ◽  
pp. 6698
Author(s):  
Eun-Hi Kong ◽  
Myoungsuk Kim ◽  
Seonho Kim
Keyword(s):  
Nursing Students ◽  
Educational Program ◽  
Physical Restraint ◽  
Nursing Schools ◽  
Control Group ◽  
Term Care ◽  
Web Based ◽  
Restraint Reduction ◽  
Cluster Randomized ◽  
The Web

Physical restraint is still frequently used in many countries. However, a lack of education hinders physical restraint reduction in long-term care facilities. No study has yet to examine the effects of physical restraint reduction education on nursing students. This study aimed to evaluate the effects of a web-based educational program of physical restraint reduction on nursing students’ knowledge and perceptions. A cluster randomized controlled and single-blind design was used. This study was conducted at four nursing schools in South Korea. A total of 169 undergraduate nursing students completed this study. Using random allocation, two nursing schools (85 students) were allocated as the experimental group and the other two schools (84 students) as the control group. The experimental group received the web-based educational program, and the control group did not receive the educational program. Data were collected immediately before and after the web-based educational program. The experimental group’s knowledge and perceptions significantly improved between pre-test and post-test. The analysis of covariance showed statistically significant differences between groups in knowledge (p < 0.001) and perceptions (p < 0.001) over time, revealing positive effects of the web-based educational program. The web-based educational program regarding physical restraint reduction positively affected nursing students’ knowledge and perceptions. Future studies are required to examine the educational program’s longitudinal effects with more rigorous measurements and research methods.

A Web-Based Interactive Map to Promote Health-Care Facility Flood Preparedness

2021 ◽  
pp. 1-4
Author(s):  
Elena Grossman ◽  
Michelle Hathaway ◽  
Amber Khan ◽  
Apostolis Sambanis ◽  
Samuel Dorevitch
Keyword(s):  
Health Care ◽  
Emergency Preparedness ◽  
Online Survey ◽  
Care Facility ◽  
Health Care Facility ◽  
Health Care Facilities ◽  
Term Care ◽  
Web Based ◽  
Care Facilities ◽  
Interactive Map

Abstract Objectives: Little is known about how flood risk of health-care facilities (HCFs) is evaluated by emergency preparedness professionals and HCFs administrators. This study assessed knowledge of emergency preparedness and HCF management professionals regarding locations of floodplains in relation to HCFs. A Web-based interactive map of floodplains and HCF was developed and users of the map were asked to evaluate it. Methods: An online survey was completed by administrators of HCFs and public health emergency preparedness professionals in Illinois, before and after an interactive online map of floodplains and HCFs was provided. Results: Forty Illinois HCFs located in floodplains were identified, including 12 long-term care facilities. Preparedness professionals have limited knowledge of whether local HCFs were in floodplains, and few reported availability of geographic information system (GIS) resources at baseline. Respondents intended to use the interactive map for planning and stakeholder communications. Conclusions: Given that HCFs are located in floodplains, this first assessment of using interactive maps of floodplains and HCFs may promote a shift to reliable data sources of floodplain locations in relation to HCFs. Similar approaches may be useful in other settings.

scholarly journals Preparedness and response to an emerging health threat—Lessons learned from Candida auris outbreaks in the United States

2021 ◽  
pp. 1-6
Author(s):  
Diane Meyer ◽  
Elena K. Martin ◽  
Syra Madad ◽  
Priya Dhagat ◽  
Jennifer B. Nuzzo
Keyword(s):  
United States ◽  
New York ◽  
Qualitative Interviews ◽  
The United States ◽  
Lessons Learned ◽  
Infection Prevention And Control ◽  
Healthcare Organizations ◽  
Candida Auris ◽  
Term Care ◽  
Healthcare Facilities

Abstract Objective: Candida auris infections continue to occur across the United States and abroad, and healthcare facilities that care for vulnerable populations must improve their readiness to respond to this emerging organism. We aimed to identify and better understand challenges faced and lessons learned by those healthcare facilities who have experienced C. auris cases and outbreaks to better prepare those who have yet to experience or respond to this pathogen. Design: Semi-structured qualitative interviews. Setting: Health departments, long-term care facilities, acute-care hospitals, and healthcare organizations in New York, Illinois, and California. Participants: Infectious disease physicians and nurses, clinical and environmental services, hospital leadership, hospital epidemiology, infection preventionists, emergency management, and laboratory scientists who had experiences either preparing for or responding to C. auris cases or outbreaks. Methods: In total, 25 interviews were conducted with 84 participants. Interviews were coded using NVivo qualitative coding software by 2 separate researchers. Emergent themes were then iteratively discussed among the research team. Results: Key themes included surveillance and laboratory capacity, inter- and intrafacility communication, infection prevention and control, environmental cleaning and disinfection, clinical management of cases, and media concerns and stigma. Conclusions: Many of the operational challenges noted in this research are not unique to C. auris, and the ways in which we address future outbreaks should be informed by previous experiences and lessons learned, including the recent outbreaks of C. auris in the United States.

Evaluating and Motivating Activation in Long Term Care: Lessons From a Pilot Study

2021 ◽  
Vol 10 (1) ◽  
pp. 42-46
Author(s):  
J. Jbilou ◽  
A. El Bouazaoui ◽  
B. Zhang ◽  
J.L. Henry ◽  
L McDonald ◽  
...  
Keyword(s):  
Long Term Care ◽  
Driving Simulator ◽  
Care Home ◽  
Lessons Learned ◽  
Term Care ◽  
Care Facilities ◽  
Technological Intervention ◽  
The Impact ◽  
Research Recommendations

Older adults living in long-term care facilities typically receive insufficient exercise and have long periods of the day when they are not doing anything other than sitting or lying down, watching television, or ruminating (Wilkinson et al., 2017). We developed an intervention called the Experiential Centivizer, which provides residents with opportunities to use a driving simulator, watch world travel videos, and engage in exercise. We assessed the impact of the intervention on residents of a long-term care home in Fredericton, NB, Canada. In this paper, we report on the results observed and highlight the lessons learned from implementing a technological intervention within a long-term care setting. Practical and research recommendations are also discussed to facilitate future intervention implementation in long-term care.

Adapting an Evidence-Based Early Childhood Tier 2 Social-Emotional Learning Intervention for Web-Based Delivery

2021 ◽  
pp. 004723952110160
Author(s):  
Kristen L. Granger ◽  
Maureen A. Conroy ◽  
Kevin S. Sutherland ◽  
Edward G. Feil ◽  
Jessica Wright ◽  
...  
Keyword(s):  
Early Childhood ◽  
Intervention Program ◽  
Phase 1 ◽  
Lessons Learned ◽  
Study Phase ◽  
Evidence Based ◽  
Tier 2 ◽  
Web Based ◽  
Testing Phase ◽  
Panel Review

The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for delivery via the web. Activities in these phases included focus groups, interviews, an expert panel review, alpha and beta testing (Phase 1), feasibility testing (Phase 2), and a pilot promise study (Phase 3). Each phase included a series of refinements and improvements to materials based on data and stakeholder feedback. Lessons learned and implications for developing and implementing professional development services via online platforms are discussed.

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