Identity and the learning experience of non-traditional students undertaking the specialist practitioner qualification

2021 ◽  
Vol 26 (8) ◽  
pp. 378-383
Author(s):  
Sarah Thirtle
Keyword(s):  
Qualitative Study ◽  
Narrative Inquiry ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Students ◽  
Inquiry Approach ◽  
Non Traditional Students ◽  
The Impact

This small qualitative study is an exploration of the concept of identity and its relationship to the learning experience of non-traditional students undertaking the Specialist Practitioner Qualification in District Nursing. Using a narrative inquiry approach, three participants were asked to recall their experiences 1 year after completing the SPQDN programme. Individual narratives were analysed, and central themes were extracted using NVivo coding. The findings indicated that feelings of academic self-doubt, the impact of past learning experiences and the connotations of being labelled as a student all had an influence on the participants' learning experience.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

scholarly journals “They are friendly but they don’t want to be friends with you”: A narrative inquiry into Chinese nursing students’ learning experience in Australia

2017 ◽  
Vol 7 (8) ◽  
pp. 27 ◽  
Author(s):  
Carol Chunfeng Wang ◽  
Lisa Whitehead ◽  
Sara Bayes
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Narrative Inquiry ◽  
International Student ◽  
Student Mobility ◽  
Learning Experience ◽  
Learning Experiences ◽  
Hospital Environment ◽  
Undergraduate Nursing ◽  
Australian Universities

There is increasing interest in the phenomena of international student mobility and the growing global demand for skilled nurses. Little is known, however, about the learning experiences of Chinese nursing students at Australian universities. This study begins to address this gap. A narrative inquiry methodology was employed. In-depth interviews and focus group discussions, along with field notes and observations were conducted with six Chinese undergraduate nursing students studying undergraduate nursing in Western Australia. Chinese nursing students in Australia experienced fear and anxiety, driven by unfamiliarity with the hospital environment, education methods, and assessment expectations. Clinical placement experiences in Australian health services were identified by participants as the most stressful learning experience. Forming friendships with domestic students was difficult and rare for these students: none made friends with local students or joined university groups. Despite the challenges they experienced, the participants were motivated and adaptive to a new culture and learning methods, and all, demonstrated academic success. This study provides new knowledge about the learning experiences of Chinese nursing students at Australian universities. Many of the issues identified relate to the wider discussion around effective support for international students.

scholarly journals THE INFLUENCE OF COMPETENCE, LEARNING METHODS, INFRASTRUCTURE FACILITIES ON GRADUATE QUALITY (CASE STUDY (VOCATIONAL HIGH SCHOOL) SMKN 5 BANDUNG INDONESIA)

2020 ◽  
Vol 2 (1) ◽  
pp. 18-43
Author(s):  
Mina Nurliana ◽  
Bambang Sudaryana
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Learning Experience ◽  
Learning Experiences ◽  
Control Group ◽  
Vocational High School ◽  
Learning Methods ◽  
Group 10 ◽  
The Impact ◽  
Experimental Group

The main objective of this research is to determine teacher competency requirements that support appropriate learning methods and be able to increase students' high learning desires and establish good learning facilities to determine the achievement of quality graduates and love knowledge. This study is expected to investigate how competencies, learning methods and ideal learning infrastructure can be used to improve students' understanding and comfort of teaching and learning processes that support intellectual quality and love knowledge. This notion arose after discovering that teaching practices for the affective domain were ineffective. Students learn to pass examinations, not to love knowledge. Experiments are conducted for 1 (one) year or 2 semesters, in January - December 2019, to determine the impact of learning experiences on students' academic achievement. The research sample consisted of 10 English teachers and 20 students from the Vocational High School. The students are divided into two groups; the control group (10 students) and the experimental group (10 students). Both groups were taught the same topic and learning objectives for 2 hour. However, the control group was taught using lecture slides, group discussions and closed with a question and answer session. Meanwhile, the experimental group is taught using new instructional instruments that adapt learning experiences that are appropriate to the curriculum. During the teaching session, the teacher observes student participation in all their activities and behavior during the lesson session. To complete this study, tests are conducted to see the impact of the learning experience on students' academic achievement.

scholarly journals Belongingness: Student ODPs’ learning experiences in clinical placements

2018 ◽  
Vol 29 (1-2) ◽  
pp. 17-23
Author(s):  
Valerie McAvoy ◽  
Marion Waite
Keyword(s):  
Qualitative Study ◽  
Qualitative Data ◽  
Learning Experience ◽  
Learning Experiences ◽  
Student Nurses ◽  
Clinical Placement ◽  
Structured Interviews ◽  
Clinical Placements ◽  
Nurses And Midwives

The aim of this qualitative study is to explore student operating department practitioners’ (ODPs’) experiences of belongingness in clinical placements. Belongingness has been shown to be significant for learning in clinical placements for student nurses and midwives. This study was designed to look specifically at student ODPs’ experiences. Semi-structured interviews were conducted with eight student ODPs. The interviews were transcribed and coded. All student ODPs could describe clinical placement experiences where they felt they belonged and those where they felt they did not belong. Both had a significant impact on students’ learning experience. Students also described their own sense of responsibility for belonging while in placement. This study provides qualitative data to help understand how belongingness can positively or negatively affect the learning experiences of student ODPs in clinical placements.

scholarly journals Challenges in Developing Adaptive Educational Hypermedia Systems

2018 ◽  
pp. 2380-2391 ◽  
Author(s):  
Eileen O'Donnell ◽  
Liam O'Donnell
Keyword(s):  
Complex Systems ◽  
Learning Experience ◽  
Learning Experiences ◽  
User Model ◽  
Student Characteristics ◽  
Design And Development ◽  
The Impact ◽  
Specific Learning ◽  
Educational Hypermedia

The purpose of Adaptive Educational Hypermedia Systems (AEHS) is to provide each learner with learning experiences which have been specially tailored to their specific learning requirements. While the concept of AEHS appears promising; AEHS are very complex systems to design and develop. This article reviews a few of the challenges encountered in the design and development of these complex systems and some of the challenges encountered by educators who propose to use AEHS with their students. A number of the skills required by educators to develop positive learning experiences are discussed. In order to successfully use AEHS educators must decide on what student characteristics to base the adaptive elements of the course. Educators may feel challenged to show the impact that AEHS can have on the learning experience. Educators may have a dilemma in deciding to allow or not to allow (1) students access to their user model and (2) students to edit their user model. Further research is required to explore why AEHS have not yet impacted education as initially expected.

scholarly journals Understanding How Nursing Students Experience Becoming Relational Practitioners: A Narrative Inquiry

2021 ◽  
pp. 084456212110343
Author(s):  
Louela Manankil-Rankin ◽  
Jasna Kromptic Schwind ◽  
S. Aksenchuk
Keyword(s):  
Nursing Students ◽  
Narrative Inquiry ◽  
Holistic Approach ◽  
Relational Practice ◽  
Theoretical Approaches ◽  
Inquiry Approach ◽  
Viable Approach ◽  
Creative Self ◽  
Teaching Learning ◽  
The Impact

Background Teaching nursing students to become relational practitioners requires theoretical approaches and strategies that engender personal and aesthetic knowing. These qualities closely parallel those that define relational practice. The use of creative self-expression in supporting the development of student capacity for relational practice offers a viable approach. Purpose To learn how nursing students’ engagement in creative self-expression activities may impact the construction of their professional identity and capacity for relational practice as novice nurses. Method Clandinin and Connelly's narrative inquiry approach was used to explore nursing students’ experiences of learning how to become relational practitioners. Four new nurse graduates engaged in a follow-up focus group using Schwind's narrative reflective process to discuss the impact of a relational practice workshop series. Findings Bronwyn's story became the composite of the four participants. Two key narrative patterns emerged: being in service of others and being knowledgeable collaborative leaders. These entailed an intentional engagement in relationships with patients, which required attention to the co-constructed relational space. The creative approaches used to facilitate students’ learning informed their awareness that led to their transformation. Implications Educating future nurses who are relational, person-centered practitioners requires a holistic approach to teaching/learning which also includes creative self-expression.

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