Preregistration adult nursing students' experiences of online learning: a qualitative study

2020 ◽  
Vol 29 (12) ◽  
pp. 677-683
Author(s):  
Clare Bramer
Keyword(s):  
Online Learning ◽  
Nursing Students ◽  
Thematic Analysis ◽  
Professional Education ◽  
Digital Technology ◽  
Theory And Practice ◽  
Traditional Teaching ◽  
Education Standards ◽  
Communication Support ◽  
Preregistration Nursing

Background: Online learning (OL) is widely used in UK preregistration nursing programmes and the latest Nursing and Midwifery Council professional education standards state digital technology must be embedded in the curriculum. An exploration of preregistration adult nursing students' experiences of OL considers how technology supports learning theory and practice, and assists in designing and delivering effective OL in future programmes. Aim: This study aimed to explore preregistration adult nursing students' OL experiences. Method: Two focus groups with students were held and thematic analysis carried out. Findings: Three main themes emerged regarding OL: advantages, disadvantages and preferences. The main advantages included time, accessibility and convenience, being able to revisit learning and the variety of approaches. Disadvantages included inadequate communication, support and interaction. Students preferred an adequate balance of OL with traditional teaching, more communication, synchronous OL, preparation and support. Conclusion: OL is valuable to adult nursing students, providing convenience and flexibility. While it has advantages, the disadvantages and preferences require addressing to ensure future programmes are effective and meet nursing students' requirements.

scholarly journals Teaching-learning evaluation on the ICNP® using virtual learning environment

2017 ◽  
Vol 70 (3) ◽  
pp. 602-609 ◽  
Author(s):  
Carolina Costa Valcanti Avelino ◽  
Lívia Cristina Scalon da Costa ◽  
Soraia Matilde Marques Buchhorn ◽  
Denismar Alves Nogueira ◽  
Sueli Leiko Takamatsu Goyatá
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Thematic Analysis ◽  
Learning Process ◽  
Professional Education ◽  
Nursing Practice ◽  
Virtual Learning Environment ◽  
Learning Evaluation ◽  
Teaching Learning ◽  
Nursing Professionals

ABSTRACT Objective: Evaluating the teaching-learning process of undergraduates and nursing professionals on the International Classification for Nursing Practice (ICNP®) through a course on Moodle Platform. Method: Mixed research conducted with 51 nursing students and nurses. Many technological and educational resources were used. To collect data, two semi-structured questionnaires were applied and focus groups were carried out. Statistical and thematic analysis of the data was performed. Results: There was a correlation between the Wiki variable, the Animation Video (p = 0.002) and the Arch Method (p = 0.04), as well as a correlation between the Forum, the Virtual Book (P < 0.001) and time (p = 0.009). Three topics emerged: innovation in the application of technological resources, distance education in the professional education and permanent education and the teaching-learning process on the ICNP® in a collaborative way. Conclusion: Teaching-learning strategies and technological resources used were pointed out as innovative and helped students have a better performance.

scholarly journals The knowledge about patient safety among undergraduate nurse students in Cyprus and Greece: a comparative study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Maria Dimitriadou ◽  
Anastasios Merkouris ◽  
Andreas Charalambous ◽  
Chrysoula Lemonidou ◽  
Evridiki Papastavrou
Keyword(s):  
Health Care ◽  
Patient Safety ◽  
Nursing Education ◽  
Nursing Students ◽  
Comparative Study ◽  
Clinical Setting ◽  
Professional Education ◽  
Theory And Practice ◽  
Clinical Aspects ◽  
Undergraduate Nursing

Abstract Background The Patient safety movement contributed to the reduction of preventable adverse events associated with health care. Although patient safety issues have received the attention of educators in the health care studies, there is evidence that in nursing education and the associated curricula it is not well-incorporated. This may not allow students to acquire scientific knowledge and develop strong competencies to assure patient safety throughout their professional life. The aım of the study was the exploration of the undergraduate nursing student perspectives regarding knowledge received during their training about patient safety-related issues. Methods A descriptive comparative study was conducted with three and four-year undergraduate nursing students from the Cyprus Republic (n = 243) and Greece (n = 367). All students were surveyed using the Health Professional Education Patient Safety Survey (H-PEPSS) to describe students’ knowledge in the classroom and clinical setting. Results Students’ Knowledge about patient safety was expressed significantly higher (p < 0.001) in the classroom (mean = 4.0) than the clinical setting (3.7) (1–5 scale). The knowledge in the dimension “clinical aspects” received the highest score and “working in teams” received the lowest. Also, differences were recorded between countries wıth Cypriot students reporting hıgher level of knowledge than the Greek students in most of the dimensions. Conclusıon The findings revealed the gap between theory and practice and the need for collaboration between the two settings. Also, students reported relatively higher knowledge with regards to the technical aspects of patient safety. Still, they were less knowledgable about the sociocultural aspects of the patient, such as working in teams.

The utilization of active methodologies in nursing education: the perception of undergraduate course students

2020 ◽  
Vol 3 (2) ◽  
pp. 34
Author(s):  
Victoria Marina Lima Dos Santos ◽  
Ione Ferreira Santos ◽  
Cássia Galli Hamamoto ◽  
Mara Quaglio Chirelli
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Thematic Analysis ◽  
Qualitative Data ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Critical Reasoning ◽  
Data Process ◽  
Search For Information ◽  
Teaching Learning

The objective of this research is to analyze how nursing students of the Marilia Medical School (FAMEMA) perceive the Systematized Educational Unit, to motivate the reflection regarding the course’s curriculum, which goes through a dynamic improvement process, allowing the implementation of necessary changes. It’s about a qualitative study, in which 20 undergraduates from the first and second years were interviewed, providing data for the thematic analysis. The chosen analysis modality made possible to explore the object of investigation in a systematic way and contributed to the beginner’s researcher learning about the qualitative data process. Through the thematic analysis it was observed, in the undergraduates speeches, some contributions of the active methodologies: the learning how to learn, the development of the critical reasoning and the autonomy to search for information in a qualified way, to build the knowledge, teamwork abilities and the humanized education focused on the broader approach of the care. The articulation of the tutorial cases with practice is considered a strength by the interviewed, while the undergraduates’ difficulty in transitioning from the traditional teaching method to the active methodologies after they enroll in FAMEMA is a weakness. According to the students, the study is deeper in the active methods of teaching-learning compared to the traditional teaching. However, there is a need to improve how the contents are delimited and explored.

LA PARTICIPACIÓN CIUDADANA Y EL DESARROLLO DE LA CULTURA CIENTÍFICA, EN LA FORMACIÓN INICIAL DEL PROFESOR PARA LA EDUCACIÓN TÉCNICA Y PROFESIONAL. UN RETO HECHO REALIDAD.

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
María Isabel Orozco Rivero
Keyword(s):  
Citizen Participation ◽  
Professional Education ◽  
Theory And Practice ◽  
Scientific Development ◽  
Scientific Culture ◽  
Initial Formation ◽  
Theoretical Contribution ◽  
Palabras Clave ◽  
Stated Problem ◽  
Theoretical Foundations

La formación inicial del profesor de la Educación Técnica y Profesional (ETP), debe estar en correspondenciacon la integración del conocimiento científico, el acelerado desarrollo de la ciencia y la tecnologíay las exigencias en la formación de las nuevas generaciones. Esta investigación aborda la problemáticaplanteada en la formación de profesores para la Carrera de Informática y asume como problemacientífico: “¿Cómo contribuir al desarrollo de una cultura científica como base para una participaciónciudadana responsable, en la formación inicial del profesor para la ETP en la Carrera Informática?”. La metodología utilizada constituye una integración de métodos teóricos y empíricos, lo que permitióla elaboración de la propuesta. Se trabajan y sustentan los antecedentes teóricos y metodológicos delproceso de formación inicial del profesor para la Educación Técnica y Profesional. Finalmente, se brindan los resultados de la aplicación de la consulta a expertos como comprobación teórica del mismo ysu aplicación parcial en la práctica. El fundamento teórico y las relaciones sistemáticas que se establecenentre los componentes, constituyen el principal aporte teórico y novedad de la investigación.   Palabras Clave: participación ciudadana, cultura científica, formación inicial, educación técnica y profesional.   ABSTRACT   The basic formation of teachers in Technical and Professional Education (TPE) must be in correspondencewith the integration of scientific development, the accelerated development of science and technology, and the educational demands of the new generations.  This research addresses the stated problem in the formation of teachers for the Informatics Career and assumes the scientific problem: How to contribute to thedevelopment of a scientific culture as the basis of a responsible citizen participation, in the initial formation of the ETP teacher in the Informatics Career? The methodology used integrates both theoretical and empiricalmethods which helped to build up this proposal.  Historical and methodological background of the formation process are worked out and supported.  Finally, results of the application of expert consulting as averification in theory and practice. The theoretical foundations and the systematic relationships established among the components constitute the main theoretical contribution and novelty of this research.   Keywords: citizen participation, scientific culture, initial formation, technical and professional education   Recibido: julio de 2015Aprobado: septiembre de 2015

scholarly journals “Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842199553
Author(s):  
Ioana Literat
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Thematic Analysis ◽  
Large Scale ◽  
Home School ◽  
Educational Support ◽  
Social Lives ◽  
Online Coursework ◽  
Youth Experiences ◽  
Educational Futures

Social media, and especially popular youth-focused platforms like TikTok, can offer a valuable window into youth experiences, including their perceptions of online learning. Building on a large-scale thematic analysis of 1,930 TikTok videos posted in March-June 2020, this study examines how young people shared their experiences of online learning during the COVID-19 pandemic. Findings indicate that youth portrayed online coursework as overwhelming and relentless against the traumatic background of the pandemic. They sought support, empathy, and authenticity from teachers, and both received and provided emotional and educational support to peers on the platform. Students’ home contexts emerged as particularly salient, making visible the intersections between young people’s home, school and social lives. By facilitating a grounded, bottom-up understanding of students’ experiences and perceptions—shared in their preferred spaces and modes of expression—this research stresses the need to attend to youth perspectives to craft more equitable and empowering educational futures.

Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
S.R. Toliver ◽  
Heidi Hadley
Keyword(s):  
Preservice Teachers ◽  
Thematic Analysis ◽  
Design Methodology ◽  
Teacher Educators ◽  
English Education ◽  
Theory And Practice ◽  
Education Programs ◽  
Content Type

Purpose This paper aims to identify how white preservice teachers’ inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education. Further, the authors contend that the preservice teachers’ responses mirror how the larger field of English education fails to imagine Black and Brown life. Design/methodology/approach Using abolitionist teaching as a guide, the authors use reflexive thematic analysis to examine the rhetorical moves their preservice teachers made to defer responsibility for anti-racist teaching. Findings The findings show preservice teachers’ rhetorical moves across three themes: failure to imagine Black and Brown humanity, failure to imagine a connection between theory and practice, and failure to imagine curriculum and schooling beyond whiteness. Originality/value By highlighting how preservice teachers fail to imagine spaces for Black and Brown youth, this study offers another pathway through which teacher educators, teachers and English education programs can assist their faculty and students in activating their imaginations in the pursuit of anti-racist, abolitionist teaching.

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