scholarly journals A Chronic Condition E-Learning Module for School Nurses to Train Afterschool Teachers and Staff

2021 ◽  
Vol 12 (3) ◽  
pp. 49-56
Author(s):  
Kristen Welker ◽  
Carol Cox ◽  
Haley Bylina ◽  
Hailee Baer ◽  
Shelby Duessel
Keyword(s):  
Chronic Condition ◽  
School Nurses ◽  
After School ◽  
Training Time ◽  
Home Reading ◽  
Learning Module ◽  
One Stop ◽  
E Learning ◽  
Emergency Actions ◽  
Trained Teachers

This case presents the design and assessment (at the Interaction level) of a student chronic condition e-learning module. The module is to be used by school nurses as a traditional presentation aid/slideshow to support their on-ground trainings for afterschool staff on how to manage students with chronic health conditions participating in afterschool programs. However, it also serves as an interactive, one-stop-shop for more detailed education and information on the conditions (e.g., additional prevention and treatment materials, step-by-step emergency actions for staff during and after school, resources for more training and education). Trained teachers and staff can then spend post-training time at home reading and interacting with module materials to go more in-depth on the material that the school nurses presented. Also, the module was created to be viewed on mobile devices and tablets that afterschool staff would keep with them, possibly referring to them in real-time for prevention or emergency actions.

Tooth Avulsion in the School Setting

2005 ◽  
Vol 21 (5) ◽  
pp. 279-282 ◽  
Author(s):  
Cheryl A. Krause-Parello
Keyword(s):  
Periodontal Ligament ◽  
School Setting ◽  
School Personnel ◽  
School Nurse ◽  
School Nurses ◽  
After School ◽  
Tooth Avulsion ◽  
Dental Emergency ◽  
Dental Injuries

Tooth avulsions occur when a tooth is displaced from its socket. Tooth avulsions are common dental injuries that may occur before, during, or after school. Therefore, it is essential that school nurses be well prepared to intervene when such a dental emergency arises. It is also imperative that school nurses and school personnel are fully equipped to manage a tooth avulsion. Time is of the essence when attempting to save an avulsed tooth. The goal is to successfully reinsert the avulsed tooth and to preserve the periodontal ligament. The school nurse is responsible for implementing the appropriate actions needed to save the avulsed tooth.

Evaluation of the Premature Infant Pain Profile-Revised (PIPP-R) e-Learning Module

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Marsha Campbell-Yeo ◽  
Leah Carrier ◽  
Britney Benoit ◽  
Theresa Kim ◽  
Mariana Bueno ◽  
...  
Keyword(s):  
Premature Infant ◽  
Learning Module ◽  
E Learning ◽  
Infant Pain ◽  
Premature Infant Pain Profile

Implementation of a Blended Learning Module to Teach Handling, Restraint, and Physical Examination of Cats in Undergraduate Veterinary Training

2021 ◽  
pp. e20200160
Author(s):  
Mirjam B.H.M. Duijvestijn ◽  
Bente M.W.K. Van der Wiel ◽  
Claudia M. Vinke ◽  
M. Montserrat Diaz Espineira ◽  
Harold G.J. Bok ◽  
...  
Keyword(s):  
Physical Examination ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Clinical Training ◽  
Skills Training ◽  
Veterinary Students ◽  
Learning Modules ◽  
Learning Module ◽  
E Learning ◽  
Standard Module

Cats can be easily stressed in a clinical (training) setting and may show unpredictable reactions and patterns of defensive aggression. This can be a complicating factor in undergraduate veterinary training. Inexperienced veterinary students can evoke defensive feline behavior that negatively affects learning outcomes and animal welfare. As a result, restraint techniques and physical examination of cats was hardly practiced in pre-clinical training at Utrecht University. To overcome this, a new blended learning module was developed using a lecture on feline behavior; e-learning modules about feline behavior, handling, restraint, and physical examination skills; and redesigned practical sessions in which live animals and manikins were used. The aim of this study was to investigate how students’ perceptions of competence and confidence changed regarding feline behavior, handling, restraint, and physical examination skills after the new module was implemented. Questionnaires were used for quantitative analysis, and focus groups were used for qualitative analysis. The results show that compared with students who followed the standard module, students who participated in the blended learning module scored higher in feeling confident with handling animals, feeling competent to perform physical examination on cats, and ability to assess whether a cat is stressed. Students with less experience with cats were more likely to show improvement in assessing a cat’s stress level than students who had much experience with cats. The results demonstrate that the blended learning module improves students’ learning outcomes regarding feline skills training and adds to reduction, refinement, and replacement of the use of live cats.

E-Learning Module Evaluation Survey

2012 ◽  
Author(s):  
Heather L. Heiman ◽  
Toshiko Uchida ◽  
Craig Adams ◽  
John Butter ◽  
Elaine Cohen ◽  
...  
Keyword(s):  
Learning Module ◽  
E Learning ◽  
Evaluation Survey

Gamified Learning

2022 ◽  
pp. 97-131
Author(s):  
Cornelia Nih Popescu ◽  
Elodie Attie ◽  
Laëtitia CHADOUTEAU
Keyword(s):  
Learning Outcomes ◽  
Control Group ◽  
Training And Education ◽  
Learning Module ◽  
Important Concern ◽  
E Learning ◽  
Current Context ◽  
Overall Performance ◽  
Gamified Learning ◽  
Experimental Group

In the context of the current COVID-19 pandemic, e-learning represents a more and more important concern of all education providers and an inevitable direction for the current context in training and education. This chapter follows the theory of gamified learning and the theory of flow to understand to which extent game characteristics improve engagement and learning outcomes, such as performance and engagement. To do this, two groups of learners (N=20) were randomly assigned: the experimental group followed a gamified learning module, and the control group followed the same content without gamification mechanisms. The game mechanisms chosen involve a game, a challenge, virtual rewards, an avatar, a final badge, and a system of points and levels. Results show that the gamified course increased the time spent on the course and the overall performance. Hence, this chapter demonstrates the relevance of using gamification to improve learning outcomes.

E-learning module on interpersonal dynamics: An evaluation

2017 ◽  
Vol 30 (2) ◽  
pp. 186
Author(s):  
David Reiss ◽  
Joanna Dow ◽  
Gabriel Kirtchuk
Keyword(s):  
Interpersonal Dynamics ◽  
Learning Module ◽  
E Learning
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