scholarly journals A Pilot Study: Promoting Understanding and Peer Success (PUPS) in the Campus Community

2018 ◽  
Vol 2 (1) ◽  
pp. 25
Author(s):  
Laura Pruitt Walker ◽  
Kimberly D. Helms
Keyword(s):  
College Students ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Causes Of Death ◽  
The United States ◽  
Course Evaluations ◽  
Group Interview ◽  
Self Reflection ◽  
Health Course

Background: Suicide is one of the leading causes of death in the United States and is escalating in some populations, such as college students. Suicide is the 2nd leading cause of death among college students (Caruso, 2018). The number one cause of suicide is depression (Caruso, 2018).Aim: The aim of the Promoting Understanding and Peer Success (PUPS) project is to explore innovative approaches to teaching and learning in a psychiatric mental health course and to provide early identification and intervention for students or staff who are identified as “at risk” for suicide, depression, anxiety, and substance abuse.Methods: Researchers are utilizing a qualitative approach when collecting data from nursing students involved in this study. The Nursing Students are asked to engage in focus group interview questions and to complete a self-reflection activity focused on the PUPS project.Results: Nursing students have conducted suicide, depression, anxiety and substance abuse screenings on approximately 500 campus student and staff participants thus far. Many of these screenings have resulted in distribution of educational resources, referral and follow up with counseling services.Conclusions: Researchers are continuing to collect data in the form of focused group interview questions, anecdotal comments, and end of the term course evaluations from the nursing students. Thematic coding is pending. Based upon anecdotal comments from the nursing students, the course faculty/researchers of this study believe the PUPS Project is successful.

Leveraging Research to Advance Undergraduate HRD Education: An Introduction

2017 ◽  
Vol 19 (2) ◽  
pp. 115-123 ◽  
Author(s):  
Tomika W. Greer ◽  
Joshua C. Collins
Keyword(s):  
College Students ◽  
Human Resource Development ◽  
Human Resource ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
The United States ◽  
Academic Programs ◽  
New Graduates ◽  
Education Administrators ◽  
Undergraduate Programs

The Problem As undergraduate human resource development (HRD) programs continue to develop in the United States, faculty face challenges related to finding tools, resources, and curriculum to effectively teach the principles and practices of the field to traditional college students. Most of the existing research regarding academic programs in HRD is based on graduate programs and is, therefore, less attentive to the potential of undergraduate programs as a viable pathway to the HRD profession. Little scholarship exists to address this important, pressing, and timely issue. The Solution This issue of Advances in Developing Human Resources addresses the gap in knowledge regarding better practices for teaching and learning in undergraduate HRD programs and contains the first collection of focused examinations of HRD undergraduate students, programs, and experiences. This collection of articles gives direction for building undergraduate HRD curricula and enhancing its relevance for traditional college students, identifies relevant competencies for undergraduate HRD programs, and provides insight into alumni perspectives of the value of an undergraduate degree in HRD. The Stakeholders The primary audience is HRD faculty, scholars, and scholar-practitioners who engage with undergraduate students or hope to in the future. Secondary audiences include human resource management (HRM), management, adult educators, higher education administrators, career counselors, and other professionals who are involved with enhancing the extent to which undergraduate students and new graduates are equipped to make meaningful contributions to organizations.

scholarly journals The Learning Incubator: an innovative teaching and learning technology in nursing

2021 ◽  
Vol 55 ◽  
Author(s):  
Dirce Stein Backes ◽  
Tanise Santini ◽  
Cristina dos Santos de Freitas ◽  
Alexandre Antonio Naujorks ◽  
Marli Terezinha Stein Backes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Physical Space ◽  
Learning Technology ◽  
Self Assessment ◽  
Professional Behaviors ◽  
Innovative Teaching ◽  
Self Reflection ◽  
Study Participants

ABSTRACT Objective: To understand the meaning of the Learning Incubator as a teaching and learning technology in the nursing area. Method: Qualitative research, supported by grounded theory. Data was collected from March to November 2019, through interviews with guiding questions and hypotheses directed at two different groups. The analysis was done by comparative data analysis and included open, axial and integrated coding, as proposed by the method. The theoretical sample included 23 participants, which were nurses, technicians, and nursing students. Results: The delimitation of the categories converged in the phenomenon (Re)signifying knowledge and practices in the Learning Incubator. Guided by the paradigmatic model, the categories were named according to the three following components: Condition: Recognizing that the being and the professional practice are inextricable; Action/interaction: Revisiting professional practices that are repetitive and mechanic; Consequence: Referring to the reflections and knowledge constructed in the Learning Incubator. Conclusion: The Learning Incubator, as seen by the study participants, is not limited to the Incubator meetings or the themes addressed in it. Beyond a welcoming physical space, the Incubator expands itself and becomes a tool that promotes self-reflection and self-assessment of professional behaviors and attitudes.

scholarly journals Teaching and Learning During the Pandemic: Challenges ‎and Merits of International Co-Designing and Instruction ‎

2021 ◽  
Vol 12 (3) ◽  
pp. 57-70
Author(s):  
Trang Phan ◽  
Mary Paul
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
The United States ◽  
Online Course ◽  
Pedagogical Strategies ◽  
Self Reflection ◽  
Rapid Transition ◽  
Long Course ◽  
K 12

This design case describes the design process and decisions of facilitating a week-long course on virtual teaching strategies taught by three facilitators, one in Vietnam and two in the United States at the onset of the COVD-19 pandemic. Participants were K-12 and college educators in Vietnam. The goal of the course was to introduce the Vietnamese educators to educational technology and pedagogical strategies for teaching virtually. The case also reports the facilitators’ self-reflection and biases prevalent within a Western curriculum culture as they attempted to deliver the content knowledge and connect with the Vietnamese learners. Finally, their insights into designing and implementing a cross-cultural, multilingual international online course within a rapid transition context are also shared. The intercultural online teaching experience provided a broader understanding of how students learn and what is valued.

“I’m scared”: Journaling Uncovers Student Perceptions Prior to a Psychiatric Clinical Rotation

2019 ◽  
Vol 26 (2) ◽  
pp. 189-195 ◽  
Author(s):  
Monika L. Wedgeworth ◽  
Cassandra D. Ford ◽  
Johnny R. Tice
Keyword(s):  
Mental Health ◽  
Nursing Students ◽  
The United States ◽  
Mental Health Nursing ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Study Results ◽  
Mental Health Patients ◽  
Health Course ◽  
Health Nursing

BACKGROUND: The United States is experiencing a shortage of mental health practitioners. A growing body of evidence shows that nursing students state that mental health is among the least desirable specialties, citing anxiety as a prominent factor. This study builds on existing knowledge and seeks to understand undergraduate nursing students’ goals and perceptions about mental health prior to a mental health course utilizing a semistructured clinical journal. AIMS: To explore undergraduate nursing students’ goals and perceptions in order to develop strategies that may positively influence students’ thoughts about mental health nursing. METHOD: Utilizing qualitative methodology, students’ journal entries ( n = 90) were coded into keywords by frequency, forming the basis of themes in this study. RESULTS: Analysis found that nursing students are primarily concerned with their ability to communicate effectively with mental health patients, leading to fears about the upcoming mental health practicum. Although not prompted, students also discussed various stigmas surrounding mental health patients and disorders. CONCLUSION: Students enter the mental health course and practicum with a variety of preconceptions. Nurse educators play a central role in identifying and developing psychoeducational strategies to address student concerns and increase students’ interest in mental health nursing.

scholarly journals Inhibitors and mortality in persons with nonsevere hemophilia A in the United States

2020 ◽  
Vol 4 (19) ◽  
pp. 4739-4747
Author(s):  
Ming Y. Lim ◽  
Dunlei Cheng ◽  
Michael Recht ◽  
Christine L. Kempton ◽  
Nigel S. Key
Keyword(s):  
United States ◽  
Cause Of Death ◽  
Causes Of Death ◽  
Hemophilia A ◽  
Epidemiological Data ◽  
The United States ◽  
Early Age ◽  
Risk Of Death ◽  
Increased Risk

Abstract Although persons with nonsevere hemophilia A (NSHA) account for about one-half of the hemophilia A population, epidemiological data in this subset of individuals are scarce. We set out to describe the clinical characteristics of persons with NSHA with inhibitors, and to determine mortality rates, predictors of mortality, and primary causes of death in persons with NSHA in the United States over a 9-year period (2010-2018). We queried the American Thrombosis and Hemostasis Network dataset (ATHNdataset) for information on demographics, inhibitor status, and date and cause of death. A total of 6624 persons with NSHA (86.0% men; 14.0% women) were observed for an average of 8.5 years; total 56 119 person-years . The prevalence of inhibitors was 2.6% (n = 171), occurring at a median age of 13 years. At the end of follow-up, 136 persons died at a median age of 63 years; an age-adjusted mortality rate of 3.3 deaths per 1000 person-years. Three deaths occurred in inhibitor participants. Presence of inhibitors was not associated with increased mortality risk (hazard ratio [HR], 0.7, 95% confidence interval [CI], 0.2-2.3). Factors independently associated with increased risk of death (HR, 95% CI) were the following: age (10-year increase) (2.1, 2.0-2.4); male (2.6, 1.0-6.4); hepatitis C (2.2, 1.5-3.1); and HIV (3.6, 2.2-6.0). The most common primary cause of death was malignancy (n = 27, 20.0%). In persons with NSHA, the development of inhibitors occurred at an early age and was not associated with increased mortality.

scholarly journals Social networking in nursing education: integrative literature review

2016 ◽  
Vol 24 (0) ◽  
Author(s):  
Luciana Emi Kakushi ◽  
Yolanda Dora Martinez Évora
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Literature Review ◽  
Social Networking ◽  
Learning Process ◽  
Social Networking Sites ◽  
Interprofessional Education ◽  
Teaching And Learning ◽  
The United States ◽  
Postgraduate Students

Abstract Objective: to identify the use of social networking in nursing education. Method: integrative literature review in the databases: LILACS, IBECS, Cochrane, BDENF, SciELO, CINAHL, Scopus, PubMed, CAPES Periodicals Portal and Web of Science, using the descriptors: social networking and nursing education and the keywords: social networking sites and nursing education, carried out in April 2015. Results: of the 489 articles found, only 14 met the inclusion and exclusion criteria. Most studies were published after 2013 (57%), originating from the United States and United Kingdom (77.8%). It was observed the use of social networking among nursing students, postgraduate students, mentors and nurses, in undergraduate programmes, hybrid education (blended-learning) and in interprofessional education. The social networking sites used in the teaching and learning process were Facebook (42.8%), Ning (28.5%), Twitter (21.4%) and MySpace (7.1%), by means of audios, videos, quizzes, animations, forums, guidance, support, discussions and research group. Conclusion: few experiences of the use of social networking in nursing education were found and their contributions show the numerous benefits and difficulties faced, providing resourses for the improvement and revaluation of their use in the teaching and learning process.

scholarly journals Students’ perception of the learning environment at Xavier University School of Medicine, Aruba: a follow-up study

2014 ◽  
Vol 11 ◽  
pp. 9 ◽  
Author(s):  
P. Ravi Shankar ◽  
Rishi Bharti ◽  
Ravi Ramireddy ◽  
Ramanan Balasubramanium ◽  
Vivek Nuguri
Keyword(s):  
Teaching And Learning ◽  
The United States ◽  
Educational Environment ◽  
Social Self ◽  
Self Perception ◽  
School Of Medicine ◽  
Medical Program ◽  
The Mean ◽  
Teaching Learning

Xavier University School of Medicine admits students mainly from the United States and Canada to the undergraduate medical program. A previous study conducted in June 2013 used the Dundee Ready Educational Environment Measure to measure the educational environment and impact of different teaching and learning methods in the program. The present study aims to obtain information about students’ perceptions of changes in the educational environment, which underwent modifications in teaching and learning, in January 2014. Information was collected about the participants’ semester of study, gender, nationality, and age. Students’ perceptions of the educational environment were documented by noting their degree of agreement with a set of 50 statements grouped into five categories. Average scores were compared among different groups. The mean total and category scores were compared to those of the 2013 study. Sixty of the sixty-nine students (86.9%) who enrolled in the undergraduate medical program participated in the survey. The majority were male, aged 20¬–¬25 years, and of American nationality. The mean±SD total score was 151.32±18.3. The mean scores for students’ perception in the survey categories were perception of teaching/learning (38.45), perception of teachers (33.90), academic self-perceptions (22.95), perception of atmosphere (36.32), and social self-perception (19.70). There were no significant differences in these scores among the different groups. All scores except those for academic self-perception were significantly higher in the present study compared to the previous one (P < 0.05). The above results will be of particular interest to schools that plan to transition to an integrated curriculum.

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