Competence of Accelerated Second Degree Students after Studying in a Collaborative Model of Nursing Practice Education

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Deborah A. Raines
Keyword(s):  
Nursing Education ◽  
Real World ◽  
Nursing Practice ◽  
Learning Experience ◽  
Evaluation Study ◽  
Survey Questionnaire ◽  
Program Of Study ◽  
Innovative Model ◽  
Model Of Practice ◽  
Significant Factors

The article, "CAN-Care: An Innovative Model of Practice-Based Learning" was published in the International Journal of Nursing Education Scholarship in 2006 (Article 20). Reported in this paper are the findings of a program evaluation study with 58 participants who completed a survey questionnaire at the end of the program of study and six-months post graduation. The data reveal that the model resulted in graduates who perceived themselves to be competent and effectively prepared for real-world nursing practice. This is contrary to the existing literature which reports graduates' perceived lack of readiness for RN practice. The participants in this study also identified the opportunity to work with a consistent unit-based nurse and having the nursing practice course experiences on consecutive days and for the entire 12-hour shift as significant factors in the effectiveness of their learning experience.

scholarly journals A qualitative exploration of nursing undergraduates’ perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice Course: a qualitative study

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Linghui Chen ◽  
Ting Lin ◽  
Siyue Tang
Keyword(s):  
Nursing Education ◽  
Flipped Classroom ◽  
Nursing Practice ◽  
Learning Experience ◽  
Subjective Experiences ◽  
Focus Group Interviews ◽  
Teacher Student ◽  
Group Interviews ◽  
Scaffolding Strategies ◽  
Qualitative Exploration

Abstract Background Although the benefits of using a flipped classroom in nursing education have been reported, there are few published studies attempting to understand students’ subjective experiences with scaffolding in a flipped classroom and the challenges they face as a result of this type of educational change. The purpose of this study was to describe students’ perspectives of scaffolding in the Flipped Classroom of the Fundamental Nursing Practice Course (FNPC-FC). Methods Thirty-four undergraduates were recruited and separated into four groups in the study. The data was collected through semi-structured focus group interviews. Thematic analysis was conducted to analyze the data in order to determine the themes in the interview transcriptions. Results The research revealed two primary themes with associated sub-themes: 1) challenging learning experience, and 2) teacher-student interaction. Conclusions Students will confront substantial challenges as scaffolding strategies are implemented in the flipped classroom. On the other hand, scaffolding in the flipped classroom can successfully train students to be self-directed learners and equip them with nursing skills when students are given appropriate support.

scholarly journals International Students’ Perception towards Educational Tourism in the Kingdom of Bahrain

2018 ◽  
Vol 8 (5) ◽  
Author(s):  
Randolf Von N. Salindo ◽  
Sarah Yousif Hussain Mohammed Yousif
Keyword(s):  
International Students ◽  
Learning Experience ◽  
Sampling Technique ◽  
Tourism Industry ◽  
P Value ◽  
Survey Questionnaire ◽  
Quantitative Methodology ◽  
Educational Tourism ◽  
Research Findings ◽  
Academic Qualifications

Educational Tourism is any type of educational program in which travelers move to another location mainly for the purpose of gaining a learning experience in that location. This research aims to become a contribution to other previous researches conducted in the field of educational tourism to analyze the educational tourism industry in the Kingdom of Bahrain as a basis for its development to attract more international students to study in universities and higher education institutions. The research followed a quantitative methodology by distributing a survey questionnaire to one hundred international students from private universities in the Kingdom. The research adopted the random sampling technique and analyzed the data collected from those surveys statistically using mean, r-value and p-value figures. On the basis of research findings it is recommended that universities should improve their services provided to international students in terms of quality, speed and efficiency and to provide better facilities and more academic qualifications and degrees. Bahrain, in general, should create an educational environment that is strong enough and well-reputed to attract more international students and other universities to establish their campuses in Bahrain

scholarly journals Remote practical training to gain professional skills and professional experience (nursing) at the medical faculty

2021 ◽  
Vol 21 (4) ◽  
pp. 460-466
Author(s):  
Aleksandr A. Tainkin ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Practice ◽  
Medical Faculty ◽  
Educational Institutions ◽  
Professional Activity ◽  
Practical Training ◽  
Practical Skills ◽  
Professional Skills ◽  
Pedagogical Analysis ◽  
New Form

Due to the transition of higher educational institutions to remote functioning in the spring of 2020 and the impossibility of conducting nursing practice on the basis of medical establishments it became necessary to create a new form of having classes that would allow students to master practical skills without contacting patients. The article presents the author's methodology of remote practical training in class to obtain professional skills and experience of professional activity (nursing) at the medical faculty. The author offers simple methods of making moulages for students to master practical skills and describes the methodology of organizing and conducting distance classes using these moulages. The pedagogical analysis of one of the classes is carried out. It is shown that the new form of conducting classes allows to individualize the work with students and help each student achieve perfection in mastering the methods of nursing manipulations. The method of giving remote classes described by the author can be used by teachers at practical training in the future, in classes on “nursing” at the medical faculty, in institutes of higher nursing education, and after the removal of epidemiological restrictions imposed due to the spread of a new coronavirus infection, for remote counseling of students undergoing nursing practice in medical establishments outside the Saratov region.

Navigating public health clinical placements for rural online RN-BSN students

2021 ◽  
Vol 21 (1) ◽  
pp. 118-130
Author(s):  
Jill C. Borgos
Keyword(s):  
Public Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Rural Areas ◽  
Learning Experience ◽  
State Health ◽  
Non Profit ◽  
Health Initiatives ◽  
One To One ◽  
Bsn Students

Purpose: In rural settings scare public health resources potentially limits the opportunities for nursing students living in these areas to participate in traditional one to one precepted experiences with public health agencies. To meet the revised Commission on Collegiate Nursing Education Standards related to direct clinical practice, creative strategies are needed for online degree seeking RN-BSN students who live in rural areas. This article explores an alternative learning experience by partnering students with a nonprofit healthcare institute to work on state health initiatives in the geographic region where the students reside. Process: In the absence of adequate opportunities for one to one precepted clinical experiences, student living in rural areas completing an online RN-BS program were partnered with a non-profit health organization. The students participate in an experiential learning experience to fulfill clinical hours in a public health setting as required by the Commission on Collegiate Nursing Education. In this case a cohort of students worked with a nonprofit healthcare institute on New York State’s T-21 campaign to further advance their knowledge on health initiatives driven by state health reform policy and actively participate community-based education. Conclusion: With a growing focus on population-based care and caring for vulnerable populations, particularly in rural areas, seeking clinical activities through partnerships with non-profit healthcare institute to improve health outcomes at the community level offers an alternative approach to engaging online degree seeking RN-BSN students in experiential clinical learning in communities with limited public health agency placements. Keywords: interprofessional learning, nursing accreditation, rural nursing students, service-learning pedagogy DOI:  https://doi.org/10.14574/ojrnhc.v21i1.664

Learning Scrum

2021 ◽  
pp. 169-189
Author(s):  
Simon Bourdeau ◽  
Alejandro Romero-Torres ◽  
Marie-Claude Petit
Keyword(s):  
Data Collection ◽  
Software Development ◽  
Real World ◽  
Learning Experience ◽  
Project Managers ◽  
Development Projects ◽  
Simulation Based ◽  
Realistic Representation ◽  
Learn By Doing ◽  
Agile Approach

The LEGO®-Scrum simulation-based training (SBT) described here shows how LEGO® bricks can help professionals learn first-hand about Scrum methodology, an Agile approach to software development projects. The chapter's objectives are 1) to present the modalities of the LEGO®-Scrum SBT, 2) to demonstrate how LEGO® bricks can help professionals learn, first-hand, about Scrum, and 3) to illustrate how this learning can be relevant and impactful for participants. Based on observations, interviews, and a data collection by questionnaire carried out with 198 participants, the proposed SBT appears to provide a significant, relevant, and valuable learning experience. In addition, four experienced Scrum masters and IT project managers, who played key roles in the SBT, argued that the LEGO®-Scrum SBT provides a realistic representation of real-world Scrum projects; that it is dynamic, complex, challenging, and motivating; and that participants' learning is evocative and relevant, since they learn by doing.

Methods and Methodology

2009 ◽  
pp. 628-637
Author(s):  
Elda Nikolou-Walker
Keyword(s):  
Northern Ireland ◽  
Real World ◽  
Police Officers ◽  
Learning Experience ◽  
New Method ◽  
Positive Experience ◽  
School Of Education ◽  
New Approach ◽  
Work Related ◽  
Traditional Training

This study reviews the innovative programme developed in 2004 between the Work-Based Learning unit in the School of Education at Queen’s University, Belfast and the Police Service of Northern Ireland (PSNI). The scheme enables probationary officers to develop new skills by means of an Advanced Diploma in Work-Based Learning linked to the traditional training in operational policing. This new programme not only creates a new approach to police development, but also allows for the accreditation of the Work-Based Learning. The focus of the entire learning experience is within the real world context. Its objective is to enable students to reflect on their own work-related experience, to develop their understanding of appropriate work-based research approaches and methods and to identify and design a work-based project. The aim is to explore the evidence of the positive experience of trainees who have embarked on this new method of learning. Using interviews, observations, focus-groups and questionnaires, a review has been conducted on how the programme is attempting to contribute towards a positive change regarding the abilities of the new police officers.

scholarly journals Integrating M-Learning in Teaching ECG Reading and Arrhythmia Management for Undergraduate Nursing Students

2020 ◽  
Vol 14 (01) ◽  
pp. 82
Author(s):  
Basma Salameh ◽  
Ahmad Ewais ◽  
Osama Salameh
Keyword(s):  
Critical Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Control Group ◽  
Learning Materials ◽  
Academic Achievements ◽  
Care Course

<p class="0abstract">Use of mobile devices among nursing students is recently a widespread approach. Integrating mobile devices in education can improve the quality of nursing education by engaging students in learning experience. The present study aims at investigating theeffect of using Mobile Learning (M-learning) on students’ academicachievements and satisfaction. Therefore, quasi-experimental design was used. The study included 104 students who were enrolled in a critical care course at the faculty of Nursing. During the study, the participant were divided into control and experimental groups. The experimental group 52 students were able to use a developed mobile application, which includes learning materials and multimedia resources, dedicated to critical care course.  On the other hand, control group 52 students were able to explore the classical learning materials form the course. The study included students’ attitudes, students’ satisfaction, and students’ academic achievements. Differences between the two groups were considered significant as the result was p &lt; 0.05. The obtained results showed significance difference between pre-post quizzes achievements between the experimental and control group (p&lt;0.000). Additionally, 76% of the students were satisfied with using M-learning. The study revealed that there was improvement in the student academic achievements and satisfaction when integrating mobile learning into nursing education<span>.</span></p>

scholarly journals Integrated Outreach: Increasing Engagement in Computer Science and Cybersecurity

2020 ◽  
Vol 10 (12) ◽  
pp. 353
Author(s):  
Shaya Wolf ◽  
Andrea Carneal Burrows ◽  
Mike Borowczak ◽  
Mason Johnson ◽  
Rafer Cooley ◽  
...  
Keyword(s):  
Computer Science ◽  
Real World ◽  
Learning Experience ◽  
Low Cost ◽  
Outreach Programs ◽  
Integrated Stem ◽  
Hands On ◽  
Real World Applications ◽  
Before And After ◽  
Interest Level

Research on innovative, integrated outreach programs guided three separate week-long outreach camps held across two summers (2018 and 2019). These camps introduced computer science through real-world applications and hands-on activities, each dealing with cybersecurity principles. The camps utilized low-cost hardware and free software to provide a total of 84 students (aged 10 to 18 years) a unique learning experience. Based on feedback from the 2018 camp, a new pre/post survey was developed to assess changes in participant knowledge and interest. Student participants in the 2019 iteration showed drastic changes in their cybersecurity content recall (33% pre vs. 96% post), cybersecurity concept identification within real-world scenarios, and exhibited an increased ability to recognize potential cybersecurity threats in their every-day lives (22% pre vs. 69% post). Finally, students’ self-reported interest-level before and after the camp show a positive increase across all student participants, with the number of students who where highly interested in cybersecurity more than doubling from 31% pre-camp to 65% post-camp. Implications for educators are large as these activities and experiences can be interwoven into traditional schooling as well as less formal camps as pure computer science or through integrated STEM.

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