The Use of Drawing as Learning Activity in a Human Anatomy Course: Implications for Learning Scientific Foundation of Nursing

2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Vistolina Nuuyoma ◽  
Emelia Josef
Keyword(s):  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Health Science ◽  
Human Anatomy ◽  
Learning Activity ◽  
Research Committee ◽  
School Of Nursing ◽  
East Region ◽  
Group Interviews ◽  
Contextual Study

Human anatomy is perceived by health science students and educators to be a burdensome, challenging and labour-intense course. In order to enhance understanding of human anatomy, the use of student-centred approaches is encouraged, of which drawing is included. However, it is not explicitly known how nursing students in Kavango east region experience the use of drawing. This research was conducted to explore and describe the experiences of first-year nursing students from a resource-constraint setting on the use of drawing as a learning activity in a human anatomy course. A qualitative descriptive, explorative, and contextual study was conducted in Kavango east region, Namibia. Data were collected via focus-group interviews with 28 participants who were conveniently selected. A qualitative content analysis was followed, while trustworthiness was ensured according to the four principles of Lincoln and Guba. Ethical clearance and permission were granted by the School of Nursing Research Committee. The ethical principles of autonomy, non-maleficence, beneficence, and justice were adhered to. The experienced beneficial aspects of drawing are enhancement of course understanding, boosting creativity, and integration of theory into practice. Challenging aspects were related to lacking artistical skills, time constraints, complex and complicated drawings as well as a shortage of materials and learning resources. In order to improve drawing as a learning activity in human anatomy, recommendations were made for nursing students, educators and future researchers.

scholarly journals The Use of WhatsApp as An Educational Communication Tool in Higher Education: Experiences of Nursing Students in Kavango East, Namibia

2020 ◽  
Vol 9 (5) ◽  
pp. 105
Author(s):  
Vistolina Nuuyoma ◽  
Nkosenhle Jermaine Mhlope ◽  
Leonard Chihururu
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
University Students ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Educational Communication ◽  
Communication Tool ◽  
Negative Effects ◽  
Descriptive Phenomenology ◽  
School Of Nursing

WhatsApp is the most popular networking site used by most university students for general purposes, and as a communication, collaborative and transactional tool in the teaching and learning process. However, experiences of its use among university students as an educational communication tool in low and resource-constrained settings have not been explored. Following a qualitative, descriptive, phenomenology approach, this study described and explored nursing students’ experiences of the use of WhatsApp as an educational communication tool. Data were collected from 24 university nursing students who were conveniently sampled to participate in the focus group discussions; thereafter, data were analysed using qualitative content analysis. Whittemore, Chase and Mandle’s primary criteria of validity in qualitative research, which include credibility, authenticity, criticality and integrity, were used to ensure the quality of the study. Ethical approval and permission were granted by the School of Nursing Research Ethics Committee. Informed consent was obtained from participants, and their anonymity and confidentiality were ensured. The findings revealed that WhatsApp is a beneficial communication tool but has effects on human behaviour. Moreover, connectivity and handset-related challenges were experienced by the students. Following these findings, it is concluded that WhatsApp is a suitable communication tool in higher education and in maintaining communities of practice among students and lecturers. Conversely, there is a need to educate students on mechanisms to mitigate its negative effects on human behaviours, such as disturbances, addiction, and lack of responses. Lastly, universities should consider partnering with network providers to improve connectivity among students and lecturers, as well as accessibility to affordable smartphones.

scholarly journals Blended learning pedagogy for teaching and learning Anatomy

2017 ◽  
Vol 06 (03) ◽  
pp. 219-231
Author(s):  
Durairaj Ponraj
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Health Science ◽  
Assessment Tools ◽  
Human Anatomy ◽  
Learning Activity ◽  
Face To Face

Teaching and learning of human anatomy involves cadavers, bones, histology slides, plastinated body parts, anatomy models, visualizing pictures, drawing and memorizing many new Latin terminologies. It is very challenging for faculty members to teach and difficult to learn for any year one student doing medical or health science courses. This paper provides an insight into the use of a blended learning pedagogy using Computer Based Teaching [CBT] along with other tools to create e-Leaming materials for teaching and learning of human Anatomy with better learning outcomes. We focus on four CBTs developed in-house for blended learning by the biological sciences department, namely HistoBox, BoneBox, Heart & Coronary Artery Disease [CAD] and Neuro atlas for Anatomy and Physiology. The survey result on students learning using CBTs showed significant improvements in their learning behavior and assessment grades. The students preferred blended e-Leaming using HistoBox compared with traditional lecture and practical using microscopy, p<0.001. Our student survey revealed that 93% of the students agreed that the BoneBox CBT helped them to understand and learn the subj ects better than the traditional methods. About 88% of the students also agreed that the BoneBox used in blended learning helped them to improve in their practical test grades. 98% of the students rated the BoneBox CBT pedagogy as good and excellent approach for learning with interactive features. The case-scenarios and assessment quizzes used in the CBT improved the higher order critical thinking skills. One interesting finding of the survey showed that students preferred interactive quizzes and assessment tools than game based learning activity. The tools used in our blended learning are YouTube videos, e-books, mobile apps, kahoot, socrative, padiet and articulate storyline2. We use these tools for both synchronous and asynchronous learning activities. Most of the online learning materials are administered online using the “Blackboard” learning management system [LMS]. The department of biological science over time gradually moved away from the traditional 100% face-to-face classroom teaching to at least 30% of online blended learning methods using the CBTs and other e-Leaming materials. We compared the student module evaluation feedback and the students’ performance grade over the past 12 years and found that the use of blended e-Leaming has improved our student module delivery rating and student performance grades. Our module delivery ratings improved from 92.6% in 2004 to 96.4% in 2010 and finally to 99.85% in 2016 There is also a corresponding drop in student failure rates from 14.1% in 2004 to 8.5% in 2010 and finally to about 1.3% in 2016. We propose the use of blended learning pedagogy for teaching and learning Anatomy over traditional 100% face-to-face teaching to improve module delivery and students’ learning outcomes.

scholarly journals Postgraduate Students’ Experience of Using a Learning Management System to Support Their Learning: A Qualitative Descriptive Study

2021 ◽  
Vol 7 ◽  
pp. 237796082110548
Author(s):  
Simen A. Steindal ◽  
Mari O. Ohnstad ◽  
Ørjan Flygt Landfald ◽  
Marianne T. Solberg ◽  
Anne Lene Sørensen ◽  
...  
Keyword(s):  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Advanced Practice Nursing ◽  
Student Experiences ◽  
Advanced Practice ◽  
Course Structure ◽  
Postgraduate Students ◽  
Learning Management ◽  
Group Interviews ◽  
Campus Activities

Introduction Educational institutions worldwide have implemented learning management systems (LMSs) to centralise and manage learning resources, educational services, learning activities and institutional information. LMS has mainly been used by teachers as storage and transfer of course material. To effectively utilise digital technologies in education, there is a need for more knowledge of student experiences with digital technology, such as LMSs and especially regarding how LMSs can contribute to student engagement and learning. Objective This study aimed to gain knowledge about postgraduate nursing students’ experiences with the use of LMS in a subject in an advanced practice nursing master's programme. Methods A qualitative method with a descriptive design was employed. Two focus group interviews were performed with eight postgraduate nursing students from an advanced practice nursing programme at a university college in Norway. Data were analysed using qualitative content analysis. Results Three themes emerged from the data material: 1) A course structure that supports learning; 2) LMS tools facilitate preparation, repetition and flexibility; and 3) own responsibility for using the LMS for preparation before on-campus activities. Conclusion The course structure within the LMS seemed to be important to enhance postgraduate students’ ability to prepare before on-campus activities. Implementation and use of LMS tools can facilitate preparation, repetition and flexibility, especially when postgraduate students study difficult topics. Postgraduate students seem to have different views regarding their own responsibility for using the LMS to prepare before on-campus activities.

scholarly journals Interprofessional Learning in the Simulation Laboratory: Nursing and Pharmacy Students' Experiences

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Hege Hammer ◽  
Frøydis Vasset
Keyword(s):  
Nursing Students ◽  
Professional Education ◽  
Interprofessional Education ◽  
Qualitative Content Analysis ◽  
Focus Group Interviews ◽  
Educational Method ◽  
Interprofessional Learning ◽  
Enhance Patient Safety ◽  
Group Interviews ◽  
Learn Collaborative

Background: Using simulation as an educational method to learn collaborative practice requires the involvement of various professional education programs where the intention is to learn from, with, and about each other.Methods: This study describes pharmacy and nursing students´ experiences with interprofessional education. After interprofessional simulation, three focus group interviews with bachelor students were conducted. The data were analysed using Giorgi’s qualitative content analysis method.Findings: The students found that IPE closed knowledge gaps, change a stereotypical perception of professional roles, and enhance patient safety. Full-scale simulation appears to be an effective arena for learning clinical judgement, improving communication skills, and developing knowledge of pharmacodynamics.Conclusion: Interprofessional education may be necessary for professionals to enhance their ability to interact more effectively in the future.

scholarly journals Nursing students’ experiences of a pedagogical transition from campus learning to distance learning using digital tools

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Ulrica Langegård ◽  
Kiana Kiani ◽  
Susanne J. Nielsen ◽  
Per-Arne Svensson
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Social Interaction ◽  
Nursing Students ◽  
Focus Group ◽  
Qualitative Content Analysis ◽  
Three Dimensions ◽  
Digital Tools ◽  
Focus Group Interviews ◽  
Group Interviews

Abstract Background The use of distance education using digital tools in higher education has increased over the last decade, particularly during the COVID-19 pandemic. Therefore, this study aimed to describe and evaluate nursing students’ experiences of the pedagogical transition from traditional campus based learning to distance learning using digital tools. Methods The nursing course Symptom and signs of illness underwent a transition from campus based education to distance learning using digital tools because of the COVID-19 pandemic. This pedagogical transition in teaching was evaluated using both quantitative and qualitative data analysis. Focus group interviews (n = 9) were analysed using qualitative content analysis to explore students’ experiences of the pedagogical transition and to construct a web-based questionnaire. The questionnaire comprised 14 items, including two open-ended questions. The questionnaire was delivered to all course participants and responses were obtained from 96 of 132 students (73%). Questionnaire data were analyzed using descriptive statistics and comments from the open-ended questions were used as quotes to highlight the quantitative data. Results The analysis of the focus group interviews extracted three main dimensions: didactic aspects of digital teaching, study environment, and students’ own resources. Social interaction was an overall theme included in all three dimensions. Data from the questionnaire showed that a majority of students preferred campus based education and experienced deterioration in all investigated dimensions after the pedagogical transition. However, approximately one-third of the students appeared to prefer distance learning using digital tools. Conclusions The main finding was that the pedagogical transition to distance education reduced the possibility for students’ social interactions in their learning process. This negatively affected several aspects of their experience of distance learning using digital tools, such as reduced motivation. However, the heterogeneity in the responses suggested that a blended learning approach may offer pedagogical benefits while maintaining an advantageous level of social interaction.

scholarly journals Teaching Basic Nursing Care: Nurse Preceptors’ Perceptions about Changing the Teaching Context from the Clinical Setting to a School Simulation Lab

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Daniela Lillekroken
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Care ◽  
Qualitative Content Analysis ◽  
Participant Observation ◽  
Clinical Settings ◽  
Advantages And Disadvantages ◽  
Teaching Context ◽  
Positive Attitudes ◽  
Group Interviews

AbstractResearch demonstrates that basic nursing care receives less attention in clinical settings and has become visually less prominent in nursing education curriculums. While much is known about the importance of preceptorship in clinical settings, little is known about how preceptors teach basic nursing care to students in a school simulation lab. This study explores the preceptors’ perceptions of teaching basic nursing care to nursing students in the school simulation lab compared to clinical settings. Data were collected through focus group interviews and participant observation and analyzed by using qualitative content analysis. Three main categories emerged: (i) Perceived advantages and disadvantages, (ii) Positive attitudes – remembering being a student, and (iii) Knowing what to do and showing how to do it. Awareness of the importance of having knowledge about basic nursing care may contribute to counterbalancing the devaluation of basic nursing care among nursing students.

scholarly journals Simulering er ikke til å spøke med: Helsefagstudenters erfaringer fra tverrprofesjonell teamtrening med bruk av simuleringsmetodikk

2016 ◽  
Vol 12 (2) ◽  
Author(s):  
Marit Breivik ◽  
Tone Johnsgaard ◽  
Marit Hegg Reime
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Team Training ◽  
Interprofessional Team ◽  
Healthcare Students ◽  
Inadequate Knowledge ◽  
Quality Of Patient Care ◽  
Group Interviews

Simulation is no joke: Healthcare students’ experiences of interprofessional team training using simulation methodologyInterprofessional learning through simulation involves different professions who learn with, from and about each other. This study describes healthcare students’ experiences with interprofessional team training. Three focus group interviews were conducted with medical students and nursing students from the bachelor program and the postgraduate program. Data were analyzed according to the method of qualitative content analysis by Graneheim and Lundman. The findings show that making mistakes seems to be beneficial to the quality of patient care as it made the students more vigilant when they returned to clinical practice. Simulated settings seem to be a powerful arena for learning patient safety practices and facilitating transfer of this awareness to clinical practice. The findings also show that the various professions have inadequate knowledge of each other's expertise. Interprofessional learning through education appears to be necessary for the health professions to strengthen their ability to work together in the future.

scholarly journals Academic Stress and Study Habits of Health Science University Students

2021 ◽  
Author(s):  
Sukesh Shetty ◽  
Neetha Kamath ◽  
M. Nalini
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
University Students ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Academic Stress ◽  
Study Habits ◽  
Health Science ◽  
Pharmacy Students ◽  
Cross Sectional

Abstract Introduction Academic stress and study habits are crucial indicators of academic success. At the moment, faulty study habits press on the students into academic stress. The present study was conducted to identify the academic stress and study habits of university students of health science. Methods This cross-sectional descriptive survey was conducted among 150 undergraduate students of nursing, physiotherapy, and pharmacy (n = 50 in each group). A stratified random sampling technique was used to select the study participants. The information on academic stress and study habits was collected by using the Student Stress Inventory and Palsane and Sharma Study Habit Inventory, respectively. Results Mean score of academic stress was found to be 75.353 ± 16.463. Pharmacy students had a higher level of stress compared to physiotherapy and nursing students (p = 0.013). Furthermore, the prevalence of unsatisfactory study habits among undergraduate students was 72%, with a mean score of 52.7 ± 9.152. Also, nursing students had a higher level of study habits compared to physiotherapy and pharmacy Students. There was no significant relationship found between study habits and academic stress (r = −0.048, p = 0.557). There was a significant association found between study habits and gender (p = 0.021), as well the association found between stress level and course type, Pre-University Course percentage, and first-year percentage (p = 0.044, 0.04, and 0.044 respectively). Conclusion Academic stress and poor study habits are prevalent among undergraduate students. This indicates strategies need to be formed to enhance healthy study habits and alleviate the academic stress of the students, mainly in professional courses; it is an urgent need.

A Community Pediatric Camp Escape Room: An Interactive Approach to Applying Real-Life Critical Thinking Skills

2020 ◽  
pp. 104687812097274
Author(s):  
Syretta Spears ◽  
Gabriel M. Díaz ◽  
Desiree A. Diaz
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Clinical Care ◽  
Real Life ◽  
Thinking Skills ◽  
Learning Activity ◽  
After School ◽  
Communication Policy ◽  
Interactive Approach ◽  
Legal Implications

Background. Escape rooms have been utilized to incorporate teamwork, communication, policy, and procedures reinforcement, as well as clinical care. Often themed, escape rooms challenge a team of players to discover clues and sequentially solve puzzles with the ultimate task of accomplishing a specific goal in a limited time frame, fostering critical thinking. Method. This learning activity incorporates legal implications for prelicensure nursing students in a pediatric community summer camp/after school care environment. Care and legal implications for a minor experiencing respiratory distress was the premise of this escape room. Outcomes. While this was not a research study, surveys were distributed for quality improvement and a deeper needs assessment related to the content and delivery of an escape room. Learners discussed the positive aspects of this activity through journal entries and a survey, noting the need for increased content related to legal implications for the medical team. This room engaged the learner in the forward-thinking that is needed related to emergency care, Good Samaritan Act, liability for cost, and permission to treat in a time-pressured environment. Future Plans. Testing the knowledge pre-post survey related to legal implications with implied care will be explored.

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