scholarly journals EDUCATIONAL GAME AS A TEACHING-LEARNING STRATEGY IN THE CLINICAL NURSING JUDGMENT: EXPERIENCE REPORT

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Tamara Gomes Oliveira Bastos ◽  
Tamyres Soares Amorim ◽  
Karla Soares Castro
Keyword(s):  
Learning Strategy ◽  
Experience Report ◽  
Educational Game ◽  
Clinical Nursing ◽  
Teaching Learning

scholarly journals Using Skeletal Outlines and Illustrative Diagrams as a Teaching/Learning Strategy in a Baccalaureate Nursing Pharmacology Course

2017 ◽  
Vol 1 ◽  
pp. 143
Author(s):  
Christina McMillan Boyles ◽  
Craig Duncan
Keyword(s):  
Student Performance ◽  
Nursing Practice ◽  
Learning Strategy ◽  
Cognitive Learning ◽  
Medication Administration ◽  
Pharmacological Management ◽  
Competent Patient ◽  
Bachelor Of Science ◽  
Clinical Nursing ◽  
Teaching Learning

Knowledge of pharmacology is an important aspect of safe, effective and competent clinical nursing practice, yet it can be challenging to teach. Many academics within the discipline of nursing are concerned that current nursing curricula may not be preparing nurses to accept responsibilities related to pharmacological management and are inadequately prepared for their role in medication administration. Nursing faculty who teach advanced clinical nursing practice courses also report that students lack the foundational knowledge of pharmacology needed and required in advanced clinical courses. These concerns have led to a call for additional focus that must be placed on student knowledge acquisition of pharmacology content due to poor student performance on standardized tests. Within a four-year undergraduate Bachelor of Science in Nursing (BScN) curriculum, pharmacology content was taught to first-term, second year students within a nursing praxis course, over a 13-week period. Students were required to understand the foundational principles, concepts and content of pharmacology and to integrate this knowledge in a critical reflective manner in clinical practice. A teaching/learning approach was implemented within the classroom that aligned with the work of Bui and McDaniel (2015). This method utilized outlines, illustrative diagrams and mental models aimed to enhance student note-taking in the development of content knowledge and to assist students to internalize critical cognitive learning processes. Consequently, student comprehension and critical thinking of pharmacology content was increased. Establishing a solid foundation of pharmacology that is integrated in a critically manner is a major component of providing safe and competent patient care.

A blended learning strategy: reimagining the post-Covid-19 architectural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naglaa Megahed ◽  
Asmaa Hassan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Theoretical Framework ◽  
Delivery Mode ◽  
Instructional Models ◽  
Architecture Education ◽  
Content Type ◽  
Teaching Learning

PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

A Study on the Effectiveness of a Strategy Based on Cooperative Learning for Science Teaching in Class VII

2021 ◽  
pp. 123-136
Author(s):  
Mary Vineetha Thomas ◽  
R.G Kothari
Keyword(s):  
Cooperative Learning ◽  
Science Teaching ◽  
Education System ◽  
Learning Strategy ◽  
Technological Development ◽  
Teaching Strategy ◽  
The Social ◽  
Working Together ◽  
Education Today ◽  
Teaching Learning

Education today needs to be responsive to the diverse needs of our learners in order to make them globally competent. Innovative initiatives need to be brought into the present education system in order to meet the growing demands of our society. Our education system does not function in isolation with our society and so, along with academic aspects, the social aspects of learning too, have to be focussed on. This is possible with quality teaching strategies being introduced in our teaching learning process and one such strategy promoting the same is Cooperative Learning. Cooperative learning involves students working together in small groups to accomplish shared goals. It is widely recognized as a teaching strategy that promotes socialization and learning among students from kindergarten through college and across different subjects and science is no exception. Science enables pupils to be involved in group work where they have the opportunity to share ideas and cooperate with each other in collaborative practical activity. What is needed today is a new wave of educated students ready for modern scientific research, teaching and technological development. With students of diverse abilities and differing rates of learning in our classrooms, it is, therefore, essential for the teacher to have the knowledge of how students learn science and how best to teach. The present study was taken up in this context to find out the effectiveness of cooperative learning strategy in science teaching.

scholarly journals Analysis of Brazilian publications on distance education in nursing: integrative review

2018 ◽  
Vol 71 (1) ◽  
pp. 214-222 ◽  
Author(s):  
Ana Paula Cardoso Tavares ◽  
Bruna Silva Leite ◽  
Isabelle Andrade Silveira ◽  
Thayane Dias dos Santos ◽  
Willian de Andrade Pereira de Brito ◽  
...  
Keyword(s):  
Distance Education ◽  
Data Analysis ◽  
Data Collection ◽  
Learning Environments ◽  
Learning Strategy ◽  
Virtual Learning Environments ◽  
Integrative Review ◽  
Traditional Teaching ◽  
Review Of The Literature ◽  
Teaching Learning

ABSTRACT Objective: To analyze the publications that focus on distance education in nursing in Brazil from 2010 to 2016. Method: Integrative review of the literature with data collection in June 2016 in the following databases: LILACS, MEDLINE via PUBMED, CINAHL and SCOPUS. For the data analysis and interpretation, the thematic categorization was chosen. Results: We selected 18 articles for discussion, whose textual analysis permitted the construction of three thematic categories: use of virtual technologies for distance education in nursing; construction of virtual learning environments with the aid of virtual technologies for distance education in nursing; and evaluation of the learning process through virtual technologies for distance education of nurses. Conclusion: Distance Education stands out as an effective teaching-learning strategy in this type of education in Brazilian nursing, focused mainly on the improvement and complement of traditional teaching.

Teaching & Learning of Sheet Metal Forming Processes Using DEFORM-3D

2017 ◽  
Vol 903 ◽  
pp. 48-55 ◽  
Author(s):  
Andrés Jesús Martinez-Donaire ◽  
D. Morales-Palma ◽  
Gabriel Centeno ◽  
M. Borrego ◽  
Carpóforo Vallellano
Keyword(s):  
Professional Practice ◽  
Metal Forming ◽  
Learning Strategy ◽  
Element Analysis ◽  
Teaching Methodologies ◽  
Active Teaching ◽  
Commercial Package ◽  
Manufacturing Technologies ◽  
Teaching Learning ◽  
Deform 3D

The aim of this paper is to analyze the use of Finite Element Analysis (FEA) in the teaching-learning strategy of metal forming processes. To this end, students are proposed to use the commercial package DEFORM-3D® for the development of their bachelor and master theses within the research line on incremental sheet forming processes. The student acquires skills and competencies on numerical simulation and design of real metal forming processes valuable for their future professional practice, while strengthening the foundations of these manufacturing technologies. This proposal is consistent with the active teaching methodologies included in the guidelines of the European Higher Education Area (EHEA).

scholarly journals TV SERIES OF CRIMINAL INVESTIGATION IN CHEMISTRY TEACHING THROUGH OF RESEARCH AND LUDIC EXPERIMENTATION

2019 ◽  
Vol 16 (32) ◽  
pp. 919-929
Author(s):  
J. V. GOMES ◽  
F. V. DA SILVA ◽  
D. F. M. DO CARMO ◽  
P. J. S. MAIA
Keyword(s):  
Forensic Science ◽  
Learning Strategy ◽  
Teaching Method ◽  
Criminal Investigation ◽  
Problem Situation ◽  
Previous Knowledge ◽  
Chemistry Teaching ◽  
New Methods ◽  
The Subject ◽  
Teaching Learning

Conventional methods employed to teach chemistry imply a lot of memorization and very little contextualization, i.e., they fail to connect chemistry concepts to students’ everyday lives, which causes them to lose motivation and interest in learning the subject. In order to change this scenario, new methods have been proposed for the teaching of chemistry, such as playful experimentation, to foster contextualization of content and integration with content from other subjects. This study has aimed to evaluate student learning of chemistry concepts by means of experimentation associated to forensic science. To this end, first, students’ previous knowledge of the content was assessed by means of a questionnaire prior to the intervention. Then, they were given a problem-situation, a fictitious crime, which they had to solve. The results indicate that the teaching method under investigation is an effective teaching-learning strategy capable of contextualizing and adapting chemistry concepts to students’ cultural background, since TV crime series have become hugely popular among teenagers.

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