scholarly journals Reflections of First Year Nursing Students: The Tango Tower Experience

2020 ◽  
Vol 3 ◽  
pp. 129-133
Author(s):  
Emily Donato ◽  
Jean Benoit
Keyword(s):  
Nursing Students ◽  
Student Learning ◽  
Team Building ◽  
First Year ◽  
Self Awareness ◽  
First Semester ◽  
Challenge Course ◽  
Personal Learning ◽  
Course Experience ◽  
Building Activities

First year nursing students at Laurentian University are taught self-reflection in the first semester of their program and continue to practice these skills throughout the following years of the program to assist in further developing self-awareness. This promotes a beginning understanding of the self-assessment required for quality assurance of their own practice as mandated by the College of Nurses of Ontario (2015). The purpose of this research was to determine the personal learning and team building skills of first year nursing students participating in an outdoor challenge course, namely, the Tango Tower. The rationale for this research involved the idea that the outdoor challenge course presented a learning opportunity to enhance personal self-awareness and team building skills. This qualitative study involved nursing students who completed self-reflections focusing on how they felt before, during, and after the challenge course experience. 16 first year nursing students consented to have their self-reflections reviewed for this research. A thematic analysis of these reflections demonstrated that the students became more self-aware in how they encounter new situations, learned to trust peers, and improved their communication and team building skills. Implications of this research are that results may be used to inform educators and facilitators in promoting the use of the outdoor challenge course to facilitate student learning, and also to potentially enhance interprofessional student learning by having a variety of professional students involved in team building activities.  

scholarly journals Perceptions of team-based learning using the Team-Based Learning Student Assessment Instrument: an exploratory analysis amongst pharmacy and biomedical students in the United Kingdom

2019 ◽  
Vol 16 ◽  
pp. 23 ◽  
Author(s):  
Prabha Parthasarathy ◽  
Bugewa Apampa ◽  
Andrea Manfrin
Keyword(s):  
United Kingdom ◽  
Team Building ◽  
Student Assessment ◽  
Assessment Instrument ◽  
Biomedical Science ◽  
First Year ◽  
Final Grade ◽  
Team Based Learning ◽  
Building Activities ◽  
First Time

Purpose: This study aimed to evaluate students’ perception of team-based learning (TBL) amongst a cohort exposed to this methodology for the first time at a university in the United Kingdom.Methods: Between November and December 2018, 26 first-year Master of Pharmacy and 90 second-year Biomedical Science students of the School of Life Sciences, University of Sussex, United Kingdom were invited to participate and requested to complete a questionnaire that contained quantitative and qualitative questions. The quantitative component was based on the Team-Based Learning Student Assessment Instrument (TBL-SAI). It additionally contained questions about key student characteristics.Results: The response rate was 60% (70 of 116); of the participants, 74% (n=52) were females and 26% (n=18) males. The percentage of agreement in the TBL-SAI suggested a favourable response to TBL. The overall mean score for the TBL-SAI was 115.6 (standard deviation, 5.6; maximum score, 140), which was above the threshold of 102, thus suggesting a preference for TBL. Statistically significant differences were not found according to demographic characteristics. Students who predicted a final grade of ≥70% strongly agreed that TBL helped improve their grades. Some students highlighted issues with working in teams, and only 56% of students agreed that they could learn better in a team setting.Conclusion: This study shows that students exposed to TBL for the first time favoured several aspects of TBL. However, more focused strategies including team-building activities and expert facilitation skills could potentially tackle resistance to working in teams.

Use of Symbaloo Edu for Improving Information Management Processes in Work by Modules

2016 ◽  
Vol 18 (4) ◽  
pp. 22-35 ◽  
Author(s):  
Pilar Biel ◽  
Ester Pérez ◽  
Carmen Rodrigo ◽  
Ana Serrano
Keyword(s):  
Information Management ◽  
Collaborative Work ◽  
First Year ◽  
First Semester ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Management Processes ◽  
Digital Competencies ◽  
The University ◽  
Development Engineering

The case presented in this paper is framed within the context of Work by Modules taken during the first year-first semester of the Industrial Design and Product Development Engineering Degree at the University of Zaragoza, and its objective is to improve the processes involved in information management required to perform this work. For this purpose, the design of a personal learning environment (PLE) is proposed, using Symbaloo Edu. This tool provides methodological support to select and organize information sources, and its use favours collaborative work while helping to develop digital competencies, providing students with an environment that complements formal learning. Results show that between 70 and 75% of the students viewed PLE as a tool that made them feel more active and autonomous in their learning process.

Intentional Connection

2022 ◽  
pp. 202-230
Author(s):  
Romana Hughes ◽  
Kate Marshall
Keyword(s):  
Student Learning ◽  
Course Design ◽  
Educational Technologies ◽  
Instructional Designers ◽  
Self Awareness ◽  
Professional Lives ◽  
Course Content ◽  
Backward Design ◽  
Course Experience ◽  
Feedback Data

This chapter details how learning-based course design promotes meaningful student connections with course content, course goals, and connections with peers, faculty, and student self-awareness. No matter the modality, the learning-based course design model provides a pathway for faculty and instructional designers to use backward design to create courses that embrace significant learning, valuable practice, and feedback opportunities. With an emphasis on authentic activities that are aligned to learning outcomes, learning-based course design avoids busywork and reduces rote memorization of facts and figures. Educational technologies can strengthen the faculty and student course experience, provided that these are purposefully integrated into the course. Courses designed with close attention to student learning provide skill growth that strengthens students' professional lives. Course feedback data allows faculty to refine the course and programs and institutions to develop stronger alignment to their stated goals.

scholarly journals The Role of Performances in Educational Practices: Experiences of BEd Students Preparing for the Classroom

2020 ◽  
Vol 13 (1) ◽  
pp. 189-202
Author(s):  
Hetty Roessingh
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Classroom Instruction ◽  
Initial Teacher Education ◽  
First Year ◽  
Focus Attention ◽  
First Semester ◽  
Learning Tasks ◽  
Tangible Evidence

Performances and artefacts of student learning provide tangible evidence of their understanding of classroom instruction. Hattie (2012, 2015) uses the term visible learning to focus attention on the need for teachers to gather and consider these as evidence of students’ ongoing learning, linking these tightly to teachers’ pedagogical repertoire identified for having impact value. This article describes and illustrates a progression of learning tasks in an Initial Teacher Education (ITE) program that affords insights into students’ beginning ability to complete and execute lesson plans in their first year, first semester of the program.

scholarly journals Aprendizaje colaborativo de Anatomía facilitado con escenarios y videos, una nueva experiencia para los estudiantes del primer año de Enfermería

2018 ◽  
Vol 17 (2) ◽  
pp. 284-303
Author(s):  
Mayra Gari ◽  
Nomatemba Nonkelela
Keyword(s):  
Nursing Students ◽  
Social Relations ◽  
Cognitive Strategies ◽  
Two Dimensions ◽  
The Other ◽  
First Year ◽  
First Semester ◽  
The Social ◽  
The Individual ◽  
Course Variables

Las Ciencias Básicas pueden ser un reto para los estudiantes en los primeros años de la carrera de Enfermería. En la Universidad Walter Sisulu, África del Sur, la conferencia es el método de enseñanza de la Anatomía en el primer semestre, mientras que en el segundo, los alumnos aprenden esta materia de modo activo y en grupos de colaboración. El propósito de este trabajo fue investigar la evaluación que los estudiantes hicieron de variables que impactan en su nuevo ambiente de aprendizaje, así como incursionar en la relación que pueda existir entre ellas para su interpretación. Todos los estudiantes que finalizaron el primer año en los cursos 2014-16 recibieron un cuestionario con 16 ítems, y el 80.7% (n=168) de las encuestas entregadas fue incluido en este trabajo. Se calculó la estadística descriptiva de las 16 variables y el análisis factorial exploratorio con extracción de factores comunes y rotación oblimin. Los participantes evaluaron satisfactoriamente atributos sobre ellos mismos, sobre el resto de los integrantes de su grupo y acerca del diseño del curso. El análisis factorial exploratorio permitió agrupar las variables en dos dimensiones, una relacionada con las  habilidades cognitivas del individuo y la regulación de su aprendizaje, y otra segunda dimensión referida a las relaciones e inter-acciones sociales que se despliegan entre los individuos cuando aprenden en colaboración. Learning Basic Sciences can be a challenge for first year nursing students. At Walter Sisulu University (South Africa), learning Anatomy is lecture-based in the first semester, but active and collaborative in the second semester. This paper investigated how students assessed their Anatomy learning environment of the second semester, as well as explored the possibility to group the variables studied. A questionnaire with 16 items was handed to all students at the end of academic years 2014-16, and 80.7% (n=168) of the total, was included in this study. Descriptive statistic of the variables was calculated and exploratory factor analysis with maximum likelihood extraction was the mean to explore the dimensionality of the scale. Participants satisfactorily assessed items related to attributes of the individual, attributes of the other members of her/his group, as well as the design of the course. Variables could be grouped into two dimensions: the first dimension being related to the cognitive strategies and skills that the individual as an agent displayed maximizing the learning opportunities afforded by the course, and, the other dimension related to the social relations and interactions that unfold among students when they learn in collaboration.

scholarly journals Factors Relating Concentration Level of the First Semester Nursing Students of STIKes Patria Husada Blitar

2016 ◽  
Vol 3 (3) ◽  
pp. 247-252
Author(s):  
Erni Setiyorini
Keyword(s):  
Nursing Students ◽  
Student Learning ◽  
Learning Strategies ◽  
Concentration Level ◽  
Educational Institutions ◽  
College Level ◽  
Chi Square ◽  
Future Studies ◽  
First Semester ◽  
Learning Modalities

Students are individuals who take college-level education and have a basic need to learn. Thelearning process is successful if the learning objectives is achieved. One cause of low quality and learningachievement of individuals largely due to the weaknesses in learning to concentrate. The purpose of thisstudy was: 1) to identify factors that affect the level of concentration of learning, 2) to identify theconcentration levels of student learning 3) to analyze the factors relating the concentrations level of thefirst semester nursing students of STIKes Patria Husada Blitar. The research design used cross sectionaldesign. The variables in this study were the factors that relate student learning concentration (environment,learning modalities, social and psychological) and the concentration level of learning. Thepopulation in this study was the first semester nursing students of STIKes Patria Husada Blitar. Thewhole population was used as the sample that was 23 people. The research was conducted on November22nd, 2016. The data collected by a questionnaire. Data analysis used Chi -Square. The results showed thatthe factors relating the level of concentration of the first semester nursing students of STIKes PatriaHusada Blitar was environmental factors (p = 0.001) and psychological factors (p = 0.008). The resultsof this research could be a baseline for future studies. For educational institutions, the results of thisresearch could be used as an input to develop learning strategies to improve students’ concentration.

scholarly journals Breathing Life into the Syllabus: The Collaborative Development of a First-Year Writing Course for Nursing Students

2016 ◽  
Vol 9 ◽  
pp. 199
Author(s):  
Mark Feltham ◽  
Mary Anne Krahn
Keyword(s):  
Nursing Students ◽  
Nursing Faculty ◽  
First Year ◽  
Review Of Literature ◽  
Collaborative Development ◽  
First Year Writing ◽  
First Semester ◽  
Bachelor Of Science ◽  
English Writing ◽  
Writing Course

In this essay, we tell the story of how a team of English and nursing professors came together to develop curriculum for a mandatory first-semester writing course in the collaborative Bachelor of Science, Nursing (BScN) at Fanshawe College and Western University, both in London, Ontario. The discussion focuses on the implementation of the course at the Fanshawe site. Following a review of literature that has informed our thinking about writing in nursing, we discuss how the team, consisting of both English/writing and nursing faculty, solved curriculum problems to develop an effective course. We also look forward to areas for future development.

Flight handling qualities

2006 ◽  
Vol 110 (1104) ◽  
pp. 73-84 ◽  
Author(s):  
G. D. Padfield
Keyword(s):  
Systems Engineering ◽  
Team Building ◽  
Individual Student ◽  
Final Report ◽  
First Semester ◽  
Personal Learning ◽  
Handling Qualities ◽  
Transferable Skills ◽  
Interactive Lectures ◽  
The University

Abstract This paper describes the methodology and key results from the first three years of delivery of ‘Flight Handling Qualities’ (FHQ), a problem-based-learning core module for fourth year Master of Engineering (MEng) undergraduates in Aerospace Engineering and optional module for the Systems Engineering MSc Programme, at the University of Liverpool. The module aim is to equip students with the skills and knowledge required to tackle aircraft handling qualities (HQs) and related ‘whole aircraft’ problems. Students are presented with the theory of handling qualities engineering in a series of interactive lectures. The students work in teams of four or five and undertake a number of team-building exercises throughout the first semester. Teams are presented with the idea that the aircraft with its handling qualities is the focus for knowledge acquisition and skills development. Each team is given the task of assessing and quantifying the HQs of a particular aircraft in a particular role, and then developing fixes to any handling deficiencies they identify; the current aircraft include the Wright Flyer, Grob 115, Black Hawk, Bo-105 and XV-15. Teams write an interim report at the end of the first term and a final report at the end of the second term, showing how they have assessed the aircraft, developed solutions to the problems and made recommendations concerning the aircraft’s suitability in the defined role. The reports also address the technical feasibility and economic viability of the proposed upgrades. The teams present their work to mock ‘customers’ (group of staff, another student team, visiting Industrialists) with the objective of demonstrating that the aircraft is now fit for the role. Each individual student maintains a ‘personal learning journal’, in which they document the development of their understanding of handling qualities and, more general, transferable skills. The module is designed to enable students to engage in all elements of the conceive-design-implement-operate (CDIO) cycle.

scholarly journals The impact of a first-year orientation team building exercise

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
John Smallwood ◽  
Chris Allen
Keyword(s):  
Student Performance ◽  
Time Management ◽  
Core Competencies ◽  
Team Building ◽  
First Year ◽  
Management Skills ◽  
First Year Students ◽  
Building Activities ◽  
The One ◽  
The Impact

Experience and anecdotal evidence indicate that first-year students experience challenges in terms of adapting to our university construction management course environment. The purpose of the study is to determine the impact of a team building event on first-year students’ skills, core competencies, ability to manage themselves, work as a team, interface with each other, strategize, plan, evolve tactics, and take action.. A quantitative approach using a questionnaire survey in a South African university post completion of the event determined the perceptions of the students. Findings include that the team building activities contributed to enhancing participants’ skills, their understanding and appreciation of core competencies and the development thereof, and their ability to communicate with first-year colleagues; built confidence in their abilities including that of completing a task, and enhanced participants’ alternative thought processes, ability to be creative, strategize, evolve tactics, take action, and plan. The students benefited from, enjoyed the team building activities and believed that it contributed to improving their time management skills. Based upon the findings, conclusions are that the one-day first-year orientation team-building event had the desired impact in terms of the development of the first-year students’ abilities. Recommendations are that the one-day first-year orientation team-building event is staged annually, and a study pertaining to the impact of the intervention on student performance be determined following the completion of a full academic year and again post-graduation.

scholarly journals A first-year, first-semester observership placement to increase nursing students’ satisfaction

2021 ◽  
Vol 11 (11) ◽  
pp. 64
Author(s):  
Elizabeth Emmanuel ◽  
Marilyn Chaseling ◽  
Lewes Peddell
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Nurse Educators ◽  
Student Nurses ◽  
Nursing Program ◽  
First Year ◽  
First Semester ◽  
Baccalaureate Nursing Program ◽  
Constant Comparative Analysis ◽  
Students Satisfaction

This paper reports on a two-day nursing observership in the first semester of an undergraduate baccalaureate-nursing program in an Australian university. Of the 392 novice student nurses who completed the observership, 340 provided a written reflection on their experience. The qualitative data were analysed using constant comparative analysis from which four themes were identified. Student nurses reported that the observership provided them with an insight into the nursing world (66.4%), was a revelation (46.4%), met their expectations (16.4%), and was transformative (7.3%). These themes indicated that an observership at the start of a nursing student’s study can provide a professional socialisation experience, link new knowledge to practice, and ease that transition into nursing study. The implication for practice for nurse educators is to consider innovative approaches such as an observership to overcome challenges that first-year nursing students reportedly experience.

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