scholarly journals Enhancing health professional student experiences with experiential learning

2020 ◽  
Author(s):  
Charlene Schmidt
Keyword(s):  
Experiential Learning ◽  
Nutrition Education ◽  
Student Perceptions ◽  
Athletic Training ◽  
Health Professions ◽  
Nutrition Therapy ◽  
Learning Opportunities ◽  
Student Experiences ◽  
Community Based ◽  
Dietetics Education

This study focused on providing students from dietetics, in an undergraduate dietetic program with experiential learning opportunities, to apply nutrition education skills and knowledge in an interprofessional community-based grant project. Students enrolled in the medical nutrition therapy courses between 2012-2015 completed reflection surveys about their experiences after attending a client home visit or participating in a health fair. The survey contained specific questions addressing prior preparation of interprofessional work, ability to deliver nutrition education, and perceived effect on future skills as a nutrition and dietetics professional. The study was a part of a larger collaborative practices grant for community geriatric care and education acquired by the School of Nursing. Results indicated the majority of dietetic students felt prepared to provide nutrition information to clients/patients. Students also felt that observation of the registered dietitian nutritionist instructor, the registered nurse instructor and collaboration with other students from multiple health professions such as Athletic Training, Physical Therapy, Occupational Therapy, and Nursing enhanced their abilities and confidence to provide future nutrition education. Dietetic educators across the world are encouraged to incorporate projects into academic coursework similar to the one presented. These kinds of collaborative, community-based, experiential learning opportunities showed the effectiveness of student learning in dietetics education. The results also showed enhanced student perceptions about self in relationship to others when working with other students from various health professions.

Value added: West Virginia University’s approach to innovative experiential learning

2019 ◽  
Vol 46 (5) ◽  
pp. 599-609
Author(s):  
Naomi E. Boyd ◽  
Gulnara R. Zaynutdinova ◽  
Michael Burdette ◽  
Nathan Burks
Keyword(s):  
Experiential Learning ◽  
West Virginia ◽  
Value Added ◽  
Financial Education ◽  
Learning Opportunities ◽  
Student Experiences ◽  
Investment Fund ◽  
West Virginia University ◽  
Content Type ◽  
And Performance

Purpose The purpose of this paper is to expand the domain of experiential learning by sharing the experiences of establishing and developing student managed investment fund (SMIF) at West Virginia University (WVU). Design/methodology/approach This paper discusses the structure and performance of the SMIF at WVU within the context of experiential learning literature in financial education. Findings The adopted structure and coordination of SMIF appears to be effective in bridging the gap between classroom and the professional world, while significantly enhancing student experiential learning opportunities, engagement and professional preparedness. Originality/value The paper presents experience of launching and operating a SMIF at WVU, which has recently joined the ranks of R1 research universities. While the importance of research productivity has been on the rise, the significance of strengthening student experiences has also been growing and maintaining the balanced approach can be challenging. Enrollment in WVUs undergraduate finance program grew 33 percent over the past three years. With growing enrollment and competitiveness of finance degree programs, experiential learning opportunities like WVU’s SMIF are an essential for an evolving curriculum.

A Case Study of Designing Experiential Learning Activities in Virtual Worlds

2013 ◽  
pp. 227-242
Author(s):  
C. C. Chou ◽  
Rama Kaye Hart
Keyword(s):  
Experiential Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Virtual Worlds ◽  
Second Life ◽  
Learning Activities ◽  
Student Experiences ◽  
Learning Tasks ◽  
Student Reflections

This chapter aims at examining, through a case study, student perceptions of interactive learning activities based on the experiential learning model in Second Life (SL). Undergraduate students in an Honors Program reflected on their learning experiences in a blended learning course that took place both in person and in SL for four weeks. Student reflections on two main learning tasks: discussion about assigned readings and SL field trips which include simulating and gaming, were recorded in weekly journals. Sixty journal entries were the data source for coding. Student experiences of the learning tasks are predominately positive with some challenges. Positive views include: excitement, enhanced confidence, motivation for learning, and increased knowledge. Challenges were mostly due to technical issues. Instructor interventions, including ground rules for online conversation and tech support, were important in minimizing barriers to student learning in virtual worlds.

scholarly journals Reducing Social Isolation and Improving Nutrition Through Intergenerational Experiential Learning

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 538-538
Author(s):  
Jill Naar
Keyword(s):  
Experiential Learning ◽  
University Students ◽  
Social Isolation ◽  
Learning Opportunities ◽  
Evidence Based ◽  
Community Partner ◽  
Community Based ◽  
Technology Program ◽  
Intergenerational Programs ◽  
Improve Health

Abstract This presentation will focus on two projects that aim to inform and educate communities through community based intergenerational programs. An additional link is collaborating with community partner staff on the potential to improve health outcomes with the integration of generations in programming. Through inter-professional collaborations, these projects focus on two areas: reducing social isolation and loneliness among rural older adults through an intergenerational technology program with university students and modifying the implementation of an evidence-based preschool nutrition program for an intergenerational setting. This presentation will focus on the benefits of using community based intergenerational programs and experiential learning opportunities. Aims of this presentation are to highlight how issues related to social isolation and loneliness can be mitigated by incorporating experiential opportunities for university students while simultaneously supporting university students’ preparation for engaging in an intergenerational workforce.

scholarly journals Community-Based Medical Student Nutrition Counseling Training for Low-Income Families

PRiMER ◽  
2018 ◽  
Vol 2 ◽  
Author(s):  
Amy S. Williams ◽  
Pooja M. Patel ◽  
Nathan L. Beucke ◽  
Richelle J. Koopman
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Experiential Learning ◽  
Nutrition Education ◽  
Low Income ◽  
Child Obesity ◽  
Nutrition Counseling ◽  
Community Based ◽  
Self Confidence ◽  
Low Income Families

Background and Objectives: Physician nutrition counseling has become increasingly important due to increases in child and adult obesity. However, medical student education on nutrition counseling, especially for low-income families, is insufficient. Methods: Eat Healthy, Stay Active! (EHSA) is a community-based child obesity program that provided experiential learning for medical students to counsel low-income Head Start families about nutrition. The authors conducted a focus group to explore medical students’ opinions about the proficiency of their nutrition education skills, especially in low-income families, and the role of EHSA. The authors also surveyed students about their self-confidence in providing low-income families with nutrition counseling. Results: Most students reported a favorable overall impression of EHSA with a mean score of 7 on a 10-point scale (1=poor experience, 10=very positive experience) and 70% reporting they would recommend EHSA to their classmates. They also reported a significant (80%, P< 0.0001) increase in their confidence of counseling patients about child obesity after participating in EHSA. In focus groups, students felt that EHSA improved their nutrition knowledge and helped them to understand barriers of low-income families for healthy nutrition. Conclusions: Students participating in EHSA, a novel, community-based, experiential learning project, gained self-confidence in providing nutrition counseling to low-income families. The program also positively impacted medical student personal opinions of low-income families by providing a personal reference for low-income struggles.

scholarly journals The Impact of Integrated Student Experiences on Learning

2014 ◽  
pp. 42-58 ◽  
Author(s):  
Jason R Wingert ◽  
Sally A Wasileski ◽  
Karin Peterson ◽  
Leah Greden Mathews ◽  
Amy Joy Lanou ◽  
...  
Keyword(s):  
Foreign Language ◽  
Student Learning ◽  
Student Perceptions ◽  
Learning Opportunities ◽  
Student Experiences ◽  
Health And Wellness ◽  
Multiple Perspectives ◽  
Nutrition And Health ◽  
The Impact ◽  
Informed Consumer

In a cluster of courses called Food for Thought, seven faculty from different departments (including Biology, Economics, Sociology, Chemistry, Health and Wellness, and Foreign Language) teach students about food information, food consumerism, nutrition and health. The classes all have a shared learning outcome focused on developing the student as an informed consumer of food.  Each semester, faculty teach a food-related course from their respective disciplinary perspective while also incorporating cross-course interactions that allow for both integration of disciplinary knowledge and student-to-student learning opportunities. Previous research demonstrated that this approach leads to student perceptions of learning gains (Authors, 2011). Building on that work, this research directly assesses student learning in the Food for Thought cluster. The results demonstrate that exposure to multiple disciplines covering a shared topic enhances learning through greater student ability to integrate diverse forms of knowledge and to see an issue from multiple perspectives. These findings demonstrate the value of multidisciplinary learning opportunities for students.

Experiential Learning in a Two-Event Project in Thailand

2021 ◽  
Author(s):  
Aswin Sangpiku
Keyword(s):  
Experiential Learning ◽  
Student Perceptions ◽  
Professional Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Student Feedback ◽  
Skills Development ◽  
Single Event ◽  
Event Management ◽  
Experiential Learning Theory

Despite there being several experiential learning studies on event education, all studies werebased on a single event task. There is a scarcity of research on students with two different experiential learning experiences in event education. This study, therefore, aims to examine student perceptions on event learning and skills development after two different experiential learning experiences. Students learn to be event organizers by conducting real exhibition and charity events on campus. Questionnaire and classroom discussion are used to obtain student feedback through t-test and content analysis. The study reveals that there are some statistically significant differences in student perceptions on event learning and the skills acquired during the two events, and also suggests that learning through two events with different purposes andcharacteristics is likely to result in different academic and professional learning opportunities for students. The study, therefore, provides event educators with new insights into the teaching of event management through two-event projects, and also extends experiential learning theory

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