scholarly journals MILLENNIALS MAGNIFIED: A PHENOMENOLOGICAL APPROACH ON THE TEACHING AND LEARNING EXPERIENCES OF MILLENNIAL NURSING STUDENTS

2019 ◽  
Vol 03 (02) ◽  
pp. 26-38
Author(s):  
Mariedith J Maghari ◽  
Karl Bryant R. Munalim ◽  
Emilyn S Nuez ◽  
Julius Colonia Dano
Keyword(s):  
Nursing Students ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Phenomenological Approach

scholarly journals Nursing students’ experience of learning cultural competence

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0259802
Author(s):  
Isabel Antón-Solanas ◽  
Elena Tambo-Lizalde ◽  
Nadia Hamam-Alcober ◽  
Valérie Vanceulebroeck ◽  
Shana Dehaes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Diversity ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Academic Learning ◽  
Learning Needs ◽  
Transcultural Nursing ◽  
European Student ◽  
Nursing Curricula

Introduction European societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds. Materials and methods A phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5–7 students took place at the participants’ respective universities in Spain, Belgium, Turkey and Portugal. Results 5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants’ concept of culture; ethnocentricity emerged as a frequent element in the students’ discourse. Theme 2, personal awareness, integrates the students’ self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants’ perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants’ learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice. Conclusion The participants’ perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

scholarly journals The Clinical Learning Experiences of Nursing Students Caring for Elderly Schizophrenia Inpatients

2019 ◽  
Vol 4 (4) ◽  
pp. 42
Author(s):  
Chia-Shan Wu ◽  
Jiin-Ru Rong ◽  
Wen-Kuei Liao ◽  
Hsun-Wen Chang ◽  
Wei-Na Hsu
Keyword(s):  
Nursing Students ◽  
Elderly Patients ◽  
Student Perceptions ◽  
Care Delivery ◽  
Learning Experiences ◽  
Phenomenological Approach ◽  
Psychiatric Nursing ◽  
Clinical Learning ◽  
Process Of Care ◽  
Nursing College

Aims: Young nursing students who are engaged in psychiatric nursing practice for the first time have many difficulties. In order to help students learn how to care for elderly patients with mental illness, this study explored student perceptions, evaluated clinical learning experiences using qualitative research methods, and assessed the experiences of student nurses in caring for elderly patients with schizophrenia in Taiwan.Methods: The data presented in this study were derived from an qualitative study based on a phenomenological approach. The 20 participants were selected from the students of a nursing college in Taiwan. Individual in-depth interviews were held with nursing students, these students were selected from the fourth-years of nursing college of associate degree. The mean age of all of the participants were 18.7(±0.46).Results: Colaizzi's analysis method was used to analyze the data. Six main themes were obtained: (1) Assessing clinical problems associated with psychiatric disorders and geriatric diseases; (2) Preparing for and engaging with the clinical internship environment; (3) Establishing relationships with elderly patients; (4) Participating in clinical learning and applying nursing knowledge and skills; (5) Shaping a good attitude towards elderly schizophrenia patients; (6) Gaining confidence in the internship process.Conclusions: Although nursing students lack clinical knowledge and situational experience in geriatric psychiatric nursing, nursing teachers need to help students be more perceptive and evaluate their clinical learning experiences, and to express themselves and reflect on the process of care delivery to hospitalized elderly patients with schizophrenia. 

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Students’ views on the block evaluation process: A descriptive analysis

Curationis ◽  
2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Ntefeleng E. Pakkies ◽  
Ntombifikile G. Mtshali
Keyword(s):  
Nursing Students ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Descriptive Analysis ◽  
Evaluation Process ◽  
Evaluation Tool ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Nursing College ◽  
Quantitative Descriptive

Background: Higher education institutions have executed policies and practices intended to determine and promote good teaching. Students’ evaluation of the teaching and learning process is seen as one measure of evaluating quality and effectiveness of instruction and courses. Policies and procedures guiding this process are discernible in universities, but it isoften not the case for nursing colleges.Objective: To analyse and describe the views of nursing students on block evaluation, and how feedback obtained from this process was managed.Method: A quantitative descriptive study was conducted amongst nursing students (n = 177) in their second to fourth year of training from one nursing college in KwaZulu-Natal. A questionnaire was administered by the researcher and data were analysed using the Statistical Package of Social Sciences Version 19.0.Results: The response rate was 145 (81.9%). The participants perceived the aim of block evaluation as improving the quality of teaching and enhancing their experiences as students.They questioned the significance of their input as stakeholders given that they had never been consulted about the development or review of the evaluation tool, or the administration process; and they often did not receive feedback from the evaluation they participated in.Conclusion: The college management should develop a clear organisational structure with supporting policies and operational guidelines for administering the evaluation process. The administration, implementation procedures, reporting of results and follow-up mechanisms should be made transparent and communicated to all concerned. Reports and actions related to these evaluations should provide feedback into relevant courses or programmes.Keywords: Student evaluation of teaching; perceptions; undergraduate nursing students; evaluation process

Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years

2015 ◽  
Vol 115 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Judith Roberts
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Initial Evaluation ◽  
Growing Up ◽  
Web Based ◽  
Content Type ◽  
Teachers And Students

Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.

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