scholarly journals Realistic clinical simulation by videoconference as a remote teaching strategy in curricular internship during COVID-19 pandemic: an experience report

2021 ◽  
Vol 10 (2) ◽  
pp. e8410212233
Author(s):  
Sandra Helena de Lima Pereira Costa ◽  
Sueli de Lima Pereira ◽  
Marcio Valério de Oliveira Favacho ◽  
Ivonete Vieira Pereira Peixoto ◽  
Rubenilson Caldas Valois ◽  
...  
Keyword(s):  
Teaching Method ◽  
Teaching Strategy ◽  
Education Institution ◽  
Experience Report ◽  
Face To Face ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Academic Activities ◽  
The Face ◽  
Nursing Course

Objective: To describe the experience of using the realistic clinical simulation by videoconference as a teaching strategy in the mandatory supervised internship in the remote format with students of the 9th period of the undergraduate nursing course of a Higher Education Institution (HEI) located in Araguaína -TO during the COVID-19 pandemic. Methodology: this is a descriptive work of the type of experience report that occurred in July 2020. The proposal was due to the impossibility of face-to-face internships and the need for teacher evaluation of some skills necessary to the profession of nurses. The method was applied in one week including two videoconferences between the students and two actors characterized as patients who simulated the clinical picture of common conditions in hospitals in the region where the HEI is located. Results and Discussion: The strategy that was used as a proposal in place of the face-to-face internship proved satisfactory, because, in addition to causing an impact and deep involvement of the students with the activity, stimulated the mobilization of several competencies developed throughout the course rescuing knowledge, skills and attitudes that could be evaluated during the internship period making possible the continuity of the academic activities of the Nursing Course. Final considerations: The teaching method resulted in an excellent strategy in the current situation of the pandemic in which the student can develop a significant learning under teacher mediation from the staging of a real situation with the purpose of applying to the future reality in the world of work.

scholarly journals Problem-Based Learning as reinforcement for remote teaching in times of COVID-19 using the moodle learning environment

2021 ◽  
Vol 9 (9) ◽  
pp. 228-239
Author(s):  
Patrícia Costa dos Santos da Silva ◽  
Lorena Cristina Pereira ◽  
Lívia Ferreira Oliveira ◽  
Mariana Ramos ◽  
Michele Aparecida Silva Maciel ◽  
...  
Keyword(s):  
Learning Environment ◽  
Professional Training ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Face To Face ◽  
Undergraduate Nursing ◽  
The Social ◽  
Efficient Resource ◽  
The Face ◽  
Nursing Course

In times of pandemic, the social distance made the teaching practice suffer several adjustments to meet emerging demands, thus the aim of this study was to report the experience of the authors with problem-based learning as reinforcement to remote teaching in times of COVID-19 utilizing the moodle learning environment, as a way to implement changes in the discipline Interdisciplinary Project II of the Undergraduate Nursing course, which has always been offered in the face-to-face modality. The study was conducted from March to July 2021 with students enrolled in the course. The results of this study indicate that the use of problem-based learning resources during remote teaching can become an efficient resource for professional training.

scholarly journals Effects of Jigsaw Strategy into Flipped Learning on EFL Pre-serviced Kindergarten Teachers‟ English Attitude and Motivation with Online-Based Classroom

2021 ◽  
Vol 11 (11) ◽  
pp. 510-516
Author(s):  
Hyelin Jeong ◽  
Keyword(s):  
English Learners ◽  
Teaching Method ◽  
Kindergarten Teachers ◽  
Control Group ◽  
Flipped Learning ◽  
Face To Face ◽  
Educational Methods ◽  
The Face ◽  
Attitude And Motivation ◽  
Experimental Group

This research applied a jigsaw strategy in flipped learning to improve English attitude and motivation of EFL pre-kindergarten teachers. For this purpose, online-based flipped learning was planned and executed by dividing 48 pre-serviced kindergarten teachers into an experimental group (n=25) and a control group (n=23). In particular, the jigsaw strategy was applied by differentiating the discussion method between the experimental group and the control group, and various topics for 'English in Early Childhood' lecture were provided for about 10 weeks. As a result, the English attitude and motivation post-scores of the experimental group were improved, and there were significant differences between the experimental group and the control group. Accordingly, this research verified the effectiveness of the teaching method to encourage learners' participation in the distance learning environments caused by COVID-19 pandemic. At the same time, this research also significant in that it has prepared new alternatives to EFL English learners that rely on the face-to-face educational methods.

scholarly journals Alfabetização em Foco: uma Análise Comparativa entre Instituições de Ensino Superior

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Elaine Cristina Ferreira de Oliveira ◽  
Mara Rosana Pedrinho ◽  
Adriane Orenha Ottaiano
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Teacher Training ◽  
Online Courses ◽  
Education Institution ◽  
Online Course ◽  
Literacy Curriculum ◽  
Reading And Writing ◽  
Face To Face ◽  
The Face

O trabalho versa sobre os conteúdos relacionados ao tema alfabetização?, presentes nas disciplinas nos cursos de Pedagogia, nas modalidades presencial e à distância. De cunho documental, esta pesquisa tece algumas considerações acerca da formação dos docentes, no que tange a cursos para professores nas modalidades presencial e a distância (EaD). Apresenta uma análiseacerca do rol de atividades presentes por estas instituições, além do estudo das grades e disciplinas ofertadas no que diz respeito à leitura e escrita de alunos. Os resultados indicam que a instituição de ensino superior presencial possui mais matérias sobre alfabetização (um total de treze disciplinas) em relação à faculdade de ensino a distância (seis disciplinas). Estas e outras considerações complementares são explicitadas ao longo do presente artigo.Palavras-chave: Formação docente, Alfabetização, Conteúdo curricular.Literacy on focus: a comparative analysis between Institutions of Higher EducationAbstractThis study deals with the content related to the theme "literacy" present in the disciplines of a face-to-face as well as a distant and online course of Pedagogy. The research begins with a brief historical revisitation of higher education and teacher training, regarding face-to-face as well as distant and online courses for teachers. It also presents an analysis that shows the activities carried out by these institutions, besides the study of the syllabus and disciplines that focus on students reading and writing. The results show that the face-to-face institution has more subjects on literacy (thirteen subjects in all) in comparison to the distant education institution (six subjects). This finding and others shall be explained throughout this paper.Keywords: Teacher Training, Literacy, Curriculum content.

scholarly journals The Role of Responsive Leadership in Meeting Customers' Needs during Crises

2022 ◽  
Vol 13 (1) ◽  
pp. 0-0
Keyword(s):  
Large Scale ◽  
Education Institution ◽  
Face To Face ◽  
Leadership Attributes ◽  
Leadership Support ◽  
The Face ◽  
Quantitative Results ◽  
The Impact

This case study conducted to investigate the impact of a responsive leadership approach in meeting customers' needs in a higher education institution in the UAE during the COVID-19 pandemic. For this purpose, a mixed-method model has been used. The data has been collected from a convenient sample working and studying at Al Qasimia University Language Center, in fall 2020. This result indicates that the provided responsive leadership support during COVID-19 was effective and helped in motivating learners and customers to keep learning and making progress greater than what was shown before COVID-19, during the face-to-face teaching and physical assessment. Although the qualitative and quantitative results in this case study revealed a significant impact of responsive leadership approach on customers’ progress, there is still a need to conduct other researches to develop and validate a responsive leadership inventory to facilitate measuring of responsive leadership attributes in a large scale sample and/or population.

scholarly journals The teaching protagonist in the face of the pandemic: construction of a continuum calendar in higher education

2021 ◽  
Vol 7 (3C) ◽  
pp. 210-217
Author(s):  
Cibele de Moura Sales ◽  
Elaine Aparecida Mye Takamatu Watanabe ◽  
Simone Vidmantas ◽  
Cynthia de Barros Mansur
Keyword(s):  
Higher Education ◽  
State University ◽  
Training Process ◽  
Mato Grosso ◽  
Face To Face ◽  
Health Area ◽  
The Face ◽  
Nursing Course ◽  
Mato Grosso Do Sul ◽  
Structural Aspects

The pandemic generated by COVID-19 has brought major challenges to higher education in a globalized manner, causing an abrupt break from face-to-face activities to virtual/remote processes, ordering changes in both the pedagogical and structural aspects. The courses in the health area needed an extra reorganization, as it involves practical activities, developed in health environments, which were not feasible in this new moment. A concern that moved professors was, how to advance the training process in the face of the new scenario, aiming at the completion of the course in a viable time, with quality and in a safe way? This article describes the trajectory of the construction and implementation of a proposal that the nursing course at the State University of Mato Grosso do Sul has been delineating/running in a dialogic perspective with the course's professors and students.

Managing student workload in clinical simulation: a mindfulness-based intervention

2019 ◽  
Vol 6 (6) ◽  
pp. 356-359
Author(s):  
Cheryl Pollard ◽  
Lisa Anne McKendrick-Calder ◽  
Christine Shumka ◽  
Mandy McDonald ◽  
Susan Carlson
Keyword(s):  
Nursing Students ◽  
High Stress ◽  
Intervention Group ◽  
Control Group ◽  
Convenience Sample ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Perceived Workload ◽  
Mental Demands ◽  
Nursing Course

BackgroundSimulation places multiple simultaneous demands on participants. It is well documented in the literature that many participants feel performance stress, anxiety or other emotions while participating in simulation activities. These feelings and other stressors or distractions may impact participant ability to engage in simulation. The use of mindfulness has been proven to enhance performance in other contexts and we wondered if including a mindful moments activity in the traditional prebrief would change the participants perceived workload demands.MethodUsing a fourth-year undergraduate nursing course with an intense simulation requirement we were able to compare a control group to an intervention group who was exposed to this mindful moment activity. All participants completed the same simulations. Postsimulation event, all participants completed the National Aeronautics and Space Administration Task Learning Index which measures mental demands, physical demands, temporal demands, effort, performance and frustration. Our convenience sample consisted of 107 nursing students (86 treatment group, 21 control group) who participated in 411 simulations for this study.ResultsThe control group experienced significantly different perceived workload demands in two domains (temporal and effort).ConclusionIt is possible to manipulate participants’ perceived workload in simulation learning experiences. More research is needed to determine optimal participant demand levels. We continue in our practices to use this technique and are currently expanding it to use in other high stress situations such as before examinations.

scholarly journals How effective is clinical simulation in improving medical students' confidence when interviewing patients with mental health problems?: a comparison of pre-COVID and post-COVID medical student experiences

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S273-S274
Author(s):  
Philippa Mitchell ◽  
Ella Varnish ◽  
Arthita Das
Keyword(s):  
Medical Students ◽  
Current Literature ◽  
Clinical Interview ◽  
Virtual Simulation ◽  
Student Experiences ◽  
Patient Contact ◽  
Face To Face ◽  
Clinical Simulation ◽  
The Face ◽  
The University

AimsClinical Simulation sessions were started in April 2020 to supplement reduced patient contact for medical students at the University of Sheffield due to COVID-19 restrictions. These were run by Foundation Trainees in psychiatry with supervision and oversight from a senior psychiatrist. This study aims to review current literature on remote teaching as a learning resource and will evaluate the effectiveness of clinical simulation as an alternative to patient contact, with the focus being on improving students’ confidence as well as developing clinical interview skills.MethodFeedback surveys were developed, focussing on confidence undertaking difficult aspects of psychiatric interviews, and distributed amongst two cohorts of medical students at the University of Sheffield. One cohort completed their face-to-face psychiatry placement in full pre-COVID, the other undertook placements consisting of virtual simulation sessions alongside reduced patient contact. Responses were collected online over 6 weeks between February and March 2021. As two medical students who completed face-to-face psychiatry placement prior to the pandemic, we have additionally submitted personal reflections as a comparator to current student experiences.ResultA total of 8 students in the clinical simulation cohort, and a total of 13 students from the face-to-face teaching cohort completed the questionnaire. 62.5% of students that responded were female and the remaining percentage identified as male. Students in the face-to-face cohort reported being more confident in 6 out of 7 aspects of our feedback surveys determining confidence undertaking clinical interview skills in comparison to the virtual simulation cohort. Students attended varying numbers of simulation sessions and ultimately the main restrictions and barriers to the simulation teaching reported by students are the time constraints during the sessions, and unstable internet connection.ConclusionOverall confidence levels in medical students are undoubtedly higher in students that completed full face-to-face placements in comparison to those with combined teaching. Based on student responses and review of current literature, clinical simulation appears to serve as a useful adjunct to students with reduced face-to-face contact in psychiatry, particularly for increasing confidence when interviewing more challenging patients. Immediate facilitator feedback and exposure to more difficult patient scenarios seem to be the most beneficial aspects. We would not advocate it as an exclusive form of teaching for medical students, but it may be a useful resource post-pandemic for providing students with extra learning opportunities, specifically targeted at developing confidence and skills in more difficult situations which will hopefully benefit them in their later careers.

scholarly journals Effectiveness of Combined Problem-Based Learning and Flipped Classroom Strategies in Teaching a Medical-Surgical Nursing Course: A Randomized Controlled Trial Study

2019 ◽  
Author(s):  
Maria Silvana Dhawo
Keyword(s):  
Critical Thinking ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Health Science ◽  
Independent Learning ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Medical Surgical Nursing ◽  
Nursing Course ◽  
Experimental Group

Institute of Health Science Suaka Insan Banjarmasin has been using Problem Based Learning (PBL) as an innovative teaching strategy since 2012. Students reported that they were not always enthusiastic with the processes and the tutors could not prevent the boredome during PBL implementation. The new teaching strategy is assumed to create new learning atmosphere, stimulate the students’s motivation, and gain the attentention to learn. These benefits would have a great impact in improving higher order thinking, problem solving, critical thinking, and independent learning. The aim of this study was to compare the effectiveness of PBL and the flipped PBL (FPBL).A randomized control trial was conducted, 84 students were recruited and divided into non-experimental group (PBL) and experimental group (FPBL). Both groups were post-tested on their academic achievement,independent learning,and critical thinking skill after the learning process specifically, medical surgical nursing course: renal system.The comparison of students academic achievement was analyzed by using t-test and Mann-Whitney test was administered to analyze independent learning and critical thinking skill. Finding showed that the students in the experimental group gained higher score in all aspects than the control group and pvalue in three areas are <than 0,05. Therefore, the result revealed the new teaching method was effective in improving higher order thingking skill, critical thinking skill, and independent learning. The findings provided the option for the nurse educators in Institute of Health Science Suaka Insan to develop the transformative learning strategy by implementing the new teaching method.

Challenges in Delivering Case-Based Teaching in the Online Asynchronous Learning Environment

2011 ◽  
pp. 30-48
Author(s):  
Charlie C. Chen ◽  
Albert L. Harris ◽  
Rong-An Shang
Keyword(s):  
Teaching Method ◽  
Cognitive Learning ◽  
Learning Performance ◽  
Asynchronous Learning ◽  
Case Method ◽  
Face To Face ◽  
Delivery Modes ◽  
Asynchronous Learning Environment ◽  
The Face ◽  
Asynchronous Methods

Case method teaching is prominent in its efficacy at improving the cognitive learning process in faceto- face classes. However, the efficacy of conducting this teaching method in an online asynchronous environment, where learners and instructor do not have real-time interactions, could be problematic. This study assesses and compares the efficacy of case method teaching in face-to-face and online asynchronous learning (OAL) environments. We proposed four hypotheses on the correlation between these two delivery modes of case method teaching and the learning performance of students. This study reports additional findings on the usage behavior of students in an online asynchronous environment. These findings are a useful aggregated surrogate to measure the effect of case teaching method in the online asynchronous environment. The overall findings of this study indicate that an online asynchronous environment can promote students’ participation in certain cases. As most antagonists for the adoption of online asynchronous case method surmised, cognitive learning gains via this learning method do not seem to be as high as in the face-to-face environment. The findings provide ample room for a further exploration of creative online asynchronous methods to continuously improve cognitive gains of learners.

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