scholarly journals Student Evaluation of Nursing Simulation Lab Learning Experience

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Kawther Hamash
Keyword(s):  
Student Evaluation ◽  
Learning Experience ◽  
Nursing Simulation

scholarly journals Industry-linked context-based chemistry practicals

2006 ◽  
pp. 57-64
Author(s):  
David J McGarvey
Keyword(s):  
Student Evaluation ◽  
Learning Experience ◽  
Considerable Evidence

There is considerable evidence that the use of tangible contexts enriches the learning experience for students. In view of this, the author has developed two ‘industry-linked context-based chemistry practicals’ that illustrate the importance of core chemistry topics within commercial/industrial contexts. A common feature of the practicals is that the students work with actual commercial samples and compare their data with that published by the two companies. The principal features of the two practicals are described and contrasted with conventional practicals. Finally, the results of a student evaluation of the practicals are reported.

scholarly journals Persepsi Mahasiswa dan Dosen terhadap Early Clinical Experience pada Program SI Keperawatan STIK Immanuel Bandung

2012 ◽  
Vol 1 (2) ◽  
pp. 18
Author(s):  
Yuliana Yuliana ◽  
Ova Emilia ◽  
Gandes Retno Rahayu
Keyword(s):  
Quantitative Analysis ◽  
Nursing Students ◽  
Learning Strategy ◽  
Student Evaluation ◽  
Learning Experience ◽  
Academic Advisors ◽  
Good Communication ◽  
Qualitative Approaches ◽  
Supervision Process ◽  
Significant Difference

Background: Early Clinical Experiences (ECEs) is a learning strategy that helps students integrate their knowledge through clinical learning in classes easily from their initial semester of study. Advantages have been earned by both students and lecturers; nevertheless, obstacles in the implementation have frequently emerged. Ideally, lecturers and students should know their own perception on ECEs for the sake of creating good communication and expected learning results in order to improve preclinical education. The purpose of this study is to find out different perceptions between students and lecturers on ECEs in nursing undergraduate program.Method: This was a descriptive study using quantitative and qualitative approaches (mix method). Subjects comprised students in the year of 2007 and 2008 as many as 71 nursing students and 21 lecturers, consisting of 11 academic advisors and 10 clinical advisors. Qualitative method was done with Focus Group Discussion for students groups and in-depth interview to academic advisors and clinical advisors. Quantitative analysis used descriptive analysis and comparative analysis used One Way Anova analysis. Qualitative analysis used content analysis that included identification, coding, categorization, and synthesis. In the end, the result of quantitative analysis was integrated with the result of qualitative analysis.Results: Mean score of students’ perception on ECEs was 3.11 (SD 0.24) which was lower than that of academic advisors (3.27 (SD 0.28)) and of clinical advisors (3.30 (SD 0.25)), (F score of 3.18 and p<0.05) while the result of multiple comparison test of students and clinical advisors showed p=0.047. Perception difference of students and clinical advisors on ECEs components in the supervision process showed p=0.00.Conclusion: There was a significant difference among three respondent groups on ECEs perceptions. The significant difference between students and clinical advisors was in the component of supervision process while there was no significant difference between students and academic advisors as well as between academic advisors and clinical advisors. Students posed the lowest ECEs perception score compared to both academic and clinical advisors. Problems came up in the components of structure and content, supervision process, learning experience, and student evaluation.

scholarly journals Teaching video editing and motion graphics with Photoshop

2017 ◽  
Vol 13 (3) ◽  
pp. 17-24
Author(s):  
David Horowitz
Keyword(s):  
Teaching Effectiveness ◽  
Student Evaluation ◽  
Learning Experience ◽  
Video Editing ◽  
Motion Graphics ◽  
Course Content ◽  
University Marketing ◽  
Adobe Photoshop ◽  
Teaching Video ◽  
Marketing Educators

The purpose of this paper is to examine the relationship between teaching video editing and motion graphics skills and concepts with Adobe Photoshop in a university marketing course and teaching effectiveness. Video editing and motion graphics skills and concepts were taught in a 16-week semester upper division marketing course using Adobe Photoshop. The student evaluation of teaching effectiveness data of this 16-week semester course was analyzed. The results from this analysis suggests students found learning video editing and motion graphics skills and concepts with Photoshop to be a positive learning experience. Marketing educators can teach video editing and motion graphics skills and concepts with Photoshop by following the 16-week semester course outline presented in this paper. This 16-week semester course outline contains the weekly topics and teaching materials that were used to teach the 16-week semester upper division marketing course. Finally, three sections of a master syllabus for this course, the course description, course learning outcomes, and course content are provided to help marketing educators develop and teach a similar course at their institution.

Web-Based and Interactive E-Learning Framework for Supporting Mechanical Education Systems

2006 ◽  
Author(s):  
Khaled A. Mohamed
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Student Evaluation ◽  
Learning Experience ◽  
Physical Models ◽  
Internet Technology ◽  
The Internet ◽  
Full Time ◽  
Course Content ◽  
Cad Cam

This paper presented a framework for an e-based mechanical engineering course learning. It utilizes the Internet technology and standards to communicate between the educator and students in an interactive matter. It discusses a novel way of delivering course content for students over the Internet. Using the developed framework, the instructor can set up his/her online course materials and resources, manage class student groups, and administrate student evaluation. It may be used on-site by full time students to establish an efficient interaction between the student, course content and instructor. It also offers online courses that make education accessible to distance learning students. The new system utilizes Internet technology to demonstrate class material using text, images, sound, video, 3D images and visualization, and even simulates the 3D and physical models according to the class requirements. This research also introduces a model for randomly generating exam to help the user practice taking the exam. The practice exam is graded instantly and reported to the user through web. It also provides a model for collaborative learning environments and synchronizing. Using the developed framework improves the way engineering students can understand mechanical engineering principals. It also relaxes the geographical boundaries between the students and the instructor without significantly changing the quality of learning experience. We introduce a case study and developed system implementation for CAD/CAM learning principals and Integration.

scholarly journals Evaluation of Vaccination Training in Pharmacy Curriculum: Preparing Students for Workforce Needs

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 151
Author(s):  
Mary Bushell ◽  
Jane Frost ◽  
Louise Deeks ◽  
Sam Kosari ◽  
Zahid Hussain ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Training Program ◽  
Mixed Reality ◽  
Student Evaluation ◽  
Learning Experience ◽  
Knowledge Score ◽  
Pharmacy Students ◽  
Post Intervention ◽  
National Immunisation ◽  
Pharmacy Curriculum

Background: To introduce and evaluate a university vaccination training program, preparing final year Bachelor of Pharmacy (BPharm) and Master of Pharmacy (MPharm) students to administer vaccinations to children and adults in community pharmacy and offsite (mobile and outreach) settings. Methods: Final year BPharm and MPharm students were trained to administer intramuscular vaccinations to adults and children. The education program embedded in pharmacy degree curriculum was congruent with the requirements of the Australian National Immunisation Education Framework. The training used a mix of pedagogies including online learning; interactive lectures; and simulation, which included augmented reality and role play. All pharmacy students completing the program in 2019 were required to carry out pre- and post-knowledge assessments. Student skill of vaccination was assessed using an objective structured clinical assessment rubric. Students were invited to complete pre and post questionnaires on confidence. The post questionnaire incorporated student evaluation of learning experience questions. Results: In both cohorts, student vaccination knowledge increased significantly after the completion of the vaccination training program; pre-intervention and post-intervention mean knowledge score (SD) of BPharm and MPharm were (14.3 ± 2.7 vs. 22.7 ± 3.3; p < 0.001) and (15.7 ± 2.9 vs. 21.4 ± 3.2; p < 0.001) respectively. There was no difference between the BPharm and MPharm in the overall knowledge test scores, (p = 0.81; p = 0.95) pre and post scores respectively. Using the OSCA rubric, all students (n = 52) were identified as competent in the skill of injection and could administer an IM deltoid injection to a child and adult mannequin. Students agreed that the training increased their self-confidence to administer injections to both children and adults. Students found value in the use of mixed reality to enhance student understanding of the anatomy of injection sites. Conclusion: The developed vaccination training program improved both student knowledge and confidence. Pharmacy students who complete such training should be able to administer vaccinations to children and adults, improving workforce capability. Mixed reality in the education of pharmacy students can be used to improve student satisfaction and enhance learning.

scholarly journals Effective Modification of a Nonprescription Medicines Course to Optimize Learning of Millennial Generation Students

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Bella H Mehta ◽  
Kristin A Casper
Keyword(s):  
Active Learning ◽  
Millennial Generation ◽  
Generational Differences ◽  
Student Evaluation ◽  
Learning Experience ◽  
Team Work ◽  
Effective Teaching Strategies ◽  
Course Changes ◽  
Change In Mean

Objective: To describe examples of effective teaching strategies utilized within a required nonprescription therapeutics course, in order to accommodate learning characteristics of Millennials. Case Study: Instructors identified unique characteristics of Millennial generation students through literature review and focused educational workshops. These characteristics include the desire for active learning where didactic lectures make a connection to life, the incorporation of technology, and assignments that focus on team work. Course modifications were then made based on these characteristics including redesign of large group course lectures with incorporation of patient cases, inclusion of a variety of online components including the opportunity to provide course feedback, and active learning small group projects within workshop sections. Evaluation:Student evaluation of the course and instructors significantly improved after introducing changes to the course compared to previous years. Each component of the student evaluation resulted in a statistically significant change in mean score. Verbal and written evaluations indicated a very positive learning experience for students. Grade mean (3.3 vs. 3.8, p Conclusions: By identifying characteristics of Millennial generation student learners, traditional teaching methods can be modified in order to enhance retention of material and optimize their learning process. Course changes improved the learning experience for students and instructors. Instructors' willingness to evaluate generational differences and adapt teaching enhances the learning experiences in the classroom for both students and instructors.   Type: Case Study

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

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