scholarly journals Integration of research and nursing experiential learning: a case study

Curationis ◽  
2007 ◽  
Vol 30 (1) ◽  
Author(s):  
S.C.D. Wright ◽  
I. Benninghoff
Keyword(s):  
Nursing Students ◽  
Experiential Learning ◽  
School Health ◽  
Integrated Approach ◽  
Practical Experience ◽  
Learning Opportunities ◽  
Integration Strategy ◽  
Second Year ◽  
Health Nursing

Teaching research to undergraduates has its own challenges and involving undergraduates in research practical experience is just one of those challenges. As nursing students are in the process of becoming professional nurses, knowledge and skills in research are specific outcomes of the curriculum. One of the outcomes of the B Tech Nursing Science programme offered by the Tshwane University of Technology states that for the baccalaurcate nursing programme include analysis, interpretation and utilisation of a range of research findings in scientific nursing and midwifery care as well as the development of a research protocol in a given context. In an effort to ensure that students would experience research as an essential part of their daily activities, an integrated approach is suggested whereby the nursing experiential learning opportunities are also research experiential learning opportunities. Using the integration strategy, research theory come ‘alive’ for the students. The integration approach is uncomplicated and transferable to any other discipline. The case study presented is the second year nursing students using school nursing experiential learning as a research project. The second year nursing students have a community focus during their second year and one of the experiential learning opportunities is school health nursing in a primary school in Tshwane. The results of the school health survey are presented. The students developed a health education intervention based on the research results.

Value add

2020 ◽  
Vol 13 (1) ◽  
pp. 131-143
Author(s):  
Sean Reid ◽  
Jason Muenzen ◽  
Rasoul Rezvanian
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Business School ◽  
Business Schools ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Academic Institution ◽  
Content Type ◽  
Enhance Student Learning

Purpose This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning. Design/methodology/approach This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement. Findings This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning. Research limitations/implications This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions. Practical implications As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources. Social implications The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business schools’ immediate and larger community. Originality/value The authors are positive that multiple universities are properly taking advantage of using their alumni relationship.

scholarly journals Peer Evaluation: Enhancing learning Opportunities and Reducing Marking Effort

2018 ◽  
Author(s):  
Denard Lynch ◽  
Bradley Schmid
Keyword(s):  
Peer Assessment ◽  
Learning Opportunities ◽  
Peer Evaluation ◽  
Engineering Economics ◽  
Group Report ◽  
Individual Essay ◽  
Second Year ◽  
Student Skill ◽  
Improved Accuracy

Abstract Evaluation of report-based assignments, especially in larger classes, adds a considerable marking load. Even with detailed rubrics, subjectivity may lead to grading variations and inaccuracies. Evaluation of others’ work can also be a very informative and educational experience, improving their skill through exposure to a broader performance range. Involving students in peer evaluation can potentially address both of these issues by reducing marking load, providing alternate (and increased number of) assessments, and by exposing students to a broader spectrum of report skills thus enhancing their own knowledge. This paper discusses the results of an experiment in peer assessment and whether it can be exploited to reduce marking effort, improve accuracy for report assignment evaluation and improve student skill. The data was gathered from assignments in two different engineering classes: a second year course on safety and environmental stewardship, and a senior course on engineering economics. For the second-year course, an individual essay assignment was marked by the instructor and two peers.  The three evaluations were analyzed to assess the accuracy and assign a grade. For the senior course, a group report on a case study was self and peer evaluated.  These evaluations were used to derive a grade for the report directly if the self and peer results were within a prescribed tolerance; other cases were resolved by instructor intervention. The results were analyzed considering the number of outliers, range of scores, and the number of cases which had to be resolved by theinstructor. Parameters considered in assessing the results of the experiment included: the correlation between assessments, the learning opportunities for students, and instructor marking effort required. (preliminary analysis) Results suggest positive gains in reducing effort.  Improved accuracy and enhanced student learning are also expected.  

scholarly journals Learning end-of-life care within a constructivist model: Undergraduate nursing students’ experiences

Curationis ◽  
2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Anna E. Van der Wath ◽  
Pieter H. Du Toit
Keyword(s):  
Nursing Students ◽  
Experiential Learning ◽  
End Of Life ◽  
End Of Life Care ◽  
Death And Dying ◽  
Life Care ◽  
Emotional Labour ◽  
Undergraduate Nursing ◽  
Constructivist Model ◽  
Second Year

Background: Although nursing education aims to equip nursing students to provide care to dying patients and their families, nurses often feel ill-prepared to cope with the emotional labour involved in end-of-life care.Objectives: The aim of the study was to explore and describe nursing students’ experiences of end-of-life care through experiential learning within a constructivist educational model.Method: A qualitative, descriptive design was used. As part of introducing experiential learning, innovative educational practices were initiated during a second year level undergraduate nursing module on end-of-life care. Qualitative data on second-year nursing students’ experiences were collected through written reflections and analysed using open coding.Results: The themes that emerged revealed participants’ sensory and emotional experiences during the learning opportunities. Participants reflected on what they learnt and clarified their values related to death and dying. They indicated how they would apply the new meanings constructed in clinical practice.Conclusion: A constructivist educational model of experiential learning holds potential to enhance value clarification and nursing students’ sensory and emotional awareness of death and dying. Experiential learning is recommended to develop nursing students’ competency inproviding end-of-life care.

scholarly journals Simulation in nursing students’ preclinical studies — Does the timing of the simulation matter?

2021 ◽  
Vol 11 (12) ◽  
pp. 10
Author(s):  
Jill Flo
Keyword(s):  
Nursing Students ◽  
Male Students ◽  
Undergraduate Nursing Students ◽  
Descriptive Case Study ◽  
Class Differences ◽  
Undergraduate Nursing ◽  
Written Information ◽  
Significant Difference ◽  
Second Year

Background: A descriptive case study evaluated second-year undergraduate nursing students’ perception of simulations, comparing two curricula.Methods: Questionnaires were completed post-simulation by 658 students from the classes of 2013/2014 (old curriculum) and the class of 2015 (new curriculum).Results: The classes of 2013/2014 were more satisfied with the written information than the class of 2015 (mean of 3.83 vs 3.32, p < .001). The classes of 2013/2014 were also better prepared (mean of 3.44 vs 3.12, p < .001). A significant difference was found between the classes of 2013/2014 and 2015 regarding the benefit of the simulation (mean of 3.94 vs 4.16, p < .001). Moreover, the surgical group found simulating with the manikin more beneficial compared to the medical and mental health groups’ experience with role-play (mean of 4.33 vs 4.08 vs 4.11, p < .050). Finally, male students reported simulation as more beneficial than female students (mean of 4.30 vs 4.01, p < .005).Conclusions: Between-class differences emerged when the curriculum changed, and students found simulation with a manikin directly before clinical practice most beneficial.

HEIs and workforce development: Helping undergraduates acquire career-readiness attributes

2019 ◽  
Vol 33 (6) ◽  
pp. 370-380
Author(s):  
Luanne K. Mayorga
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Workforce Development ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
College Education ◽  
Learning Opportunities ◽  
Career Readiness ◽  
Global Workforce

The transition from college to careers has remained relatively consistent for decades. This is no longer the case, as many factors are at play. It is essential that undergraduate students gain career-relevant skills to be successful in the complex, global workforce. Yet employers raise concerns about students’ career-readiness. Simultaneously, higher education institutions (HEIs) are facing numerous challenges, such as unprecedented access to a college education, funding allocations and students working while attending college. All these factors lead to an arduous situation. Since learning is not merely relegated to the classroom, this qualitative multisite case study focuses on experiential learning opportunities offered through university-affiliated business incubators to gain a better understanding of how they may assist undergraduate students prepare for the workforce. This research contributes to the literature by showing how HEIs can help students develop career-readiness attributes to prepare for their transition from college to careers.

Evolution of Experiential Learning Opportunities for Nursing Students After Natural Disaster

2020 ◽  
Vol 59 (1) ◽  
pp. 30-33
Author(s):  
Cindy Sickora ◽  
Rebekah J. Salt ◽  
Tracey Smith Page ◽  
Wendy Lee ◽  
Adelita G. Cantu ◽  
...  
Keyword(s):  
Nursing Students ◽  
Experiential Learning ◽  
Natural Disaster ◽  
Learning Opportunities

Post-Fukushima radiation education for public health nursing students: a case study

2016 ◽  
Vol 63 (2) ◽  
pp. 292-299 ◽  
Author(s):  
E. Konishi ◽  
T. Nagai ◽  
M. Kobayashi ◽  
Y. Mitsumori ◽  
W. Ono ◽  
...  
Keyword(s):  
Public Health ◽  
Nursing Students ◽  
Public Health Nursing ◽  
Health Nursing ◽  
Radiation Education

scholarly journals Applying augmented reality for experiential learning: a case study of E-Commerce Learning

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Hsiu-Mei Huang
Keyword(s):  
Augmented Reality ◽  
Experiential Learning ◽  
Virtual Worlds ◽  
Learning Opportunities ◽  
Learning System ◽  
Virtual Technology ◽  
3D Virtual Worlds ◽  
Real Objects ◽  
Kolb's Experiential Learning Theory

The great impacts of advancing technology, such as 3D virtual worlds, create new learning opportunities for learners. Educators and researchers have been exploring how to apply 3D virtual technology to improve the virtual learning process and authentic activities. Augmented reality (AR) technology offers the opportunity for learners to interact in both the virtual and real world significantly. Augmented reality can be an attractive technology that allows learners to realize that virtual and real objects coexist at the same time. Therefore, AR technology allows educators to design courses utilizing simulation, visualization, and interaction with the virtual objects and real environments. For Dewey (1916), learning should be real and applicable to daily living. This study builds an e-commerce learning system based upon Kolb’s experiential learning theory.

scholarly journals Growth in Motivation, Performance, and Positive Emotions: Experiential Learning in Macro Social Work

CommonHealth ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 57-66
Author(s):  
Andrea Silverman ◽  
Morgan Friedman ◽  
Jalisa Whiting-Smalls ◽  
Nadi Wisseh ◽  
Laurie Friedman ◽  
...  
Keyword(s):  
Social Work ◽  
Experiential Learning ◽  
Positive Emotions ◽  
Interdisciplinary Team ◽  
Learning Opportunities ◽  
Student Knowledge ◽  
Control Value ◽  
Social Service Delivery ◽  
Macro Social Work

The Control Value Leaning Theory can be used to understand and impact student knowledge, interest, and experiences in content relating to health professions and associated topics, including working with organizations and communities and being a part of a task group or interdisciplinary team. This case study reports on the experiences of 19 students in a graduate practice social work course: Practice of Social Service Delivery II. Students’ increased control and input in assignments and perception of the assignments’ value were associated with increased motivation, performance, and enjoyment. Experiential learning opportunities that emphasized greater student choice and value increased students’ exposure to the professional realm and appeared to increase the perceived importance of a course topic in which students previously had low knowledge and interest.

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