Pediatric Tracheostomy Care Simulation: Real-Life Scenarios in a Safe Learning Environment

2021 ◽  
pp. respcare.09201
Author(s):  
Jennifer L McCoy ◽  
Kathryn A Williams ◽  
Janet L Senkinc ◽  
Janalee Westerman ◽  
Allison BJ Tobey
2018 ◽  
Vol 3 (1) ◽  
pp. 40-45
Author(s):  
Fernandes Arung

research aimed to explain the defense of oral interactions in the presence of information and communication technologies such as WhatsApp (WA) as well as to explore some of the positive contributions of WA used in building the Real Life Communication especially in the learning environment. By applying the Exploratory design, this research involved 4 participants from various educational backgrounds as a purposively selected data source indicated as WA users at once. Data were collected through Focus Group Discussion, Interview, and Observation and analyzed by several stages i.e. data reduction, displaying data, categorizing, and verifying and concluding. The results showed that oral interactions can decrease both in the language community and learning environment as the dominant use of WA that is not wise. Nevertheless, the use of WA applications also had some positive contributions in building a real relationship. Finally, the assumption that the negative impact of using the WA application should be able to change the mindset and positive attitude of the scholars in initiating and defending an oral interaction in the learning environment.


Author(s):  
M. I. Stepanova ◽  
B. Z. Voronova ◽  
T. V. Shumkova

In the article there is presented an overview of health legislation regulating the work of schools for education of children with disabilities. There are considered modern sanitary and epidemiological requirements, which define a safe learning environment for children. The organization of the educational activities is shown to be obliged to take into account features of psychophysical development, individual possibilities and a state of health of pupils with disabilities. Training classes are available only in the first shift on a 5-days school week, starting not earlier than 8 hours. There are given recommendations on the organization of a day regimen of children with limited abilities of health in day and day and night their stay in school.


2019 ◽  
Vol 9 (S1) ◽  
pp. 51-57
Author(s):  
P. Sreejaya

Looking at the contemporary educational practice, we come across a host of buzzwords such as immersive environments, participatory learning, experiential learning, experimental learning, etc. Due to the drastic development in the information and communication technology areas, various new educational methods have emerged such as e-learning and virtual learning environment. Education, especially, the higher education scenario has witnessed the boom of new pedagogical tools. Among this, ‘simulations’ is a new mode of teaching and learning in the management pedagogy that is gaining ground and appreciation. Simulations act as an essential educational tool in the virtual learning environment. There has been a significant increase in the use of business simulation games in the area of management education. Business simulations attempt to bring real-life business scenarios to life in the classroom to develop the desired capacities and skills of the students.The most important advantage of a simulation is that they help to establish a new learning relationship with the students and assigning new roles to them and build their capacities regarding participatory learning. This paper highlights the concept of simulation, and it also explores the role of simulation in management education. It discusses various business simulations available in the market. This article also shares the Indian Institute of Management Kozhikode library’s experience about the facilitation of simulations with a special reference to Harvard Business School Publishing Simulations, for its academic programmes during the past few years.


2018 ◽  
Vol 9 (5) ◽  
pp. 6
Author(s):  
Ping Zou ◽  
Arthy Visayanathan ◽  
Christine Whyte ◽  
Alla Pak ◽  
Angela Cooper Brathwaite ◽  
...  

There is a lack of research examining the factors which promote or hinder successful small group clinical practicum reflection seminars. The aim of this study was to explore key elements of successful small group reflection. Narrative inquiry was used as methodology. Three students consented to voluntarily participate in this study by learning on their experiences – both successful and unsuccessful – during their clinical reflection seminars. A 3-circle model was presented as a collective narrative. The Support Circle represents a safe and supportive environment where the reflection seminar is held. The Owner Circle represents the students’ ownership in a reflection seminar. The Service Circle represents the educators’ professional teaching services. To conclude, elements of a successful small group reflection included a safe leaning environment, a student-centered approach, and professional educator support. Within a safe learning environment, a successful small group reflection seminar should be owned by students and facilitated by a professional educator.


2020 ◽  
Vol 22 (1) ◽  
pp. 1
Author(s):  
Patricio Andrés Pino Castillo ◽  
Allyson Donoso ◽  
Katherin Ortega

This phenomenological study sought to understand the meaning of multicultural collaboration in a Chilean English as a Foreign Language class purposefully selected because of its high percentage of students from different cultural backgrounds. Through participant observation and in-depth interviews, the essence of the phenomenon was identified. Findings revealed that the students’ and the teacher’s positive attitudes towards multiculturalism, along with their respect and acceptance for diversity, propitiated a healthy and safe learning environment that made multicultural collaboration possible. Future studies should explore how these conditions may be replicated in other multicultural educational scenarios.


2007 ◽  
Vol 68 (1) ◽  
pp. 30-35 ◽  
Author(s):  
Daphne Lordly

Purpose: The impact of storytelling in the classroom was examined, as was what motivates individuals to engage in storytelling. Methods: A storytelling methodology was introduced in an undergraduate nutrition course as an opportunity to enhance the teaching and learning environment. A 28-item, multi-part, self-administered survey was then distributed to the class (n=17). Results: Survey responses (n=15, 88% response) indicate that educators’ and students’ storytelling can positively influence the learning environment. This occurs through the creation of a greater focus on personalized information, glimpses of real-life experience, a connection with a topic as participants recognize similarities in their own personal experience and knowledge, and connections between different topics and through the emphasis on key concepts. Stories initiate useful conversations about unexplored struggles within practice, such as the emotional dimension(s) of an issue or what it means to be professional. Students are motivated to participate in storytelling through an external focus on others (i.e., helping others to learn) and an internal focus on self (i.e., seeking a connection with others to promote social dialogue). Several challenges related to the use of storytelling in the classroom emerged. Conclusions: Storytelling develops ways of knowing and dialoguing about issues, which has the potential to influence how students will approach their professional practice.


2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Julia H. Raney ◽  
Melissa M. Medvedev ◽  
Susanna R. Cohen ◽  
Hilary Spindler ◽  
Rakesh Ghosh ◽  
...  

Abstract Background To develop effective and sustainable simulation training programs in low-resource settings, it is critical that facilitators are thoroughly trained in debriefing, a critical component of simulation learning. However, large knowledge gaps exist regarding the best way to train and evaluate debrief facilitators in low-resource settings. Methods Using a mixed methods approach, this study explored the feasibility of evaluating the debriefing skills of nurse mentors in Bihar, India. Videos of obstetric and neonatal post-simulation debriefs were assessed using two known tools: the Center for Advanced Pediatric and Perinatal Education (CAPE) tool and Debriefing Assessment for Simulation in Healthcare (DASH). Video data was used to evaluate interrater reliability and changes in debriefing performance over time. Additionally, twenty semi-structured interviews with nurse mentors explored perceived barriers and enablers of debriefing in Bihar. Results A total of 73 debriefing videos, averaging 18 min each, were analyzed by two raters. The CAPE tool demonstrated higher interrater reliability than the DASH; 13 of 16 CAPE indicators and two of six DASH indicators were judged reliable (ICC > 0.6 or kappa > 0.40). All indicators remained stable or improved over time. The number of ‘instructors questions,’ the amount of ‘trainee responses,’ and the ability to ‘organize the debrief’ improved significantly over time (p < 0.01, p < 0.01, p = 0.04). Barriers included fear of making mistakes, time constraints, and technical challenges. Enablers included creating a safe learning environment, using contextually appropriate debriefing strategies, and team building. Overall, nurse mentors believed that debriefing was a vital aspect of simulation-based training. Conclusion Simulation debriefing and evaluation was feasible among nurse mentors in Bihar. Results demonstrated that the CAPE demonstrated higher interrater reliability than the DASH and that nurse mentors were able to maintain or improve their debriefing skills overtime. Further, debriefing was considered to be critical to the success of the simulation training. However, fear of making mistakes and logistical challenges must be addressed to maximize learning. Teamwork, adaptability, and building a safe learning environment enhanced the quality enhanced the quality of simulation-based training, which could ultimately help to improve maternal and neonatal health outcomes in Bihar.


Author(s):  
Donna Russell

The purpose of this chapter is to describe the design of template for the design of an immersive virtual learning environment that includes collaborative learning virtual worlds as problem-solving scenarios that engage students in virtual explorations of worlds. The problem-based learning 3d model incorporates a curriculum design model that includes a real-world issue that correlates to the virtual scenarios or games. This virtual PBL design model also includes a learning assessment process that utilizes sociocultural learning theories to develop an ongoing feedback model for assessment of learning in a 3d problem-based learning environment. This problem-based learning model combines the benefits of games, such as high-levels of learner engagement, real-life simulations, with research on cognition and instructional design to create a design model that can be modified to develop advanced knowledge, skills and concepts in multiple educational settings.


Author(s):  
Petek Askar ◽  
Ugur Halici

Most of the discussions related to education are about technological innovations. Indeed as Rogers (1995) stated, we often use the word “innovation” and “technology” as synonyms. Technology is regarded as an agent of change in educational settings, and a quick analysis of the educational projects all over the world shows us that it is not possible to define a future vision of education without technology, especially e-learning, which brings two important concepts together: technology and learning. Therefore as a form of distance learning, e-learning has become a major instructional force in the world. Besides the technological developments, the last two decades have brought a tremendous increase in knowledge in education, particularly in learning. The emerging views of learning which should be taken into consideration for every learning environment could be stated as follows: personalized, flexible, and coherent (learning is connected to real-life issues); not bounded by physical, geographic, or temporal space; rich in information and learning experiences for all learners; committed to increasing different intelligences and learning styles; interconnected and collaborative; fostering interorganizational linkages; engaged in dialogue with community members; accountable to the learner to provide adaptive instructional environments (Marshall, 1997). WWW is an environment that fits the new paradigm of learning and facilitates “e-learning” which faces a challenge of diffusion. Diffusion is defined by Rogers (1995) as the process by which an innovation is communicated through certain channels over time among the members of a social system. Therefore the adoption of WWW as a learning environment is influenced by the following set of factors: 1) the individuals’ perception of the attributes of e-learning, 2) the nature of the communication channels, 3) the nature of the social system, and 4) the extent of the change agents’ efforts in the e-learning. These are the variables that affect the diffusion of e-learning in the schools and countries.


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