scholarly journals Integration of an extended, immersive, gamified pharmacy simulation as a capstone event

2021 ◽  
pp. 656-669
Author(s):  
Denise L Hope ◽  
Gary D Grant ◽  
Gary D Rogers ◽  
Michelle A King
Keyword(s):  
Transformative Learning ◽  
Professional Identity ◽  
Student Satisfaction ◽  
Qualitative Evaluation ◽  
Extended Period ◽  
Self Determination Theory ◽  
Student Attendance ◽  
Collaborative Skills ◽  
Learning Event ◽  
Previous Learning

Introduction: A gamified simulation was integrated as a capstone event for a new Australian undergraduate pharmacy programme. It aimed to consolidate previous learning and deliver an authentic activity aligned with self-determination theory to develop students’ professional identity and enhance their competence, confidence, and collaborative skills. Description: A full-environment immersive simulation was constructed in which teams of final-year pharmacy students competitively managed their own virtual pharmacies over an extended period. Gamification of the simulation aimed to enhance student motivation and engagement while recognising the consequences of clinical and professional decision-making. Evaluation: Four years of gamified simulation encouraged outstanding student attendance and engagement. The quantitative evaluation revealed high student satisfaction (mean 4.7 out of 5) of the host courses, while the qualitative evaluation revealed that intended outcomes were met through the delivery of authentic, consolidated learning and enhancement of student confidence and professional identity. Conclusion: An extended, gamified simulation may provide a transformative learning event.

Learning to Teach and Teaching to Learn

2022 ◽  
pp. 207-223
Author(s):  
Kimy Liu ◽  
Debra Bukko
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Transformative Learning ◽  
Professional Identity ◽  
Students With Disabilities ◽  
English Learners ◽  
Learning Experience ◽  
The Other ◽  
Teaching Skills ◽  
Teaching Approaches

Preservice teachers are developing their professional identity while honing their teaching skills. Without transformative learning experience, preservice teachers will teach students the ways they were taught. They can have exclusive and deficit mindsets about students with disabilities (SWDs), many of whom are also English learners. Exclusive and deficit mindsets can lead to two teaching approaches: One is to treat SWDs as inferior to their typical peers. The other is to insist on standardized instruction for the sake of equality. In this chapter, the authors, as the teacher preparation faculty, confronted this challenge by engineering a transformative learning experience to liberate preservice teachers from the deficit mindsets about teaching students with disabilities.

scholarly journals Faktor-Faktor yang Memengaruhi Kepuasan Pengguna Website Kampus

2013 ◽  
Vol 4 (1) ◽  
pp. 423-434
Author(s):  
Enggal Sriwardiningsih
Keyword(s):  
Student Satisfaction ◽  
Attribution Theory ◽  
Consumer Satisfaction ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Research Literature ◽  
Media Richness Theory ◽  
Face To Face ◽  
Knowledge Based ◽  
System Data

The benefit of internet website is not maximall unless students are satisfied with the campus website. This study proposed and tested model explaining student satisfaction when the website is used as supplementary learning tool of face to face class method. The model is integrated determinants from Media Richness Theory, Self-Determination Theory, Knowledge Based Theory and Attribution Theory, and participant charateristics cited in the research literature. Following a demonstration and using website system in Binus University website system, data were collected from 210 college students. Structural Equation Modelling provided better support for a model that hypothesized stringer effect of website charateristics on e-service quality, motivation, and culture on using internet consumer satisfaction.

scholarly journals Using self-determination theory to understand and improve recruitment for the Coaching for Healthy Ageing (CHAnGE) trial

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0259873
Author(s):  
Abby Haynes ◽  
Catherine Sherrington ◽  
Geraldine Wallbank ◽  
James Wickham ◽  
Allison Tong ◽  
...  
Keyword(s):  
Physical Activity ◽  
Controlled Trial ◽  
Qualitative Evaluation ◽  
Cluster Randomised Controlled Trial ◽  
Self Determination Theory ◽  
Healthy Ageing ◽  
Self Determination ◽  
Structured Interviews ◽  
Change Trial ◽  
Health Coaches

Background Intervention trials promoting physical activity among older people frequently report low and unrepresentative recruitment. Better understanding of reasons for participation can help improve recruitment. This study explored why participants enrolled in the Coaching for Healthy Ageing (CHAnGE) trial, including how their decision was influenced by recruitment strategies. CHAnGE was a cluster randomised controlled trial testing the effectiveness of a healthy ageing program targeting inactivity and falls. Seventy-two groups of people aged 60+ were recruited from community organisations via informal presentations by the health coaches. Methods We conducted a secondary thematic analysis of interview data from our wider qualitative evaluation in which 32 purposively sampled trial participants took part in semi-structured interviews about their experiences of CHAnGE. Data relating to recruitment and participation were analysed inductively to identify themes, then a coding framework comprising the core constructs from self-determination theory—autonomy, competence and relatedness—was used to explore if and how this theory fit with and helped to explain our data. Results Recruitment presentations promoted the CHAnGE intervention well in terms of addressing value expectations of structured support, different forms of accountability, credibility, achievability and, for some, a potential to enhance social relationships. Participation was motivated by the desire for improved health and decelerated ageing, altruism and curiosity. These factors related strongly to self-determination concepts of autonomy, competence and relatedness, but the intervention’s demonstrated potential to support self-determination needs could be conveyed more effectively. Conclusions Findings suggest that recruitment could have greater reach using: 1. Strengths-based messaging focusing on holistic gains, 2. Participant stories that highlight positive experiences, and 3. Peer support and information sharing to leverage altruism and curiosity. These theory-informed improvements will be used to increase participation in future trials, including people in hard-to-recruit groups. They may also inform other physical activity trials and community programs.

scholarly journals ANDRILL ARISE: A model for team-based field research immersion for educators

Polar Record ◽  
2019 ◽  
Vol 55 (4) ◽  
pp. 251-273 ◽  
Author(s):  
Kate Pound ◽  
Louise Huffman ◽  
Joanna Hubbard ◽  
Matteo Cattadori ◽  
LuAnn Dahlman ◽  
...  
Keyword(s):  
Ross Sea ◽  
Sediment Cores ◽  
Field Research ◽  
Qualitative Evaluation ◽  
Extended Period ◽  
Small Subset ◽  
International Polar Year ◽  
Wide Range ◽  
International Polar ◽  
Ice Sheet Dynamics

AbstractThe 4th International Polar Year featured a range of large international research projects and included a focus on Education and Public Outreach (EPO). ANDRILL (the ANtarctic geological DRILLing Project) was a large international (USA, New Zealand, Italy, Germany) multidisciplinary research project investigating the sedimentary record of Cenozoic ice sheet dynamics that brought approximately 160 scientists to McMurdo Station in the 2006 and 2007 field seasons, during which two > 1000 m sediment cores were successfully retrieved from the floor of the Ross Sea. ARISE (ANDRILL Research Immersion for Science Educators), the EPO arm of ANDRILL, deployed an international team of six to eight educators each season to Antarctica and embedded them with science teams. ARISE was unique in the EPO spectrum because it deployed a team of international educators together with an EPO coordinator, offered an on-ice geoscience course for the educators, and supported educator participation at both pre-ice and post-ice meetings. Conservative estimates indicate that at least 314,700 individuals have been reached directly through the wide range of ARISE EPO endeavours.Educator field research immersion is a small subset of educator professional development (PD) opportunities, with little quantitative or qualitative evaluation of polar immersion experiences having been reported. Here, surveys of ARISE educators and scientists are used to evaluate the efficacy of the ARISE program as PD in the context of research on educator PD. Persistent and recurring themes emerging from the surveys are: (1) the positive and reinforcing impact of deployment as a team; (2) the importance of access to scientists across an extended period of time and venues; (3) the importance of ‘doing science’ as a means of learning; and (4) recognition of the senses of excitement, engagement and inspiration displayed by both educators and scientists − about drilling progress, core interpretation, and outreach plans – and the EPO audience. Key components of the program are shown to be (1) deployment of a multi-educator team; and (2) guidance and support of the EPO coordinator at all phases of the ARISE experience.

scholarly journals Students Satisfaction with Online Learning Experiences during the COVID-19 Pandemic

2020 ◽  
Vol 15 (21) ◽  
pp. 246
Author(s):  
Norah Almusharraf ◽  
Shabir Khahro
Keyword(s):  
Online Learning ◽  
Transformative Learning ◽  
Student Satisfaction ◽  
Alternative Assessment ◽  
Quantitative Research ◽  
Learning Experiences ◽  
Education Institution ◽  
Learning Theories ◽  
Practical Training ◽  
Research Findings

This research aims to evaluate the level of postsecondary student satisfaction with online learning platforms and learning experiences during the novel coronavirus COVID-19 pandemic in the Kingdom of Saudi Arabia (KSA). This paper is based on the premise of transformative learning theories [1], which describe the learners’ authority and investment over their learning. Quantitative research was carried out using a survey that was sent out to 283 students enrolled at one higher education institution in KSA. These data were analyzed using SPSS. Average Mean Score (AMS) was used for data analysis, where the results are validated using the Standard Deviation (SD), Skewness and Kurtosis test, and Cronbach Alpha test. The research findings revealed that the students are satisfied with the university staff and faculty members who agreed on specific online platforms to use, grading system, assessment options, training workshops, online technical support, and more. The research findings also showed that participants were highly satisfied with Google Hangouts the most for lecture delivery, followed by Google Classroom and LMS (Moodle) for course management and assessments. With only respect to the students’ online learning experiences, the COVID-19 situation within this study context was handled adequately. This study calls for further research into the integration of professional development workshops and practical training courses for online learning and teaching to endorse innovative teaching techniques and alternative assessment plans for instructors, learners, administrators, and policymakers.

scholarly journals Who Am I and What Do I Do?

2020 ◽  
Vol 20 (2) ◽  
pp. 440-453
Author(s):  
Carrie W. Rishel ◽  
Sara K. Guthrie ◽  
Helen P. Hartnett
Keyword(s):  
Social Work ◽  
Identity Development ◽  
Professional Identity ◽  
Training Program ◽  
Behavioral Health ◽  
Interprofessional Education ◽  
Qualitative Evaluation ◽  
Education And Training ◽  
Professional Identity Development ◽  
And Training

The purpose of this study is to examine social work professional identity development through interprofessional education and practice. The Integrated Mental and Behavioral Health Training Program (IMBTP) was developed to prepare students for collaborative practice in integrated behavioral health settings. Interprofessional education and training was a core component of the IMBTP. At the conclusion of five cohorts (graduating 2014-2018), 61 MSW students had completed the training program. Content analysis of qualitative evaluation data revealed professional identity development as a recurring theme across multiple domains. Results demonstrate that providing opportunities for social work students to participate in interprofessional education and training allows for a greater understanding of other professional roles and perspectives, while at the same time helping to solidify the role and identity of a social worker. Social work education programs should consider including interprofessional education experiences for all students.

scholarly journals How Does Supervision Develop Students’ Professional Identity When Entering the Childcare Workforce?

2018 ◽  
Vol 6 (2) ◽  
pp. 3-12
Author(s):  
Tak-lai Cheng
Keyword(s):  
Early Childhood ◽  
Professional Identity ◽  
Intrinsic Value ◽  
Qualitative Evaluation ◽  
Responsive Evaluation ◽  
Childhood Education ◽  
Stakeholder Perspectives ◽  
Evaluation Approach ◽  
Practical Tool ◽  
New Form

This paper aims to evaluate the fieldwork placement of a higher diploma programme in early childhood education at the Hong Kong Institute of Vocational Education (IVE). In response to both academic and statutory requirements associated with education ordinances, students must take sufficient supervised fieldwork placement hours throughout the programme to learn to be a Qualified Kindergarten Teacher (QKT). In current institutional evaluative practices, the corresponding department evaluates fieldwork placement quality based on concerns about student and supervisor performance using questionnaires at the end of the semester. However, the evaluation might lose sight of unanticipated outcomes and its intrinsic value when it is too focused on the predetermined evaluation’s objectives. Guided by a responsive evaluation approach, this paper suggests a new form of evaluation concerning stakeholder perspectives on intrinsic value in the programme. Accordingly, it uses the practical tool RUFDATA to frame the evaluation practices under its key categories, namely, reason, use, focus, data, audience, timing and agency. By drawing empirical data from students who have just completed the programs’ fieldwork placement in spring 2017, this qualitative evaluation investigates how fieldwork supervision develops students’ professional identity to prepare them for entry into the childcare workforce in the last fieldwork placement in the programme.

scholarly journals How do we engage people in testing for COVID-19? A rapid qualitative evaluation of a testing programme in schools, GP surgeries and a university

2021 ◽  
Author(s):  
Daniella Watson ◽  
Natalia Laverty Baralle ◽  
Jawahr Alagil ◽  
Krithika Anil ◽  
Sandy Ciccognani ◽  
...  
Keyword(s):  
Qualitative Evaluation ◽  
Extended Period ◽  
City Council ◽  
Advisory Group ◽  
Community Healthcare ◽  
Testing Programme ◽  
Programme Development ◽  
The Uk ◽  
The University ◽  
Roll Out

Abstract Background The UK Scientific Advisory Group for Emergencies (SAGE) emphasises the need for high levels of engagement with communities and individuals to ensure the effectiveness of any COVID-19 testing programme. A novel pilot health surveillance programme to assess the feasibility of weekly community RT-LAMP testing for the SARS-CoV-2 virus using saliva samples collected at home was developed and piloted by the University of Southampton and Southampton City Council. Methods Rapid qualitative evaluation was conducted to explore experiences of those who took part in the programme, of those who declined and of those in the educational and healthcare organisations involved in the pilot testing who were responsible for roll-out. This included 77 interviews and 20 focus groups with 223 staff, students, pupils and household members from four schools, one university, and one community healthcare NHS trust. The insights generated informed the design and modification of the Southampton COVID-19 Saliva Testing Programme and the next phase of community-testing. Results Conversations revealed that high levels of communication, trust and convenience were necessary to ensure people’s engagement with the programme. This suggests community leaders and stakeholder organisations should be involved throughout programme development and implementation to optimise these features of the testing. Conclusions Participants’ and stakeholders’ motivations, challenges and concerns need to be understood and these insights used to modify the programme in a continuous, real-time process to ensure and sustain engagement with testing over the extended period necessary.

Reforming Perspectives: MSN Graduates' Knowledge, Attitudes and Awareness of Self-Transformation

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Debbie R Faulk ◽  
Francine M Parker ◽  
Arlene H Morris
Keyword(s):  
Transformative Learning ◽  
Professional Identity ◽  
Nurse Educators ◽  
Perspective Transformation ◽  
Descriptive Study ◽  
Transformative Learning Theory ◽  
Process Of Change ◽  
Knowledge And Skills ◽  
Knowledge And Attitudes ◽  
Qualitative Descriptive

Socialization includes internalization of attitudes and values critical to the development of a professional identity. Resocialization relates to the returning registered nurse student's development of professional values and roles. Nurse educators’ challenge is to consider socialization/resocialization as a formation/re-formation process. The purpose of this article is to report findings from a replication qualitative descriptive study that examined the process of change in knowledge and attitudes of recent MSN graduates using Mezirow’s (1994)Transformative Learning Theory. Findings substantiated the changes in attitudes, knowledge and skills of MSN graduates identified by Cragg and Andrusyszyn (2005). Results further inform nurse educators of the process of transformation in MSN graduates according to Mezirow’s Phases of Perspective Transformation.

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