scholarly journals Contribuições da simulação para estudantes de graduação em enfermagem

2018 ◽  
Vol 12 (6) ◽  
pp. 1751 ◽  
Author(s):  
Carina Bortolato-Major ◽  
Juliana Perez Arthur ◽  
Ângela Taís Mattei ◽  
Maria De Fátima Mantovani ◽  
Jorge Vinicíus Cestari Felix ◽  
...  
Keyword(s):  
Graduate Students ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Simulation Training ◽  
Reflective Learning ◽  
Theory And Practice ◽  
Skills Development ◽  
Psychomotor Skills ◽  
Em 12 ◽  
Reflective Skills

RESUMOObjetivo: identificar as contribuições da simulação para estudantes de graduação em enfermagem. Método: revisão de escopo com a questão norteadora: “Quais as contribuições da simulação para estudantes de graduação em enfermagem?” Foram consultadas, durante o mês de maio de 2017, a biblioteca: Scielo, as bases de dados Medline e LILACS, utilizando-se os descritores: “aprendizagem”, “educação”, “simulação”, “simulação de paciente”, “treinamento por simulação” e “enfermagem”, posteriormente, duas revisoras independentes realizaram a leitura dos títulos, resumos e textos completos. Os resultados foram agrupados de acordo com as contribuições descritas nos artigos. Resultados: a amostra foi de 41 estudos, as contribuições da simulação foram a melhoria da aprendizagem/conhecimento e o desenvolvimento de habilidades psicomotoras, abordadas em 12 artigos (29,3%). Outras contribuições foram aumento da confiança/segurança/autoeficácia, melhoria da habilidade de comunicação, desenvolvimento do pensamento crítico e reflexivo, de competências, melhoria da atitude, integração da teoria e prática. Conclusão: a simulação favorece uma aprendizagem crítica e reflexiva e contribui positivamente na formação dos graduandos em enfermagem, sobretudo, no desenvolvimento de competências para o cuidado seguro. Descritores: Estudantes; Aprendizagem; Enfermagem; Treinamento por Simulação; Educação; Educação em Enfermagem.ABSTRACT Objective: to identify the contributions of simulation for undergraduate students of Nursing. Method: a review of scope with the guiding question: “What are the contributions of simulation for undergraduate students of nursing?” There were consulted during the month of May 2017 the libraries: Scielo databases, Medline and LILACS databases, using the following descriptors: "learning", "education", "simulation", "simulation of patient", "training by simulation" and "Nursing", later, two independent revisers underwent reading titles, abstracts and full texts. The results were grouped agreeing with the contributions described in articles. Results: the sample consisted of 41 studies; the contributions of the simulation were the improvement of learning/knowledge and the development of psychomotor skills, addressed in 12 articles (29.3%). Other contributions were increased confidence/safety/efficacy, improving communication skills, development of critical thinking and reflective, skills, improving the attitude, integration of theory and practice. Conclusion: the simulation favors a critical and reflective learning and contributes positively in the training of graduate students in nursing, especially in the development of competences for the care coverage. Descriptors: Students; Learning; Nursing; Simulation Training; Education; Education, Nursing.RESUMEN Objetivo: identificar las contribuciones de simulación para estudiantes de pregrado de enfermería. Método: revisión del alcance con la pregunta orientadora: ¿Cuáles son las contribuciones de simulación para estudiantes de pregrado en enfermería? Fueron consultados durante el mes de mayo de 2017 las bibliotecas: Scielo, bases de datos Medline y Lilacs bases de datos, utilizando los siguientes descriptores: "aprender", "educación", "simulación", "simulación de paciente", "formación por simulación" y "enfermería", después, dos revisoras independientes sufrió la lectura de títulos, resúmenes y textos completos. Los resultados fueron agrupados de acuerdo a las contribuciones descritas en los artículos. Resultados: la muestra estuvo conformada por 41 estudios, de los aportes de la simulación fueron la mejora del conocimiento y el desarrollo de habilidades psicomotrices, abordado en 12 artículos (29,3%). Otras contribuciones fueron el aumento de la confianza/seguridad/eficacia, la mejora de las habilidades de comunicación, el desarrollo del pensamiento crítico y reflexivo, habilidades, la mejora de la actitud, la integración de la teoría y la práctica. Conclusión: la simulación favorece un aprendizaje reflexivo y crítico, y contribuye positivamente en la formación de estudiantes de postgrado en enfermería, especialmente en el desarrollo de competencias para el seguro del cuidado. Descriptores: Estudiantes; Aprendizaje; Enfermería; Entrenamiento Simulado; Educación, Educación en Enfermería.

scholarly journals Community Service-Learning in a Large Introductory Sociology Course: Reflections on the Instructional Experience

2018 ◽  
Vol 4 (1) ◽  
pp. 61-78
Author(s):  
Jana Grekul ◽  
Wendy Aujla ◽  
Greg Eklics ◽  
Terra Manca ◽  
Ashley Elaine York ◽  
...  
Keyword(s):  
Graduate Students ◽  
Service Learning ◽  
Community Service ◽  
Graduate Student ◽  
Undergraduate Students ◽  
Teaching Experience ◽  
Pilot Project ◽  
Theory And Practice ◽  
Community Service Learning ◽  
Introductory Sociology

This paper reports on a pilot project that involved the incorporation of Community Service-Learning (CSL) into a large Introductory Sociology class by drawing on the critical reflections of the six graduate student instructors and the primary instructor who taught the course. Graduate student instructors individually facilitated weekly seminars for about 30 undergraduate students, half of which participated in CSL, completing 20 hours of volunteer work with a local non-profit community organization. We discuss the benefits of incorporating CSL into a large Introductory Sociology class and speculate on the value of our particular course format for the professional development of graduate student instructors. A main finding was the critical importance to graduate students of formal and informal training and collaboration prior to and during the delivery of the course. Graduate students found useful exposure to CSL as pedagogical theory and practice, and appreciated the hands-on teaching experience. Challenges with this course structure include the difficulty of seamlessly incorporating CSL student experiences into the class, dealing with the “CSL”/ “non CSL” student division, and the nature of some of the CSL placements. We conclude by discussing possible methods for dealing with these challenges.  

Creating and Sustaining Problem-Based Partnerships among Graduate, Undergraduate, and K-12 Learners: Opportunities and Challenges

2005 ◽  
Vol 34 (2) ◽  
pp. 131-153 ◽  
Author(s):  
Joette Stefl-Mabry ◽  
Jennifer Goodall Powers ◽  
Carol Doll
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Administrative Support ◽  
Information Science ◽  
School Library ◽  
Undergraduate Curriculum ◽  
Theory And Practice ◽  
Learning Needs ◽  
Associate Dean ◽  
K 12

This article outlines a K-12 college learning partnership that has evolved over the past two years at the University at Albany, SUNY. Two faculty members with the School of Information Science & Policy (SISP) Joette Stefl-Mabry and Jennifer Goodall Powers, with administrative support of their Associate Dean, Carol Doll, have integrated problem-based learning (PBL) into graduate and undergraduate curricula to establish partnerships with local K-12 school districts. Dynamic PBL environments link K-12 schools, School Library Media (SLM) graduate students, and undergraduate students majoring in information science to develop content, delivery, and assessment methods for K-12 curricula while at the same time strengthening graduate and undergraduate curricula by incorporating real-world challenges into coursework. Through this partnership, K-12 schools benefit from research-based best practices in educational technology and information science graduate and undergraduate students experience real career situations within educational environments. Over the course of a semester, SLM graduate students wrestle with theory and practice in K-12 curriculum, as undergraduate students develop Web pages based on research theory summarized by their graduate student partners. Stefl-Mabry and Powers collaboratively create and/or adapt instructional methods to meet the educational requirements of graduate and undergraduate curriculum as it relates to the specific needs and abilities of their students and the learning needs of K-12 environments. PBL enhances learning and provides new instructional models for SLM graduate students to emulate as educators when they are employed in K-12 communities.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

Advocating for Transgender and Non-Binary Affirmative Spaces in Graduate Education

2020 ◽  
Author(s):  
Douglas Knutson ◽  
Em Matsuno ◽  
Chloe Goldbach ◽  
Halleh Hashtpari ◽  
Nathan Grant Smith
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Well Being ◽  
Educational Success ◽  
Post Secondary Education ◽  
Identity Exploration ◽  
Post Secondary ◽  
Social Ecological

Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and non-binary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and non-binary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and non-binary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We utilize a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and non-binary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

scholarly journals Leveraging Final Degree Projects for Open Source Software Contributions

Electronics ◽  
2021 ◽  
Vol 10 (10) ◽  
pp. 1181
Author(s):  
Juanan Pereira
Keyword(s):  
Graduate Students ◽  
Software Engineering ◽  
Computer Science ◽  
Open Source ◽  
Communication Skills ◽  
Open Source Software ◽  
Real World ◽  
Practical Experience ◽  
Multiple Challenges ◽  
Final Degree

(1) Background: final year students of computer science engineering degrees must carry out a final degree project (FDP) in order to graduate. Students’ contributions to improve open source software (OSS) through FDPs can offer multiple benefits and challenges, both for the students, the instructors and for the project itself. This work reports on a practical experience developed by four students contributing to mature OSS projects during their FDPs, detailing how they addressed the multiple challenges involved, both from the students and teachers perspective. (2) Methods: we followed the work of four students contributing to two established OSS projects for two academic years and analyzed their work on GitHub and their responses to a survey. (3) Results: we obtained a set of specific recommendations for future practitioners and detailed a list of benefits achieved by steering FDP towards OSS contributions, for students, teachers and the OSS projects. (4) Conclusion: we find out that FDPs oriented towards enhancing OSS projects can introduce students into real-world, practical examples of software engineering principles, give them a boost in their confidence about their technical and communication skills and help them build a portfolio of contributions to daily used worldwide open source applications.

A checklist to help students analyze published articles in basic medical sciences.

1995 ◽  
Vol 268 (6) ◽  
pp. S21 ◽  
Author(s):  
P K Rangachari ◽  
S Mierson
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Biomedical Sciences ◽  
Medical Sciences ◽  
Student Responses ◽  
Life Long Learning ◽  
Research Article ◽  
Reading Textbooks ◽  
Scientific Life ◽  
Basic Medical

Because critical analysis of published information is an essential component of scientific life, it is important that students be trained in its practice. Undergraduate students who are more accustomed to reading textbooks and taking lecture notes find it difficult to appreciate primary publications. To help such students, we have developed a checklist that helps them analyze different components of a research article in basic biomedical sciences. Students used the checklist to analyze critically a published article. The students were assigned an article and asked to write a paper (maximum 2 pages of single-spaced type) assessing it. This assignment has been found useful to both undergraduate and graduate students in pharmacology and physiology. Student responses to a questionnaire were highly favorable; students thought the exercise provided them with some of the essential skills for life-long learning.

Sign in / Sign up

Export Citation Format

Share Document