scholarly journals Innovative curriculum design for learner-centeredness and eustress learning in critical care educational programs

2020 ◽  
Vol 2019 (2) ◽  
Author(s):  
Emad Almomani ◽  
Tawfiq Alraoush ◽  
Omar Sadah ◽  
Ahmed Al Nsour ◽  
Megha Kamble ◽  
...  
Keyword(s):  
Critical Care ◽  
Curriculum Design ◽  
Educational Programs ◽  
Learner Centeredness ◽  
Innovative Curriculum

scholarly journals Developing resilient graduates to be future workplace leaders

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nikki McQuillan ◽  
Christine Wightman ◽  
Cathy Moore ◽  
Una McMahon-Beattie ◽  
Heather Farley
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Curriculum Design ◽  
Business Models ◽  
Academic Community ◽  
Key Factors ◽  
Content Type ◽  
Workplace Leaders ◽  
Innovative Curriculum ◽  
The Impact

PurposeVocational higher education and skills are recognised as key factors in shaping an economy to adapt to fast-emerging business models that disrupt workplace behaviours. Employers require graduates to be “work-ready”, emphasising the need to demonstrate resilience, as a critical desired behaviour (CBI, 2019). This case study shares the integrated curriculum design, co-creation and operationalisation of “Graduate Transitions” workshops that were piloted in a compulsory final-year module across a number of programmes in a higher education institutions’ business faculty to enhance graduates “work readiness”.Design/methodology/approachThe collaboration and leadership thinking of industry professionals, academics and career consultants designed and co-created a workshop that enhances transitioning student resilience and prepares them for their future of work. Action research gathered data using a mixed-methods approach to evaluate student and stakeholder feedback.FindingsEvidence indicates that the workshops actively embed practical coping strategies for resilience and mindful leaders in transitioning graduates. It assures employers that employability and professional practice competencies are experienced by transitioning graduates entering the future workplace.Research limitations/implicationsLimitations to this research are clearly in the methodology and concentrating on the co-creation of an innovative curriculum design project instead of the tools to accurately evaluate the impact in a systematic manner. There was also limited time and resource to design a more sophisticated platform to collect data and analyse it with the imperative academic rigour required. Emphasis on piloting and operationalisation of the intervention, due to time and resource restrictions, also challenged the methodological design.Practical implicationsThe positive feedback from these workshops facilitated integration into the curriculum at an institution-wide level. This paper shares with the academic community of practice, the pedagogy and active learning design that could be customised within their own institution as an intervention to positively influence the new metrics underpinning graduate outcomes.Originality/valueThis pioneering curriculum design ensures that employability and professional practice competencies are experienced by graduates transitioning to the workplace.

scholarly journals Improving the nursing informatics competency of critical care nurses: results of an interventional study

2020 ◽  
Author(s):  
Somayeh Jouparinejad ◽  
Golnaz Foroughameri ◽  
Reza Khajouei ◽  
Jamileh Farokhzadian
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Nursing Practice ◽  
Intervention Group ◽  
Educational Programs ◽  
Critical Care Nurses ◽  
Nursing Informatics ◽  
Interventional Study ◽  
Critical Care Units ◽  
The Impact

Abstract Background Along with growth and development of health information technology (HIT), nursing informatics (NI) is becoming a fundamental part of all domains of nursing practice especially in critical care settings. Nurses at different levels of the nursing continuum are expected to equip with NI competency for providing patient-centered evidence-based care. Therefore, improvement of the nurses’ NI competency through educational programs is important and necessary for effective using of HIT. This study aimed to evaluate the impact of a training program on NI competency of critical care nurses. Methods In this interventional study, 60 nurses working in critical care units at hospitals affiliated with a large University of Medical Sciences in the southeast of Iran were randomly and equally assigned to the control and intervention groups. NI competency was trained to the intervention group in a three-day workshop. Data were collected using demographic questionnaire and Nursing Informatics Competency Assessment Tool (NICAT) before and one month after the intervention. Results In the pretest stage, both intervention and control groups were at the “competent” level in terms of the NI competency, and no significant difference was observed between them ( p =0.65). However, in the posttest, the NI competency and its dimensions significantly increased in the intervention group with a large effect size compared with the control group ( p = 0.001). This difference showed that the intervention group achieved the “proficient” level in posttest stage. Conclusions The improved scores of NI competency and its dimensions after using the training program implied the effectiveness of this method in enhancing the NI competency of nurses working in the critical care units. The higher efficiency of the training program can be determined by its application in diverse domains of nursing practice. The project is a fundamental for improving nurses’ NI competency through continuous educational programs in Iran, other cultures and contexts.

scholarly journals Antibiotics Using Pattern in Surgery Department of a Maternity and Children Hospital

2021 ◽  
pp. 395-400
Author(s):  
Nehad J. Ahmed ◽  
Abdulrahman G. Alharbi
Keyword(s):  
Emergency Department ◽  
Critical Care ◽  
Retrospective Review ◽  
Fusidic Acid ◽  
Critical Care Unit ◽  
Continuous Monitoring ◽  
Educational Programs ◽  
Day Case ◽  
Surgery Department ◽  
Inpatient Department

Aim: This study aimed to identify antibiotics using pattern in surgery department of a maternity and children hospital in Alkharj. Methodology: This is a retrospective review of the drugs that were prescribed in maternity and children hospital in Alkharj from January 2018 to August 2020. Results: The most prescribed antibiotics by emergency department for surgery patients were metronidazole (45.59%) and ceftriaxone (42.65%). Metronidazole IV was the most commonly prescribed antibiotic (38.73%) by inpatient department for surgery patients followed by ceftriaxone (38.73%). Vancomycin vial (43.75%) was the most commonly prescribed antibiotic by critical care unit for surgery patients. The most commonly prescribed antibiotic outpatient department and day case unit for surgery patients by was fusidic acid ointment (35.00%). Conclusion: The study showed that the most commonly prescribed antibiotics for surgery patients were metronidazole and ceftriaxone. Continuous monitoring for antibiotics prescribing is vital to increase the judicious use of these medications and more educational programs and awareness workshops for surgeons are needed.

Re-Designing the Architecture Curriculum Through the Lens of Graduate Capabilities

2020 ◽  
pp. 221-242
Author(s):  
Veronica Ng
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Design Research ◽  
Graduate Attributes ◽  
University Curriculum ◽  
Whole Person ◽  
Global Movement ◽  
Innovative Curriculum

Aligned to the national and global movement towards the definition, design, and mapping of graduate capabilities of university curriculum, universities are assigned the colossal task to incorporate these capabilities through curriculum design, delivery, and assessment. Using curriculum design research as the methodology of study, this chapter presents the framework and principles for the development of an innovative curriculum in architecture to enhance specific graduate attributes. It describes the constraints of time as well as competency in curriculum design to make critical evaluations of mappings, integration, and progression throughout the different year-level of the programme and within each module. While fueled with challenges, it suggests the propensity for enhancement of a curriculum that engages with the whole-person development as well as opportunities for teaching and learning innovations.

Provision of Critical Care Nurse Education: WFCCN Position Statement

2020 ◽  
Vol 14 (2) ◽  
pp. 50-54
Author(s):  
Keyword(s):  
Critical Care ◽  
Position Statement ◽  
Educational Programs ◽  
Nurse Education ◽  
Critical Care Nursing ◽  
Educational Facilities ◽  
Care Nurse ◽  
Universal Principles ◽  
Nursing Organizations ◽  
Care Nursing

ObjectiveThe objective of the WFCCN review group was to review and update the existing Declaration of Madrid (2005). The aim of the revised Position Statement is to provide international recommendations based on universal principles to help guide health services, educational facilities and critical care nursing organizations in the development of appropriate educational programs for critical care nurses.MethodsFollowing establishment of a review group comprised of critical care clinicians, leaders, and researchers from four continents, a literature search was undertaken, which informed the review of the 2005 Declaration and its subsequent revision contained in this 2020 Position Statement.ResultsThe 2020 Position Statement on the Provision of Critical Care Nurse Education was developed.ConclusionsCritically ill patients have unique needs and must be cared for by registered nurses with specialized critical care knowledge and competence. The recommendations made in this position statement represent universal principles to help guide health centers, educational facilities, and critical care nursing organizations in the development of appropriate educational programs for registered nurses who are required to care for critically ill patients and their families.

Building a Theory of Grandparent Development

1997 ◽  
Vol 45 (4) ◽  
pp. 255-286 ◽  
Author(s):  
Robert Strom ◽  
Shirley Strom
Keyword(s):  
Multivariate Analysis ◽  
African American ◽  
Curriculum Design ◽  
Educational Programs ◽  
Measurement Tool ◽  
Learning Needs ◽  
Cultural Considerations ◽  
Attitudes And Behaviors ◽  
Generational Study ◽  
Post Hoc

A theory of grandparent development is described that includes the formulation of assumptions, goals for guiding instruction, curriculum design, and a measurement tool to assess learning needs and evaluate the effects of educational intervention. Cultural considerations are illustrated by a three generational study of African-American ( n = 777), Caucasian ( n = 1086), and Hispanic ( n = 672) subjects who were administered the Grandparent Strengths and Needs Inventory. Perceptions of each generation about the attitudes and behaviors of grandparents were examined with multivariate analysis of variance and post-hoc comparisons to analyze the scores, confirm results, and facilitate interpretation of findings. Results showed significant differences between generations and within cultures. Each generation identified elements of grandparent success as well as issues that deserve consideration in building educational programs.

scholarly journals Failure is an option: an innovative engineering curriculum

2018 ◽  
Vol 36 (3) ◽  
pp. 268-282 ◽  
Author(s):  
Edward Simpson ◽  
David Bradley ◽  
Juliette O’Keeffe
Keyword(s):  
Student Satisfaction ◽  
Engineering Design ◽  
Curriculum Design ◽  
Learning Experience ◽  
Content Type ◽  
Learning Group ◽  
Learning From Failure ◽  
Innovative Curriculum ◽  
Quality Learning

Purpose Advancements and innovation in engineering design are based on learning from previous failures but students are encouraged to “succeed” first time and hence can avoid learning from failure in practice. The purpose of this paper is to design and evaluate a curriculum to help engineering design students to learn from failure. Design/methodology/approach A new curriculum design provided a case study for evaluating the effects of incorporating learning from failure within a civil engineering course. An analysis of the changes in course output was undertaken in relation to graduate destination data covering 2006 to 2016 and student satisfaction from 2012 to 2017 and a number of challenges and solutions for curriculum designers were identified. Findings The design and delivery of an innovative curriculum, within typical constraints, can provide opportunities for students to develop resilience to failure as an integral part of their learning in order to think creatively and develop novel engineering solutions. The key issues identified were: the selection of appropriate teaching methods, creating an environment for exploratory learning, group and team assessments with competitive elements where practicable and providing students with many different pedagogical approaches to produce a quality learning experience. Originality/value This case study demonstrates how to design and implement an innovative curriculum that can produce positive benefits of learning from failure. This model can be applied to other disciplines such as building surveying and construction management. This approach underpins the development of skills necessary in the educational experience to develop as a professional building pathologist.

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