scholarly journals Designing a Women’s Refuge: An Interdisciplinary Health, Architecture and Landscape Collaboration

2017 ◽  
Vol 6 (6) ◽  
pp. 139 ◽  
Author(s):  
Suzanne Dean ◽  
Claire Williams ◽  
Samantha Donnelly ◽  
Tracy Levett-Jones
Keyword(s):  
Social Change ◽  
Nursing Students ◽  
Lived Experience ◽  
Real World ◽  
Positive Impact ◽  
Learning Experience ◽  
Learning Activity ◽  
Social Good ◽  
Women And Children ◽  
The Impact

University programs are currently faced with a number of challenges: how to engage students as active learners, how to ensure graduates are ‘work ready’ with broad and relevant professional skills, and how to support students to see their potential as agents of social change and contributors to social good. This paper presents the findings from a study that explored the impact of an authentic, interdisciplinary project with health, architecture and landscape students. This project facilitated students’ entrée into the lived experience of women and children requiring refuge services as a result of homelessness and/or domestic violence. Students collaborated with stakeholders from the refuge sector, visiting sites, undertaking individual research, exchanging ideas and problem-solving, to develop a design guide for a women’s refuge.  Focus groups were conducted at the conclusion of the activity to gauge students’ perceptions of the value of the activity. Results indicated that the ‘hands-on’ and collaborative nature of the learning experience in a real-world context was valued, primarily due to its direct relevance to professional practice. Architecture and landscape participants reported an increase in their understanding and knowledge of refuge clients, and many expressed a commitment to further learning and contribution to the sector. Nursing students felt that the authentic learning experience helped prepare them for the ‘real world’ of practice and that it aided development of their professional identities and capacity to effect real-world change. The learning activity had a positive impact on knowledge acquisition and students’ confidence to act as agents of social change.

scholarly journals Measuring the impact of an interdisciplinary learning project on nursing, architecture and landscape design students’ empathy

2019 ◽  
Author(s):  
Samantha Donnelly ◽  
Suzanne J Dean ◽  
Shohreh Razavy ◽  
Tracy Levett-Jones
Keyword(s):  
Domestic Violence ◽  
Lived Experience ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Convenience Sample ◽  
Interdisciplinary Learning ◽  
Empathy Scale ◽  
Women And Children ◽  
The One ◽  
The Impact

AbstractIn Australia and internationally, domestic violence is a major cause of homelessness for women and children. When designing emergency accommodation, the concerns, preferences, and perspectives of individuals who access refuge services must be sought in order to create spaces that are conducive to the needs of this diverse and vulnerable group. An empathic ‘lens’ can provide meaningful insights that can inform the design of refuge services specifically targeted at addressing these needs.This paper describes an authentic interdisciplinary learning experience for nursing, architecture and landscape students’, and presents the results of a study designed to measure the impact of this initiative on participants’ empathy towards women and children who access refuge services as a result of homelessness and/or domestic violence. Empathy levels were measured using the Comprehensive State Empathy Scale.The learning experience consisted of collaborative meetings with stakeholders from the refuge sector, fieldwork, individual research, exchanging ideas and problem-solving in teams. Students then developed design guides for refuges that demonstrated their emerging understanding of the specific needs and perspectives of the issues faced by women and children who were homeless.A convenience sample of 48 students (nursing n = 22; architecture n = 11; and landscape n = 13) participated in the study. Participants were aged from 19 to 37 years with an average of 23.8 years (SD= 3.65). Pre-post Comprehensive State Empathy Scale results indicated that the empathy levels of nursing and landscape students increased and those of architecture students decreased, however, these results were not statistically significant.In Australia, one in six women have experienced domestic violence and domestic violence remains the single largest cause of homelessness for women. Yet reports suggest that these women frequently encounter discrimination, both in the community and when accessing services. As empathy is one of the strongest negative correlates of prejudice, authentic teaching and learning activities, such as the one described in this paper, have the potential to positively impact the lived experience of these women.

scholarly journals A Scenario of the Formative E-assessment Based on the ARCS Model: What Is the Impact on Student Motivation in Educational Context?

2021 ◽  
Vol 16 (24) ◽  
pp. 135-148
Author(s):  
Halima Lajane ◽  
Mounir Arai ◽  
Rachid Gouifrane ◽  
Rabia Qaisar ◽  
Wissam El machtani El Idrissi ◽  
...  
Keyword(s):  
Nursing Students ◽  
Positive Impact ◽  
Learning Activity ◽  
P Value ◽  
Health Educators ◽  
Arcs Model ◽  
E Learning ◽  
Motivation Model ◽  
The Impact ◽  
Motivation Score

The purpose of this research is to measure the motivation of nursing students, option: multi-skilled nurse (n=58), following their participation in an e-learning activity in the form of formative quizzes. The pedagogical scenario was based on Keller's ARCS motivation model. Data were collected through the IMMS questionnaire adopted from the ARCS model. The results show that the students were motivated by the e-learning activity (mean score = 4.22±, 51091), and that the motivation variables studied correlated positively with the overall motivation score (p-value < .001). Through this research, it was found that an instructional scenario based on the ARCS model had a positive impact on students' motivation for e-learning, thus encouraging allied health educators to design educational tools that can motivate nursing students.

scholarly journals Impacto da metodologia de simulação realística na graduação de enfermagem

2017 ◽  
Vol 11 (12) ◽  
pp. 5269 ◽  
Author(s):  
Roseane Mota Santana Rohrs ◽  
Claudenice Ferreira Dos Santos ◽  
Ruana Dos Santos Barbosa ◽  
Renata Da Silva Schulz ◽  
Milena Bastos De Carvalho
Keyword(s):  
Nursing Students ◽  
Teaching Method ◽  
Positive Impact ◽  
Private University ◽  
Higher Learning ◽  
Simulated Patients ◽  
Traditional Teaching ◽  
Learning Achievement ◽  
Simulation Methodology ◽  
The Impact

RESUMOObjetivo: analisar o impacto da metodologia da simulação realística na visão dos acadêmicos de enfermagem. Método: estudo quanti-qualitativo, a partir da pesquisa-ação, utilizando questionário semiestruturado com amostra de 133 acadêmicos do 6º ao 10º semestre em uma Universidade privada. Resultados: 98% dos acadêmicos afirmaram gostar muito da aula com a metodologia de simulação; 97% relataram ter diferença na aprendizagem com a simulação; destes, 62% confirmaram ter maior rendimento no aprendizado quando utilizada a simulação com paciente simulado; e 35% mencionaram ter melhor rendimento quando utilizado o boneco estático. Conclusão: o estudo demonstrou impacto positivo da metodologia de simulação entre os acadêmicos ao demostrarem preferência no uso desta metodologia em detrimento ao método de ensino tradicional e que o uso dessa metodologia permite melhorias no processo de ensino-aprendizado. Descritores: Simulação; Enfermagem; Ensino; Educação. ABSTRACTObjective: to analyze the impact of realistic simulation methodology on nursing students' view. Method: quantitative-qualitative study, based on action research, using a semistructured questionnaire with a sample of 133 students from the 6th to the 10th semester in a private university. Results: 98% of the students said they liked the classes with the simulation methodology; 97% stated they felt a difference in learning with the simulation; of these, 62% affirmed they had a higher learning achievement when using simulation with simulated patients; and 35% stated having higher learning achievement when using the static doll. Conclusion: the present study showed a positive impact of the simulation methodology among the students, demonstrating a preference in the use of this methodology in detriment to the traditional teaching method and that the use of this methodology allows improvements in the learning process. Descriptors: Simulation; Nursing; Teaching; Education; Learning.RESUMENObjetivo: analizar el impacto de la metodología de la simulación realística en la visión de los académicos de enfermería. Método: estudio cuantitivo-cualitativo, a partir de la investigación, utilizando cuestionario semi-estructurado con muestra de 133 académicos del 6º al 10º semestre en una Universidad privada. Resultados: 98% de los académicos afirmaron que gustaban mucho de la clase con la metodología de simulación; 97% relataron tener diferencia en el aprendije con la simulación; de este, 62% confirmaron tener mayor rendimiento en el aprendizado cuando utilizado la simulación con paciente simulado; y 35% mencionaron tener mejor rendimiento cuando utilizado el muñeco estático. Conclusión: el estúdio demostró impacto positivo de la metodología de simulación entre los académicos al demostrar preferencia en el uso de esta metodología en detrimento al método de enseñanza tradicional y que el uso de esa metodología permite mejorías en el proceso de enseñanza-aprendizaje. Descriptores: Simulación; Enfermería; Enseñanza; Educación; Aprendimiento.

scholarly journals Technology Integrated in Interactive Entrepreneurship Activity to Enhance Students Mastery in Mathematics Concept for Active Mathematics Teaching

2020 ◽  
Vol 8 (6) ◽  
pp. 250-255
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Positive Impact ◽  
Mathematics Learning ◽  
Treatment Session ◽  
Learning Activity ◽  
Control Group ◽  
Significant Difference ◽  
Technological Developments ◽  
The Impact

This study aims to examine the effectiveness of interactive entrepreneurship activity in mathematics learning towards students’ mastery in mathematics concepts. The objective is to look at the impact of implementing an active learning strategy combined with technology on mastery of mathematics concepts after engaging in a learning activity. The combination of technology in interactive learning and games kits in the form of interactive entrepreneurship activity has resulted in the innovation of learning strategies to enhance the learning interest, enjoyment and to influence the mastery of students' mathematics concepts. The effectiveness study of the strategy was conducted using an experimental study design that involved 109 students from 2 secondary schools who had participated in a 4-week mathematics learning treatment session. The experiment group was exposed to interactive entrepreneurship activity through the use of a learning kit while the control group followed conventional learning for a selected mathematics topic. Post-test were conducted to see differences in understanding and achievement of mathematics concepts for both groups of students. The results show that there is a significant difference between the mastery of mathematics concept of the experiment group students and the control group students. This shows that the integration of technology in learning activities has a positive impact on student learning. The implications of the study indicate that teachers need to constantly improve pedagogical knowledge based on current technological developments and improve teaching strategies in order to improve student competencies. The parties also need to provide the latest technology to improve the quality of education in line with global developments.

Using IT to Augment Authentic Learning

2006 ◽  
pp. 172-181
Author(s):  
Sandra Jones
Keyword(s):  
Real World ◽  
Web Sites ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Learning System ◽  
Learning Activity ◽  
Discussion Boards ◽  
Face To Face ◽  
Access Information ◽  
Student Centred Learning

This chapter discusses how information technology (IT) can be used to augment the authenticity of the learning experience in student-centred learning environments. It argues that technology provides the opportunity to embed students in learning activity by bridging the gap between the “real world” and the classroom. The particular learning environment used to illustrate this is a restaurant complex with a number of outlets that was designed by the author to provide a common work environment. Using the Distributed Learning System (DLS) to which all students have access, the author was able to increase the authenticity of the “case” by first, having students access information (as employees and/or lessees’) about the commercial conditions facing the company, and its policies and practices). Second, “employees” were able to communicate through discussion boards. Third, students were able to access resources through hyperlinks to external Web sites. The author concludes that there is need for a mixture of face-to-face and virtual learning opportunities in order to add real-world authenticity to experiential learning opportunities.

scholarly journals Pilot evaluation of an interactive multimedia platform to provide nutrition education to Portuguese adolescents

2019 ◽  
Vol 30 (2) ◽  
pp. 353-357 ◽  
Author(s):  
José Maria Tallon ◽  
Raquel Saavedra Dias ◽  
Aldo Matos Costa ◽  
Janine Narciso ◽  
Ana Barros ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Interactive Multimedia ◽  
Positive Impact ◽  
Learning Experience ◽  
Obesity Prevalence ◽  
Post Intervention ◽  
Health Related ◽  
The Impact ◽  
Web Platform ◽  
Portuguese Adolescents

Abstract Background Obesity prevalence has been rising worldwide and currently is one of the most serious public health problems. Nutrition literacy is important to the development of healthier habits that could help prevent and stem obesity and overweight. The aim of this study was to evaluate the impact of using a multimedia web platform to provide nutrition education to Portuguese adolescents. Methods The intervention consisted in a two-week period in which students (n = 1291) had access to an interactive multimedia web platform with nutritional content, and designed for a self-paced learning experience. Students completed a knowledge questionnaire at baseline and immediately after the end of the intervention. Results The results obtained revealed that 85.8% of the students increased their nutrition knowledge. No gender differences were observed post-intervention. There were significant differences in the knowledge acquisition regarding age (P &lt; 0.001). The baseline knowledge seemed to influence the learning process. Conclusions Overall, the intervention had a positive impact. The preliminary results observed will be important for the improvement of the intervention, though they need to be confirmed by further research. Nevertheless, it is safe to say that technology-based assets can be important tools to incorporate and complement health-related interventions in schools.

Communities, Cartography and GIS

2011 ◽  
Vol 2 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Timothy L. Hawthorne
Keyword(s):  
Social Change ◽  
Service Learning ◽  
Real World ◽  
Learning Experience ◽  
Local Communities ◽  
Community Members ◽  
University Partnerships ◽  
Real World Setting ◽  
Geographic Knowledge ◽  
Community Residents

This paper discusses an introductory cartography and GIS service learning course. The service learning experience, highlighted by a final mapping project and community presentation, resulted in 3,000 student-designed maps being distributed to community residents, a website of downloadable student maps, multiple student speaking engagements, and a sustained community-university collaboration. The course demonstrates the importance of applied geography in local communities and highlights the benefits of community-university partnerships for addressing social change. Such an applied geography experience offers an important twist on the conventional, introductory cartography course where students engage in pre-packaged lectures and labs, and are then asked to complete a final mapping project. Unlike the conventional approach, this service learning class experience allows students to use their creativity to demonstrate knowledge learned in the course and allows students to apply and present their geographic knowledge in a real-world setting to community members.

scholarly journals Enhancing Student Active Learning in Consumer Behaviour Class Using 5E Learning Cycle: A Conceptual Paper

2020 ◽  
Vol 16 ◽  
Keyword(s):  
Active Learning ◽  
Undergraduate Students ◽  
Consumer Behaviour ◽  
Positive Impact ◽  
Thinking Skills ◽  
Theory And Practice ◽  
Learning Cycle ◽  
Learning Activity ◽  
Learning Cycles ◽  
The Impact

5E learning cycle was suggested as a better option for students’ learning and has brought a positive impact on students learning education, particularly with theory and practice components. These method of learning is a student’s centre oriented learning model which solely prioritize on students own experiences, creates active participation and built creative critical thinking skills. 5E learning cycle consist of engagement, exploration, explanation, elaboration, and evaluation. This study is intended to determine students’ perceptions of 5E learning cycles in their learning activity and to explore the impact of 5E learning cycles towards student’s active learning. The discussion is based on the information gauged from an estimated number of 60 undergraduate students who will be enrolling in BPMM3013 Consumer Behaviour Class in UUM. Data will be collected qualitatively from various sources such as students’ reflections, lecturer’s reflections, peer feedback, lecturer’s feedback, and focus group interview. Meanwhile for quantitative method, a survey will be developed through Google form. The data will be analysed using transcribe technique and regression analysis.

Investigating the impact of an adventure-based 3D solar system game on primary school learning process

2020 ◽  
pp. 165-190
Keyword(s):  
Solar System ◽  
Primary School ◽  
Video Game ◽  
Learning Experience ◽  
Computer Game ◽  
Learning Activity ◽  
Control Group ◽  
Learning Approach ◽  
School Students ◽  
The Impact

Teachers face many difficulties in the motivation, engagement, and improvement of learning outcomes for students in Science, Technology, Engineering, and Mathematics (STEM). In this paper, we present a research study on the learning experience of a new interactive educational 3D video game called Final Frontier, designed for primary school students. This game supports student knowledge acquisition on two Solar System planets Mercury and Venus, and a satellite - Moon through direct experience, interactive challenges and fun. This article compares the learning impact of the computer game-based learning approach with a classic teacher-based learning approach. User experience with the game and game usability are also evaluated. A case study that involved 53 children was conducted for the evaluation. Among the most important findings, include the facts that the experimental group that used the game in their learning activity have performed much better than the control group and the students had a great learning experience when using the Final Frontier game.

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