scholarly journals Distance learning and its impact on educational intervention on palliative care to nursing professionals–A pilot study

2021 ◽  
Vol 11 (11) ◽  
pp. 7
Author(s):  
Eric Benchimol Ferreira ◽  
Layz Alves Ferreira Souza ◽  
Maria Alves Barbosa ◽  
Claudia Paula Guimarães ◽  
Michelle Augusta Santos ◽  
...  

Background and objective: Distance education (DE) is a professional training tool that was utilized to work with nursing professionals in this investigation on palliative care. This innovative form of care is used by interdisciplinary teams in a holistic way, with biological, psychological and spiritual aspects. Besides it is uniquely significant during pandemic lockdowns such as the current restrictions in nowadays. The aim of the study was to evaluate the knowledge of nursing professionals about palliative care, before and after an educational intervention through distance education.Methods: This is a quasi-experimental study carried out in a medium-sized state teaching hospital located in the Midwest region of Brazil. Participants: 31 nursing professionals who worked in the internal medicine ward. First phase, the prior knowledge about palliative care was evaluated through a questionnaire containing 24 semi-structured questions. In the second phase seven 20-minute video lessons were prepared, recorded and sent to the participating group. Third phase the same questionnaire was used to evaluate participants and they were inquired how they perceived they knowledge after distance learning.Results: A total of 31 professionals were enrolled in the first phase of the study and 29 answered the evaluation questionnaire after DE intervention. Most nursing professionals (61.2%) had between 31 and 50 years, 30 (96.7%) professionals had studied between 10 and 20 years. After DE there was an increase of 33% correct answers. Distance learning improved professional practice and increased confidence at work.Conclusions: Distance education is well accepted and promotes an increase of knowledge by up to a third on palliative care issues and also increased self-confidence among professionals.

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Agnaldo da Conceição Esquincalha ◽  
Celina Aparecida Almeida Pereira Abar

Neste artigo, objetiva-se investigar os conhecimentos revelados por tutores de um curso de formação continuada para professores de Matemática na modalidade a distância. Inicialmente, acompanhou-se o trabalho de 32 tutores ao longo de um ano, a fim de tipificar suas intervenções realizadas em fóruns de discussão junto aos cursistas. A partir dos resultados, em um segundo momento da pesquisa foi oferecida formação específica a um novo grupo de tutores, com o intuito de promover melhoria nas ações consideradas aquém do esperado no primeiro ano. Seis dos novos tutores se voluntariaram para ter seu trabalho acompanhando por um ano, caracterizando-se como os sujeitos desta pesquisa. Sua formação foi fundamental no quadro teórico TPACK e em autores que discutem a importância de componentes afetivo-atitudinais para a formação de professores. A pesquisa, de natureza qualitativa, fez uso da observação do trabalho dos tutores, que foi analisado por meio das tipologias discursivas encontradas nas intervenções realizadas pelos tutores nos fóruns de discussão do curso. As análises indicaram que componentes afetivo-atitudinais têm papel fundamental no exercício da tutoria nesse contexto, sobressaindo-se em relação a outros tipos de conhecimento. Palavras-chave: Tutoria em Educação a Distância; Formação de tutores; Componentes afetivo-atitudinais; TPACK. Affective and Attitudinal Components in the Practice of Tutors in a Distance Learning Course for Mathematics Teachers AbstractThis paper aims to investigate the knowledge revealed by tutors in a continuing education course for mathematics teachers at distance. Initially, it followed up the work of 32 tutors over a year, in order to typify its interventions in discussion forums, with course participants. From the results, in a second phase of research, specific training was offered to a new group of tutors in order to promote improvement in actions considered below expectations in the first year. Six of the new tutors volunteered to have their work following by a year, they are characterized as the subjects of this research. His training was based on TPACK theoretical framework and in authors who discuss the importance of affective and attitudinal components for teacher training. The research, qualitative, made use of the observation of the work of the tutors, which was analyzed by discursive typologies found in interventions by tutors in discussion forums. Analyses indicated that affective and attitudinal components play a key role in the exercise of tutoring in this context, with more emphasis than other types of knowledge. Keywords: Tutoring in Distance Education; Tutor Training; Affective and Attitudinal Components; TPACK.


2020 ◽  
Vol 9 (4) ◽  
pp. 339
Author(s):  
Nataliia N. Medynska ◽  
Nataliia M. Sovtys ◽  
Mykhailo Yu. Halatiuk ◽  
Nataliia V. Symonovych ◽  
Olena I. Shuryn

The purpose of the study was to justify and check experimentally the efficiency in the application of distance learning technologies to ensure future teachers’ readiness to pedagogical work in the process of general professional training. The quasi-experimental research was conducted while delivering the disciplines of “Pedagogics” and “Psychology” included in the cycle of general professional training. The levels of motivational, activity-oriented, and cognitive components of future teachers’ readiness to pedagogical work were measured using the determination methodology for the factors of the profession’s attractiveness developed by Yadov, the questionnaire entitled “The identifier of problematic dominant level in the process of addressing pedagogical tasks”, and the results of the final tests. To analyse the results obtained and to study objectively dynamics of changes in activity orientated, cognitive, and motivational elements, the research has used methods of mathematical data processing and a STATISTICA software for statistical analysis. The research found the efficiency of distance courses implementation with active teaching methods on the development of all components of future teachers’ readiness to pedagogical work. The author concluded that in the context of the general professional training of teachers and adaptation to the peculiarities of distance learning, the most efficient methods are the following: case-study, a problem-oriented lecture, a method of projects, portfolio, and discussion. In the view of the author, distance educational technologies, means of virtual visualisation and interactive content help broaden the didactical potential of active methods of pedagogical interaction and diversify delivery of the training material.


2011 ◽  
pp. 162-172
Author(s):  
Irene Chen

Most of the distance-learning professional associations were founded in the 1990s, at a time when most Internet backbone speeds were T1 or slower. Although scientists in universities, corporate, and military used the Internet for supercomputing capabilities, the predominant academic application was electronic mail. The public was generally unaware of the Internet’s existence. The explosive growth of information and telecommunications has combined to strengthen and diversify the options for school, skills development, technical and professional training, postsecondary credit courses, and special interests. New associations are established everyday to promote innovative educational strategies, as well as ways to leverage technology to provide new ways of learning online. Each strategy suggested has some measure of support among the professional associations’ participants, and represents a way to improve opportunities for distance education, and training: 1. Developing strategic alliances to support and encourage project-oriented coalitions amongst members as the need and opportunity arise. 2. Recommending standards of quality 3. Institution promotion under a common logo within the region and beyond 4. Identifying support markets that are currently unserved. 5. Sharing technological and human resources for development and delivery 6. Conducting applied research and development of distance-education technology and instructional design. 7. Developing and maintaining a system to provide a central source of current and relevant information on courses and programs, the credit transfer system, and student assistance programs.


2019 ◽  
Vol 69 (1) ◽  
pp. 139
Author(s):  
Nataliia O. Terentieva

The article presents the state of distance education for the professional training of graduate students in specialties 017 Physical culture and sports and 014 Secondary education (physical culture) on the example of the T.G. Shevchenko National University "Chernihiv collegium". Positive and negative aspects of introduction of distance learning for the purpose of professional training of future specialists of these specialties are presented, taking into account the characteristics of the student contingent and Chernihiv region specifics. Masters students of the region do not refuse traditional forms of education, moreover, they emphasize the impossibility of entering the system of distance learning from the border regions of the region (Chernihiv region borders with the Republic of Belarus and the Russian Federation), offer to duplicate the information of distance courses placed on the platform printed (or e-versions) materials that, on the one hand, will facilitate their perception of the material, and on the other hand, will partially make it impossible for individual students and / or group tasks to be performed. The data of questioning of graduate students 2017-2018 of these specialties indicate that it is inappropriate to see a complete transition to distance education of 70% of respondents, an appropriate partial transition - 81%, refuse to use platforms - 8%, express fears that they will not be able to master the discipline, located on the platform - 15%. The perspective opportunities of the distance education development for the specified specialties are singled out, considering the characteristics of the target audience, in particular, the growth of the number of working masters and graduate students who receive additional higher education, future specialists from the metropolitan regions, who seek to obtain an inexpensive additional higher education (in the regions) means of distance learning, an increase in the number of graduates of these specialties who are in service in the Armed Forces of Ukraine and law enforcement agencies. The necessity of considering the features of the region and the mentality of the population during the transition to the distance education is emphasized.


Author(s):  
Irene Chen

Most of the distance-learning professional associations were founded in the 1990s, at a time when most Internet backbone speeds were T1 or slower. Although scientists in universities, corporate, and military used the Internet for supercomputing capabilities, the predominant academic application was electronic mail. The public was generally unaware of the Internet’s existence. The explosive growth of information and telecommunications has combined to strengthen and diversify the options for school, skills development, technical and professional training, postsecondary credit courses, and special interests. New associations are established everyday to promote innovative educational strategies, as well as ways to leverage technology to provide new ways of learning online. Each strategy suggested has some measure of support among the professional associations’ participants, and represents a way to improve opportunities for distance education, and training: 1. Developing strategic alliances to support and encourage project-oriented coalitions amongst members as the need and opportunity arise. 2. Recommending standards of quality 3. Institution promotion under a common logo within the region and beyond 4. Identifying support markets that are currently unserved. 5. Sharing technological and human resources for development and delivery 6. Conducting applied research and development of distance-education technology and instructional design. 7. Developing and maintaining a system to provide a central source of current and relevant information on courses and programs, the credit transfer system, and student assistance programs.


Author(s):  
Hennadii LESHCHENKO ◽  

The article deals with the problem of improving the quality of education on the basis of introduction into the educational process of distance learning. It is determined that distance education is a kind of educational system, which uses mainly remote learning technologies and educational process organization, or one of the forms of obtaining education, in which the mastery of one or another of its levels in one or another specialty is carried out in the process of distance learning. Factors that contributed to the emergence of forms of distance education are: globalization, increasing the dynamics of socio-economic development of society, the emergence of new needs of those who study, and the development of information and communication technologies, their full implementation in virtually all spheres of human life, the need for wide application in educational Practice as a means of learning and subject of study. It is established that the effectiveness of distance learning depends on the professional training of the teacher-tutor as a subject of the educational process. The process of training the tutors focuses on the development of their communicative, analytical, reflective skills and psychological readiness to work in the virtual space, the skills of facilitation, that is, the establishment and maintenance of information links and interaction between the listeners and other participants in the system of distance education, the regulation of various problems, conflict resolution, adaptation of listeners to a new form of learning. The author stresses that the main problems of the creation and implementation of distance learning systems are computer-technological, organizational-managerial, psychological and pedagogical, financial-economic and normative-legal. Along with the awareness of the need for an integrated and balanced solution to each of these problems, one should highlight the psychological and pedagogical as such, the theoretical and practical solution of which today is the task of the most complex, to the required boundary is not defined and therefore not properly resolved. The conceptual foundations of practical implementation of the model of training of teachers of higher education and designing the routes of their professional training for the implementation of distance learning are determined. Key words: distance learning, tutor, advanced training courses, educational process, professionally important qualities.


2017 ◽  
Vol 24 (4) ◽  
pp. 379-385 ◽  
Author(s):  
Elif Bilgic ◽  
Sena Turkdogan ◽  
Yusuke Watanabe ◽  
Amin Madani ◽  
Tara Landry ◽  
...  

Background. Mentorship is important but may not be feasible for distance learning. To bridge this gap, telementoring has emerged. The purpose of this systematic review was to evaluate the effectiveness of telementoring compared with on-site mentoring. Methods. A search was done up to March 2015. Studies were included if they used telementoring between surgeons during a clinical encounter and if they compared on-site mentoring and telementoring. Results. A total of 11 studies were included. All reported no difference in complication rates, and 9 (82%) reported similar operative times; 4 (36%) reported technical issues, which was 3% of the total number of cases in the 11 studies. No study reported on higher levels of evidence for effectiveness of telementoring as an educational intervention. Conclusion. Studies reported that telementoring is associated with similar complication rates and operative times compared with on-site mentoring. However, the level of evidence to support the effectiveness of telementoring as a training tool is limited. There is a need for studies that provide evidence for the equivalence of the effectiveness of telementoring as an educational intervention in comparison with on-site mentoring.


2015 ◽  
Vol 49 (2) ◽  
pp. 0292-0297 ◽  
Author(s):  
Cristina Silva Sousa ◽  
Daniela Magalhaes Bispo ◽  
Ana Lucia Mirancos da Cunha ◽  
Ivana Lucia Correa Pimentel de Siqueira

OBJECTIVE To evaluate the effectiveness of an educational intervention on malignant hyperthermia with operating room nurses. METHOD A quasi-experimental study, aimed at an educational intervention of short duration with the nursing staff in the operating room of the institution hosting the research in the city of São Paulo, with the participation of 96 professionals. Pre-intervention tests and post-intervention tests were applied, which consisted of a lecture followed by simulation. RESULTS Considering the overall results of the intervention, there was a statistically significant difference (p<0.00). After the educational intervention, there was an increase of the minimum and maximum scores, and average growth of 2.64 points in the knowledge of professionals when compared to the previous step. CONCLUSION The educational intervention strategy favors the concept of the content developed by everyone involved and qualifies professionals to work safely.


Author(s):  
Victoria Makarchuk ◽  
Alla Dobryden

The implementation of the Law of Ukraine “On Higher Education” has caused an increase in the requirements on the quality of specialists professional training, which is the main criterion in the assessment of educational institutions functioning on the one hand and an increase of educational requirements on the labour market – on the other. The main goal of professional education is higher qualification specialists training, able to work effectively on the world standards, ready for constant professional development and expansion of educational services, to be aware of scientific information, and have a desire to study not only in Ukraine but abroad. At the present stage of social development, the preference is given to Lifelong Learning; the development of mobile, competitive, high-technological educational environment; the implementation of innovative educational technologies; distance teaching techniques optimization for achieving a high level of professional competences. Taking into consideration all above-mentioned factors, under current conditions, there is an increase in distance learning, which is realized in the framework of distance education and is the key component of updating processes in modern higher education institutions and serves as a powerful integration bridge between the world and native educational spaces. Scientific resources analysis and the researches in theory and practice of the issue, taking into account professional competencies, the content, aim, objectives, evaluation criteria, level of students training under the conditions of distance education, are introduced in this article. The basic functions, principles, forms, methods and means of students’ individual work control are determined in the process of distance learning course “The principles of pedagogical skills” in pedagogical education institutions. Keywords: teacher; student; pedagogical education institution; distance learning; the principles of pedagogical skills; distance learning course; forms and methods of distance learning; Moodle.


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