Customising clinical studies for the new nursing generation

Nursing education in the Nordic countries follows the European Union directive requirements, and clinical studies for nursing students in the Nordic countries have many similarities. Now a new generation of students with different needs and characteristics is entering the nursing profession. The faculty, teachers and nurses will face challenges in meeting this new generation’s needs. The primary aim of this discussion paper is to explore and compare the current clinical studies in the five Nordic countries. The secondary aim is to find means to address the future challenges with a focus on the new generation. The idea of Objective Structured Clinical Reflection creates the possibility to discuss a new form of evaluation that may enhance the clinical competencies of the new generation entering clinical studies during their nursing education.

Determination of the Elements of Architecture Students' Readiness to Conduct Professional Activities

The relevance of the study is due to higher requirements for the professional training of engineering specialists and the need to determine the most significant aspects of their readiness to conduct professional activities. Focus on certain training aspects will make it possible to increase both the quality and the speed of specialist training, as well as contribute to their personal motivation and help them reveal their talents. The purpose of the study is to identify the elements of archi-tecture student readiness to conduct professional activities. The study took place at the Ural State University of Architecture and Art (Russia, Yekaterinburg); it involved 120 four- and five-year-students of the Faculty of Architecture, as well as 12 faculty teachers and 154 graduates of different graduation years who have from 5 to 20 years of professional experience. Based on the analysis of available research on professionalism and professional readiness, as well as a preliminary participant survey, a number of elements of students' readiness for professional activities have been identified. The concept of students' readiness to conduct pro-fessional activities has been clarified; it is described as complex integrative struc-ture, which simultaneously reflects the level of development of professionally important qualities and abilities of specialists, especially their attitude to profes-sion. The elements of students' readiness to conduct professional activities have been identified: motivational-axiological, informational-cognitive, activity-oriented, personality-reflexive. The survey participants described the elements that they believed would most contribute to professional readiness: motivational-axiological (22% of participants), informational-cognitive (18.8% of participants), personality-reflexive (16.7% of participants) and activity-oriented (13.4%). The study can be useful for vocational education teachers to help them identify the in-fluence of students' personal characteristics on the successful development of their readiness for professional activities.

Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study

Introduction: Third-year medical students traditionally receive their didactic or small group teaching sessions from clinical faculty during clerkship rotations. Near-peer teaching is increasingly recognized as an acceptable method for teaching, however most near-peer teaching takes place during the pre-clinical curriculum. We sought to determine if fourth year medical students were noninferior to faculty in facilitating small group discussions during clerkship rotations. Methods: Seventy-five third-year medical students participated in a small group session focused on rheumatologic diseases during their internal medicine clerkship rotation. Students were taught by fourth-year medical students who self-selected to participate as near-peer teachers at 1 clinical site (near-peers, N = 36) and by clinical faculty at another site (N = 39). At the end of the session, third-year medical students completed a survey evaluating teacher performance and effectiveness. Results: There was no significant difference between the 2 groups on each of the 17 survey items assessing teacher performance, the total teaching performance score, and the teaching effectiveness rating (all P-values >.05). A mean between-group difference of 2% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the total teaching performance score. An absolute difference of 14% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the teaching effectiveness score. Near-peer teachers reported several benefits, including improving their own medical knowledge and skills as a future educator. Discussion: Our data supports the noninferiority of the perceived performance and effectiveness of near-peer teachers compared to faculty teachers in the clerkship setting. Adding near-peer teachers to the clerkship setting is feasible and can be beneficial to all stakeholders.

Musicians’ Earplugs: Do They Affect Performance or Listeners’ Perceptions?

BACKGROUND: Does wearing musicians’ earplugs while performing affect the quality of the performance? Can listeners perceive a difference in sound when musicians are performing with or without earplugs? The risk of hearing loss is a concern for musicians, but some are reluctant to wear hearing protection due to factors such as an inability to hear their own instrument properly and the possibility of decreased sound quality for listeners. OBJECTIVE: The purpose of this study was to determine the effect of musicians’ earplugs on instrumental pitch accuracy and the perception of tone quality, intonation, and dynamic contrast, as perceived by musicians and listeners. METHODS: Ten university studio faculty teachers were recorded performing single pitches and lyrical and technical passages, first without earplugs and then immediately after with earplugs. A sample of 8 studio faculty teachers and 88 undergraduate music education students completed a researcher-created music perception test of tone quality, intonation, and dynamic contrast. RESULTS: Objective analyses of the single pitch recordings made by faculty with and without earplugs indicate that pitch accuracy did not favor either condition consistently. Results from the perception test indicate that although both faculty and student listeners perceived some differences, the most frequent perception was that the audio pair was equal, and there was no clear difference between performing with and without earplugs in terms of tone quality, intonation, or dynamic contrast. CONCLUSION: These findings suggest that musicians should feel confident that wearing musicians’ earplugs while performing does not adversely affect pitch accuracy or listeners’ perceptions of their timbre and dynamic control.

Pengembangan Aplikasi Lectora Inspire Sebagai Media Pembelajaran terhadap Kemampuan Literasi Sains Siswa Kelas Tinggi

The research purpose to get advisability of the development of lectora inspire according to expert faculty, teachers and students and for find out raising of science literacy ability students in high grade with using lectora inspire. Plan of the research using Borg and Gall that has been adaption by Sugiyono. subjects in this research is 3 students five grade of SDN Suryakencana CBM Sukabumi and 6 students five grade of SDN Babakan Caringin Sukabumi. The method of collecting data used are questionnaire and test. The result of the research indicate that development of lectora inspire theme the water cycle suitable for used. The advisability based on validation result of expert faculty and teachers with very good category and students giving good response. Lectora inspire increase students science literacy ability. The raising is can see in gain score students in the first trial products was 0,75 that includes on the high category and in the second trial products was 0,61 that includes on the average category.

Blended Learning Approach for Deaf or Hard of Hearing Students: Investigating university teachers' views

This qualitative study investigated the views of teachers at a university in the Riyadh Region toward blended learning for students who were deaf or hard of hearing. Adopting a phenomenological approach, semi-structured interviews were used to collect experiential data from three faculty teachers. The content analysis tool was also used. Participants experiences in using blended learning with students who were deaf or hard of hearing were overwhelmingly positive. Minor challenges incurred when implementing blended learning could be overcome when educators were committed to this type of instruction and created the required curriculum. Recommendations to increase higher education access and opportunities for individuals who are deaf or hard of hearing include training instructors in blended learning and issue binding university decisions for its use. These recommendations are consistent with Saudi Arabia’s vision for digital transformation by 2030.

THE TRAINING QUALITY IN HIGHER MEDICAL SCHOOLS INFLUENCED BY THE STUDENTS

PURPOSE: Talking and writing about the training service quality is a delicate topic, especially in the field of Higher education, which prepares personnel for medical practice. A number of factors and conventions influence the training quality of these students. They are major, important and determining component in the process. METHODS: Target: To indicate new objective and subjective factors affecting directly the training process in Higher Medical University (HMU), and to take into account the degree of students’ influence on it; Tasks: To indicate new factors affecting the training process in HMS; to report mathematically and statistically the degree of students’ influence on the academic and practical activity; to prepare questionnaires and to process them statistically; to formulate conclusions. Contingent: 176 medical students and 23 academic tutors from the Faculty of Medicine, Trakia University, Stara Zagora, Bulgaria. CONCLUSION& After completing the tasks, the following conclusions were made: Students - respondents: 87% like their university; 61% find the classroom activities interesting; 2/3 of them do not know the internal rules of their university and faculty. Teachers - respondents: 97% indicate the poor general preparation as a stopper; 59% find the students' self-assessment unrealistic and define it as an obstacle to good coursework.

Experimental Review Of Mobile Learning Technology Research Activity Theory Framework: 2014 – 2019

In that study, we thoroughly reviewed the pilot cell discipline studies posted of 2014–2019. Moreover, the activity theory framework was adopted in imitation of inspect the insights then trends on cellular learning. That is, the dimension about context, tools, control, communication, topics and objectives have been busy according to analyze the studies. It was once determined so close empirical cellular learning research eager college students between real-world contexts, then the activities were carried out primarily based of the existing faculty curriculums. This potential that researchers yet faculty teachers pointed out the charge concerning situating students into significant study via assisting them link as that had learned from the textbooks in imitation of real-world scenarios and daily life environments. In the meantime, the research frequently worried the college students of actively the usage of cellular structures with verbal exchange facilities according to gather potential through interacting together with peers, events, yet unique real-world education pursuits within the environment. On certain hand, many researchers proposed according to promote students' motivation; of the ignoble hand, those anticipated according to observe more on where the learners, particularly novices yet low-achievement students, had done now staring at theirs previous interactions. Even so, that was found as cellular gadgets had been viewed a important road on permitting students after accumulate self-learning materials instead than solely intercession lesson throughout contexts. As the contemporary research execute remain regarded in accordance with incorporate blended instead than purely selfpaced learning, at that place is nonetheless a extensive space because cellular learning development or development.

Diagnostics of Didactic Competencies of Students of Faculty of Physical Education and Sport

Summary Physical education has been the subject of research for a long time. Research focuses most often on the use of time to get pupils to move actively or on their physical load during a lesson. The evaluation of the didactic interaction of the teaching student - pupil(s) is also an essential area of research. The aim of the paper is to introduce the MADI method and its subsequent use in the evaluation of didactic outputs of teaching students in subjects focused on the didactics of swimming. The method Analysis of Didactic Interaction (ADI) has been modified to assess didactic interactions between the teaching (student) - pupil(s). Modified Analysis of Didactic Interaction (MADI) was created by reducing the number of monitored categories and focusing attention on the activity of the student. The achieved results showed that the most frequent form of behaviour among the students was observation followed by instruction. This influenced both the form of their manifestations, dominated by silence, and the overall manifestation, which was neutral and mostly without material significance. In terms of activities that have been the subject of didactic interaction, students have been taught these activities. The results obtained show that the chosen method seems to be effective for evaluation of didactic output of teaching students. A deeper analysis of student didactic outcomes can contribute to influencing the quality of student didactic competencies. At the same time, it can also serve as a feedback tool on their didactic activities for their faculty teachers.