Paediatric Nursing in Australia and New Zealand

The health of babies, children and young people is fundamentally different from that of adults, so their healthcare must reflect their unique needs and engage their parents, family members and communities. Paediatric Nursing in Australia and New Zealand introduces nursing students to the care of infants, children, young people and their families in a range of clinical and community settings across Australasia. This third edition includes New Zealand content and an increased focus on families. New chapters cover health services available for Aboriginal, Torres Strait Islander and Māori children, the transition to parenthood for new families, children's sleep patterns and behaviour, and paediatric health in school settings. Case studies and reflective questions encourage students to develop critical thinking and problem-solving skills. Written by an expert team, Paediatric Nursing in Australia and New Zealand equips future nurses with the knowledge and skills to provide evidence-based care to babies, children and their families.

Putting It All Together

Chapter 13 ties the essential elements of virtual coaching together by presenting four different coaching scenarios. Examining these scenarios allows the reader to delve deep into virtual coaching as it applies to different coaching programs, geographical locations, and district mandates. In this chapter, the authors offer examples of how virtual coaching is effective across varied districts, educator expertise, and educational programs. They also provide reflective questions for assisting the reader in discovering what steps they can take to implement virtual coaching.

Tracking Saudi EFL Students’ Reflections of Online Learning During Coronavirus: Different Rounds

The sudden shift into online learning due to COVID-19 has produced many challenges and new educational approaches across all educational systems. Language learning systems were enforced to utilize fully remote education solutions. Responding to COVID-19 is a crucial investigation to find out the challenges, barriers, suggestions, concerns, and deficiencies of teaching English in Saudi Arabia. It also assists in developing the Saudi English as a Foreign Language (EFL) context in the future and support its students, teachers, and policymakers. This study tracks the influence of this shift on the EFL students in a Saudi high school. Data collection depends on reflective questions sent to the students through the survey and WhatsApp Group three times during the pandemic: April 2020, October 2020, and April 2021. The results show that students faced several threats, ambiguities, and deficiencies that are classified into: (a) students’ emotions, (b) learning environment, (c) student characteristics, and (d) deficiencies and needs. The students gradually acquired experience to deal with those issues and cope with their frustration. Then, they performed in either positive or negative ways depending on their acceptance of the online learning context. The study ends with some implications to efficiently use different virtual tools in the EFL context.

Improving Students’ Critical Thinking through Oral Questioning in Mathematics Teaching

The use of effective oral questioning in the teaching of mathematics can stimulate students' thinking and encourage them to think critically. As a result, this study was carried out to identify the oral questions used by teachers when teaching mathematics. This can encourage students' critical thinking. This was a qualitative study in the form of a case study conducted in six schools in a Malaysian state with a total of six study participants. They were chosen on purpose based on the specific criteria set by the researcher. The data was collected using observation methods, interviews, and field notes to gain an in-depth picture of the phenomena studied. The study findings were analyzed using the continuous comparison method to identify the themes and subthemes involved. The researchers used several methods to improve the validity and reliability of this study, including triangulation, the consent of the study participants, peer reviews, audit trails, researcher bias, and a long period in the field. According to the study findings, mathematics teachers frequently use three types of oral questions to encourage their students to think critically: prompting questions, reflective questions, and clarification questions. These types of oral questions are effective at encouraging students to think critically when trying to solve mathematical problems. This study implies that teachers should use caution when asking oral questions so that the students' thinking is stimulated, rather than focusing on memorizing important mathematical algorithms and procedures.

Students’ learning behavior in digital education for radiation oncology

Purpose Digitalization of medical education is an important trend in terms of reforming and modernizing the global education environment. It has been long requested by students and politicians. The goal of this study was to assess the student perception of a newly developed digital educational program in radiation oncology (RO) using an interactive e‑book combined with short learnings clips on a YouTube channel combined with periodic videoconferences and a forum for queries. Methods We performed five evaluations during and at the end of two terms with multiple-choice and free-text answers. We evaluated student perception of our new digital learning scenario in three semesters: one pre-clinical and two clinical semesters. In addition, we analyzed all comments from the kMED forum, the YouTube channel, or the e‑mail contacts. We analyzed the learning behavior of the students based on access to the videos and the number and quality of the reflective questions answered as well as the results of the final examinations. Results The students accepted the offer for asynchronous teaching and mainly learned on weekdays (74% of the videos), but also on weekends (23%) and less on public holidays (4%). The answer quality of the reflective questions was good with over 50% correct answers on the first attempt. Learning to be on one’s own authority was very difficult for the students, even in the last clinical semesters of the medical study. Without direct intervention by the teacher, access to the learning material by the students was limited and delayed. Therefore, voluntary interim tests were performed during the first analysis term, which led to an increased number of student accesses to the videos and higher number of answers. Nevertheless, in the first analysis term, the average results in the final exam of the students who did not perform the interim test were below average at 59.1%, and the students who performed the test had better results at 69.5% but this was also not satisfactory. In the second analysis term, we taught with the same digital teaching model but with an additional scheme for learning over the term, 2‑week compulsory intermediate tests, and frequent videoconferences to answer any questions. In this term, we measured a success rate of 93% in the final exam. All annotations were very positive regarding the new educational project. The evaluations showed high acceptance of the new education program. The students stated they would prefer the new education course to be continued in future. Conclusion Digital teaching methods make not only the type and quality of teaching transparent, but also the learning behavior of the students. Our analysis has shown that, in addition to the quality of the teaching, the clear structure and specification of the learning content per learning week as well as regular monitoring of what has been learned are of decisive importance for the learning success of the students.

Exploring the impact of a teacher development programme using a digital application on linguistic interactions in the classroom: a multiple case study

This article reports on the use of a digital application (EVALOE-SSD) for the professional development of teachers to improve the linguistic competence of their students. We conducted a multiple case study that involved five teachers and their students from different schools. Over a period of three months, the teachers used the digital application to assess their classes, make decisions and introduce changes in their teaching practices. The results show that the change process includes stages of progress and stages of regression, but in general the trend was to a progressive increase in scores. Therefore, the use of the digital application improved the competences of teachers and students, regardless of the type of school or students’ age. This is shown in the cases of two teachers, which are analysed in greater depth. We believe that our findings are important as they document how self-reflection, stimulated by aids such as video recordings, reflective questions and pictures, facilitates a change in teaching practices. At the end of the programme, all the teachers stated that the experience of using the digital tool had clearly been enriching, and they had learnt and improved teaching practice linked to communicative competence.

The most important job

The following article draws on relevant literature, posing reflective questions to explore why wellbeing is important for practitioners and the children in their care.

Designing an education intervention for understanding racism in healthcare in Sweden: development and implementation of anti-racist strategies through shared knowledge production and evaluation

An educational intervention, based on qualitative evidence of racism in healthcare, is described. Using vignettes from a previous project, interviews were conducted to gather qualitative evidence of racism in healthcare settings from a wide range of healthcare staff in Sweden. From this interview material, case studies were devised that were subsequently presented to trainee healthcare professionals, in a seminar discussion. After the seminar, trainees responded to reflective questions. The order of work, as well as the materials used, are described. This intervention was successful in facilitating discussion about racism in an educational context, despite the difficult nature of these conversations for some participants.

A Bird’s-Eye View of Using Drones in the Classroom

Growth in the use of drones has been exponential in various fields due to their adaptable and cross-disciplinary functions. Incorporating this new technology into K–12 classrooms can be useful in engaging students and expanding their understanding of technology in the scientific workplace; however, beginners may run into challenges in designing meaningful lessons. To tackle the seemingly daunting task of using drones effectively for education, this article walks a novice instructor through various self-reflective questions in order to properly introduce a drone lesson and includes a number of resources to ensure proper safety and legal measures.

Sexting can be sexy…if it's consensual: challenging victim blaming and heteronormativity in sext education

Young people's sexting is an area of concern amongst parents, policymakers, and educators.1 Much education around the topic of sexting focuses on risk and shame. My creative work, Sexting Scenes – what do you think?, is a film script intended as a sext education resource. It highlights the various reasons for and consequences of sexting, using an intersectional and sex-positive approach not rooted in risk or shame. I address issues of victim blaming and heteronormativity in sext education resources Tagged and Exposed. I utilise the theories of feminist scholars Amy Shields Dobson and Jessica Ringrose and applied theatre scholar Katherine Low. My previous placement at the School of Sexuality Education, my current PhD Practice-as-Research, and my experience as an applied theatre practitioner all informed the script content. The script incorporates multiple storylines, diverse characters, and reflective questions to challenge and question victim blaming and heteronormativity in relation to sexting. Keywords: sexting, sext education, victim blaming, heteronormativity, applied theatre