Promoting the Pedagogical Use of Pictograms

This article reports on the findings of a qualitative research project, in which an instrumental case study with five in-service English teachers graduated from Universidad Nacional (UNA), Costa Rica was carried out. Hence, a hybrid continuing education workshop was designed and conducted, which was focused on promoting the pedagogical use of pictograms in the design of materials for teaching English. As the main product of the workshop, the participants created and used a teaching material which included pictograms. Among the main results obtained in the research project, the students’ facility, motivation, and speed to communicate their ideas in English by using pictograms stood out.

LGBTQ+ Ally Education for Adults with Disabilities

The authors - a faculty member from the humanities, a chief diversity officer and a student leader - offer a "lessons-learned" essay in which they describe providing an LGBTQ+ ally education workshop to a group of adults with developmental disabilities. We describe the the obstacles and the payoffs of collaboration across academic units and roles and a commitment not merely to adapt curriculum with accessiblity in mind but to radically reimagine it, and, in the process, more fully coming to embrace the idea of universal design.

Developing conflict resolution strategies and building resilient midwifery students: A mixed methods research protocol. (Preprint)

BACKGROUND Workplace bullying, and violence is a well-documented issue in the midwifery profession. Negative workplace culture, conflict and bullying are the most common forms of workplace violence experienced by midwives. Workplace violence increases the risk of midwives suffering burnout, compassion fatigue, psychological trauma, poor mental health, absenteeism, loss of passion for the midwifery profession, job dissatisfaction and poor job retention. Midwifery students describe workplace violence in the form of physical, emotional and/or verbal abuse, and bullying. Therefore, there is a justification to develop conflict resolution strategies and resilience in midwifery students prior to graduation. OBJECTIVE To develop and facilitate a bespoke education program for South Australian (SA) midwifery students, to enable them to develop skills in conflict resolution, build resilience and identify self-care strategies. METHODS This study will undertake a preparatory phase summarising the body of literature on midwifery students’ knowledge, understanding and experiences of workplace bullying, and violence. Following this a three-phase sequential mixed methods research design study will be undertaken. Phase 1 - quantitative data will be collected via a semi-structured questionnaire and a validated conflict measurement tool, prior to and after attending an education workshop, and will be analysed using descriptive and inferential statistics. Results from Phase 1 will inform and guide the development of an interview schedule for Phase 2. Phase 2 – qualitative data will be gathered by facilitating one-to-one interviews and a thematic analysis will be undertaken to gain a deeper understanding of midwifery students experiences of workplace bullying, and violence. Phase 3 – data integration using triangulation will be undertaken, and meta inferences will be developed via the integration of results and findings from Phase 1 and 2. RESULTS The preparatory phase will commence in October 2021. Phase 1 will commence in 2022 with analysis of pre and post education results anticipated to be completed by December 2022. Phase 2 will be developed from findings of the preparatory phase and results of Phase 1. An interpretation of verbatim interview transcripts is estimated to be undertaken by April 2023. Phase 3 of the study is expected to commence in May 2023, and this will involve the analysis of collective evidence gathered from phases 1 and phase 2. The anticipated completion date for the study is December 2023. CONCLUSIONS The outcomes of this research will provide insights into the prevalence and impact of workplace bullying, and violence experienced by midwifery students. The findings of the research will report on levels of knowledge, skills, and confidence, and will assess the impact of a bespoke conflict resolution and resilience education workshop for midwifery students, in managing workplace bullying, and violence.

Active learning as enabler of sustainability learning outcomes: Capturing the perceptions of learners during a materials education workshop

Active learning is a promising teaching approach that can develop sustainability competences in learners. In this paper, we investigate the potential of active-learning pedagogies such as serious games and active-learning toolkits to deliver sustainability knowledge and skills in materials education. We organised a workshop for 20 participants from UK Universities where they played the serious game In the Loop around critical materials and circular economy and engaged in the Active-Learning ToolKit Sustainable Development (Granta Design/now Ansys UK Ltd.) to assess the sustainability of a proposed policy intervention around the use of electric cars. We used a self-assessment questionnaire and reflection sessions to deduce the level of sustainability skill developed by the participants as well as importance and performance analysis (IPA) to help the educators understand crucial components they should concentrate their teaching and learning efforts on in the future. Finally, we provide recommendations for educators on how to implement active learning in materials education in order to empower students with skills for sustainability. Graphical abstract

P092 Improving Postgraduate Psychology Students’ Sleep and Insomnia Knowledge with a Sleep Education Workshop

Introduction Trainee psychologists receive limited sleep and insomnia education during postgraduate study. This study examined the delivery of a sleep psychology training workshop for postgraduate psychology students and examined changes in sleep knowledge from pre- to post-workshop. Methods A 6-hour Sleep Psychology Workshop was delivered to postgraduate psychology students around Victoria. Online pre- and post-workshop questionnaires were used to evaluate changes in sleep psychology knowledge and collect feedback on the workshop. Results The participants were 187 students (82% female, M age = 32), most of whom were in their 5th year of psychology training (69%) and had not received any sleep education during their postgraduate studies at the date of the intervention (77%). Students’ sleep knowledge significantly improved after workshop completion (pre: 56% vs. post: 80% correct), t(107)= -21.41, p < .001. Students provided positive feedback about the workshop, with 96% rating the workshop as excellent/very good and 86% reporting that they would recommend the workshop to other postgraduate students. Overall, 94% of students agreed/strongly agreed that the sleep psychology workshop improved their confidence to manage sleep disturbances in their future psychology practice. Discussion Postgraduate psychology students require sleep and insomnia education. This study demonstrates that students’ sleep psychology knowledge can improve after a 6-hour sleep education and training workshop and provides initial positive feedback about the benefits of sleep and insomnia education for postgraduate students.

Role of Agricultural Education Farm Workshop in Development of Students’ Skills in Indigenous Mechanized Technology for Self-Reliance in Rivers State

The study examined the role of agricultural education farm workshops in development of students’ skills in indigenous mechanized technology for self-reliance in Rivers State. Two research questions and two hypotheses were formulated for the study. The study adopted a descriptive research design. The sample size for the study was 293 respondents (278 students and 15 agricultural education lecturers) in the study area. The instrument for data collection was a self-structured questionnaire designed in a 4-point rating scale of agreement. The reliability of the instrument was established using the test-retest method which yielded 0.82. Data was analyzed using mean and standard deviation with a criterion mean value of 2.50 and above while a z-test statistical tool was used to test the null hypotheses at a significance level of 0.05. Findings from the study revealed that agricultural education workshop gives students access to hands-on-experience on the production of indigenous mechanized technologies for farming activities, improves students’ skills in construction and installation of agricultural indigenous mechanized tools. The study also revealed that agricultural education farm workshops inculcate students with the required skills in maintenance of indigenous mechanized farm equipment and aid students access to industrial workshop activities. Based on the findings, the study recommends that government at all levels should provide well-equipped farm workshops for agricultural education programmes to train and inculcate students with the necessary skills that will enhance the fabrication of agricultural indigenous mechanized technology.

STEM IN EDUCATION – WORKSHOP FOR RESOURCES AND IDEAS

The paper aims in presenting some practical ideas for implementing STEM approach in school. Main accent is set on two technologies – Ozobot and, Makey Makey. Concrete examples from pedagogical practice for developing algorithmic thinking and soft skills are presented.

Design of Therapeutic Education Workshops for Home Heamodialysis in a Patient-Centered CKD Research: A Qualitative Study

Rationale & Objective: A quarter of the patients did not receive any information on any modality before the start of Renal Remplacement Therapy (RRT). We have therapeutic education workshops for all RRT except for home heamodialysis (HHD). We aimed to identify and describe the needs of patients and caregivers for RRT with HHD. Lastly, to conceive and carry out a Therapeutic Education Workshop. Setting & Participants: Two sequential methods of qualitative data collection were undertaken: (1) interviews with a patient who had been on HHD and a doctor specialized in HHD (2) semi-structured interviews with HHD patients in our center. Analytic Approach: Thematic analysis. Results: We identified six themes related to the barriers, facilitators, and potential solutions to home dialysis therapy: (1) HHD allows autonomy and freedom with constraints, (2) safety of the care environment, (3) the caregiver and family environment, (4) patient’s experience and experiential knowledge, (5) self-treatment experience - Impact on life, and (6) factors that impact the choice of treatment with HHD.We designed a model for a therapeutic education workshop in a group of patients and caregivers. . Conclusions: Our study confirmed previous results obtained about the major barriers, facilitators, and potential solutions to HHD. There are three important points regarding HHD: (1) the impact of the HHD on the caregiver, (2) the experience of patients already treated with HHD, and (3) the role of nurses and nephrologists in informing and educating. A program to develop patient-to-patient peer mentorship, allowing patients to discuss their dialysis experience, would be invaluable.