The Mediating Effect of Self-Efficacy on the Clinical Learning Environment and Critical Thinking

Newly graduated nursing students entering the work field are not meeting the standard levels of skills such as critical thinking. The clinical learning environment (CLE) is a crucial part of nursing education that allows nursing students to develop critical thinking skills while dealing with real-life patient scenarios. Moreover, present during clinical exposure is self-efficacy that is vaguely linked to the CLE and critical thinking. Hence, this study aims to identify the relationships between these three variables. This quantitative study purposively sampled 134 nursing students enrolled during the Academic Year 2019-2020. Respondents answered an online survey questionnaire composed of four parts: the demographic profile, CLE, perceived clinical self-efficacy, and critical thinking. The descriptive statistics using SPSS 24 revealed that the respondents perceived their CLE as good, they had a high level of perceived clinical self-efficacy, and they had a good level of perceived critical thinking. Moreover, Structural Equation Modeling (SEM) using AMOS 23 revealed that the model’s fit indices are excellent (CMIN = .985; CFI = 1; SRMR = 0.043; RMSEA = 0.00; and PClose = 0.895). Analysis showed that CLE has a positive direct effect on perceived clinical self-efficacy but no significant direct effect on perceived critical thinking. Further, perceived clinical self-efficacy has a positive direct effect on perceived critical thinking. Lastly, self-efficacy fully mediates the positive relationship between the CLE and perceived critical thinking. Evidence reveals that nursing educators could increase students’ perceived critical thinking in the clinical area by enhancing self-efficacy. The study recommends replication of the study with larger samples and that CLE instruments should be further validated and developed. Keywords: self-efficacy, hospital placement, structural equation modeling, critical thinkin

Improving Information Technology Curriculum Learning Outcomes

Aim/Purpose Information Technology students’ learning outcomes improve when teaching methodology moves away from didactic behaviorist-based pedagogy toward a more heuristic constructivist-based version of andragogy. Background There is a distinctive difference, a notable gap, between the academic community and the business community in their views of the level of preparedness of recent information technology program graduates. Understanding how Information Technology curriculum is developed and taught along with the underpinning learning theory is needed to address the deficient attainment of learning outcomes at the heart of this matter. Methodology The case study research methodology has been selected to conduct the inquiry into this phenomenon. This empirical inquiry facilitates exploration of a contemporary phenomenon in depth within its real-life context using a variety of data sources. The subject of analysis will be two Information Technology classes composed of a combination of second year and third year students; both classes have six students, the same six students. Contribution It is the purpose of this research to show that the use of improved approaches to learning will produce more desirable learning outcomes. Findings The results of this inquiry clearly show that the use of the traditional behaviorist based pedagogic model to achieve college and university IT program learning outcomes is not as effective as a more constructivist based andragogic model. Recommendations Instruction based purely on either of these does a disservice to the typical college and university level learner. The correct approach lies somewhere in between them; the most successful outcome attainment would be the product of incorporating the best of both. Impact on Society Instructional strategies produce learning outcomes; learning outcomes demonstrate what knowledge has been acquired. Acquired knowledge is used by students as they pursue professional careers and other ventures in life. Future Research Learning and teaching approaches are not “one-size-fits-all” propositions; different strategies are appropriate for different circumstances and situations. Additional research should seek to introduce vehicles that will move learners away from one the traditional methodology that has been used throughout much of their educational careers to an approach that is better suited to equip them with the skills necessary to meet the challenges awaiting them in the professional world

Technical-Vocational Livelihood Education: Emerging Trends in Contextualised Mathematics Teaching

Technical-Vocational Livelihood Education (TVLE) Strategies and Indicators (S&Is) are the strategic procedures needed to come up with a well-informed contextualised learning instruction. This study is aimed at exploring the trends in Technical-Vocational Livelihood Education. The focus of this study is on soliciting relevant strategies and indicators (S&I) that can be utilised to develop a contextualised mathematics teaching module. S&Is in this study are consolidated from various experts in the field of curriculum contextualisation who were purposively selected from various regions representing the DepEd Manila, DepEd Mindoro, Marinduque, Romblon, and Palawan (MIMAROPA), DepEd Bicol region (Region 5), and DepEd Central Visayas (Region 7) recommended by the Department of Education (DepEd) Manila. Formal interviews and coding of consolidated experts’ experiences have passed through a qualitative thematic analysis to obtain a profound understanding of the strategies and indicators. After a thorough investigation of the information gathered, related studies, and theoretical reviews, the study resulted in the seven (7) stages of a contextualised mathematics teaching module such as 1) Planning, 2) Assessment of the curriculum guide and resources, 3) Collaboration and Consultative Meeting, 4) Crafting and Developing of the Contextualise Learning Modules/Lessons, 5) Implementation, 6) Monitoring, and 7) Evaluation and feedback. The first four (4) stages are the developmental phase cons Planning, Assessment, Collaboration, and Crafting of the working module (PACC). While, the remaining three stages to implement, monitor, and conducts of evaluation and feedback are on the validation phase. As module, the contextualised mathematics teaching can be utilised as a training guide for teachers in Technical-Vocational Livelihood Education strands of the K-12 curriculum. Further research may be conducted to validate the most appropriate modular approach in teaching specific subjects

Residents’ coping responses in collaborative housing during the COVID-19 pandemic. Applying Bhaskar’s four-planar social being to tackle the affordability-integration-health nexus

The COVID-19 pandemic was a global health, social and housing crisis. Citylockdowns, stay-at-home and social distancing requirements were preventiverestrictions increasing residents’ loneliness in regular housing stock. Collaborative housing is an alternative community-led housing form where people live in complete apartments whilst sharing common spaces and resources, enabling socializing and mutual support. The paper reflects on the process of applying Bhaskar’s four-planar social being for designing a methodology to evaluate residents’ coping responses in collaborative housing during the pandemic. The methodology includes iterative stages such as integrative literature review, refining the conceptual framework and research questions, designing, pilot-testing and improving mixed-methods data collection tools and collecting empirical data. Data analysis focuses on (a) residents’ material transactions with the common spaces and the neighbourhood, (b) social interactions between residents in everyday life, (c) social relations with institutions and (d) the stratification of personality, which for this paper implies how residents influenced each other’s motivations, habits and agency. This approach enabled analysis at the intersection of housing affordability, social integration and health. The paper sheds light on the pros and challenges of having critical realism as a foundation for inter- and transdisciplinary mixed-methods research

Graduate Catalog 2004-2006

A course catalog for graduate studies at Winona State University for 2004-2004.https://openriver.winona.edu/coursecataloggraduate/1005/thumbnail.jp

Graduate Catalog 2010-2012

A course catalog for graduate studies at Winona State University for 2010-2012.https://openriver.winona.edu/coursecataloggraduate/1000/thumbnail.jp

Graduate Catalog 2010-2012

A course catalog for graduate studies at Winona State University for 2010-2012.https://openriver.winona.edu/coursecataloggraduate/1000/thumbnail.jp