22,047 research outputs found
Implementing Guided Inquiry Learning and Measuring Engagement Using an Electronic Health Record System in an Online Setting
In many courses, practical hands-on experience is critical for knowledge construction. In the traditional lab setting, this construction is easy to observe through student engagement. But in an online virtual lab, there are some challenges to track student engagement. Given the continuing trend of increased enrollment in online courses, learning sciences need to address these challenges soon. To measure student engagement and actualize a social constructivist approach to team-based learning in the virtual lab setting, we developed a novel monitoring tool in an open-source electronic health records system (EHR). The Process Oriented Guided Inquiry Learning (POGIL) approach is used to engage students in learning. In this paper, we present the practice of POGIL and how the monitoring tool measures student engagement in two online courses in the interdisciplinary field of Health Information Management. To the best of our knowledge, this is the first attempt at integrating POGIL to improve learning sciences in the EHR clinical practice. While clinicians spend over 52% of a patient visit time on computers (called desktop medicine), there is very little focus on learning sciences and pedagogy to train clinicians. Our findings provide an approach to implement learning sciences theory to eHealth use training
Advances in Teaching & Learning Day Abstracts 2005
Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005
Curriculum renewal for interprofessional education in health
In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi
Problem-based learning in action: The development of The Virtual Health and Wellness Centre
Nursing education in Australia has undergone significant change over the past 30 years. Most notably, the transfer from a traditional apprenticeship model to that of a professional degree based course in the tertiary sector. Contemporary healthcare institutions demand graduates who are âwork readyâ and able to âhit the ward runningâ. The demographics of the Australian population indicate that groups of culturally diverse individuals are seeking healthcare along with an ageing population of Australians who have unique needs. The growing demand for more highly trained, work ready nurses has landed squarely on the shoulders of universities providing comprehensive nursing education. The problem now for nurse educators is to facilitate teaching and learning strategies that will engage the student nurse in processes that promote critical thinking and problem solving in the work place. While various models and curricula are in use across Australia in pre-registration nursing education, there is growing evidence to suggest that Problem-Based Learning (PBL) is perhaps the most suited to producing professionals who are able to problem solve and address the multiple demands of an ever changing environment. The introduction of a PBL curriculum will meet this demand. Here at Edith Cowan University, the School of Nursing Midwifery and Postgraduate Medicine has undertaken a pilot project introducing a web based resource to align with the introduction of a hybrid PBL curricula. Undergraduate nursing students undertaking the Bachelor of Science (Nursing) were given the opportunity to meet a paediatric patient in the Virtual Health and Wellness Centre. This virtual site enables nursing students to explore case study in various nursing areas such as paediatrics, critical care, medical/surgical and aged care. Students progress through a scenario which incorporates theory relating to anatomy and physiology, pathophysiology, pharmacology, psychosocial issues, research, professional issues and relevant nursing skills. Each scenario is formulated around a set of learning outcomes, which are evaluated by the student at the completion of the case study. During practical laboratory sessions students are able to contextualise their learning and seek informal peer feedback. The development of these case scenarios are context rich and built around the central aim of engaging students in self-directed learning. This discovery learning leads to higher comprehension and transferability of knowledge. Students will be able to practice the skills and theory in practical laboratory sessions which adds a functional dimension to the online material making the meanings derived from the combination of theory and practice more profound and âreal worldâ. Gibbon (2005) states that âin PBL we take a collection of information, pertinent to the problem. We learn a little about each and synthesise it to solve the problem, like a jigsawâ (p. 6
Kliinisen pÀÀtöksenteon oppiminen pelillisen simulaation avulla : Simulaatiopelien design-periaatteet
The aim of this study was to obtain knowledge about learning clinical reasoning through game-based simulation. This knowledge could be used in developing and embedding new learning methods for clinical reasoning in nursing education. Research has shown that nursing students lack knowledge and skills in detecting and managing changes in patientsâ clinical conditions. This is often due to insufficient clinical reasoning, and thus, educational organisations need to more effectively enable the development of clinical reasoning during education. Digitalisation in higher education is increasing, and the use of virtual simulations and, recently, serious games to support professional learning and competence development is growing. The purpose of this research was to generate design principles for simulation games and to design and develop a simulation game for learning clinical reasoning. Furthermore, the purpose was to investigate nursing students learning through gaming.
A design-based research methodology was used: iterative cycles of analysis, design, development, testing and refinement were conducted via collaboration among researchers, nurse educators, students, programmers, 3D artist and interface designers in a real-world setting. Mixed research methods were used.
The results indicated that games used to provide significant learning experiences for nursing students need to share some of the characteristics of leisure games, especially visual authenticity, immersion, interactivity and feedback systems. In terms of the clinical reasoning process, students improved in their ability to take action and collect information. The findings showed that usability, application of nursing knowledge and exploration are the aspects of a simulation game that have the greatest impact on learning clinical reasoning. It was also revealed that authentic patient-related experiences, feedback and reflection have an indirect effect on learning clinical reasoning.
This study provided opportunities to advance our knowledge of nursing studentsâ learning processes and experiences of learning clinical reasoning through game-based simulation. Its results add to the growing body of literature on game development in the field of nursing education by providing design principles for educational simulation games. The present study confirms previous findings and contributes additional evidence that suggests that game-based simulations are a valuable learning method for healthcare education. However, in order for serious games to add value to healthcare education, the essence of the profession needs to be built into the game, and here the contribution of healthcare professionals is priceless.Tutkimuksen tavoitteena oli tuottaa tietoa kliinisen pÀÀtöksenteon oppimisesta simulaatiopeliĂ€ pelaamalla sekĂ€ oppimiseen vaikuttavista tekijöistĂ€. Tuotettua tietoa voidaan hyödyntÀÀ kehitettĂ€essĂ€ uusia menetelmiĂ€ kliinisen pÀÀtöksenteon opetukseen. Aikaisempien tutkimusten mukaan sairaanhoitajaopiskelijoiden kliinisen pÀÀtöksenteon osaamisessa ilmenee puutteita erityisesti potilaan kliinisen tilan huononemisen havaitsemisessa ja ennaltaehkĂ€isyssĂ€. TĂ€mĂ€n vuoksi koulutusorganisaatioiden tulee entistĂ€ tehokkaammin edistÀÀ kliinisen pÀÀtöksenteon kehittymistĂ€ koulutuksen aikana. Virtuaalisimulaatioiden ja viime aikoina myös hyötypelien kĂ€yttö terveysalan koulutuksessa ammatillisen osaamisen vahvistamisessa on lisÀÀntynyt. TĂ€mĂ€n tutkimuksen tarkoituksena oli muodostaa design-periaatteet oppimista edistĂ€vĂ€n simulaatiopelin kehittĂ€miseen sekĂ€ suunnitella ja kehittÀÀ simulaatiopeli kliinisen pÀÀtöksenteon oppimiseen. LisĂ€ksi tarkoituksena oli tutkia sairaanhoitajaopiskelijoiden oppimista simulaatiopelillĂ€.
Tutkimuksessa toteutettiin design-tutkimuksen lÀhestymistapaa. Tutkimus toteutettiin sykleissÀ, joissa simulaatiopelin suunnittelu, kehittÀminen, testaaminen ja uudelleen suunnittelu vuorottelivat. Tutkimus toteutettiin tutkijoiden, hoitotyön opettajien ja opiskelijoiden sekÀ pelinkehittÀjien (ohjelmoijat, kÀyttöliittymÀsuunnittelijat ja 3D artisti) yhteistyössÀ aidoissa ympÀristöissÀ. Tutkimus oli monimenetelmÀtutkimus.
Tulosten mukaan merkittÀvÀt oppimiskokemukset edellyttÀvÀt, ettÀ oppimiseen tarkoitetuissa simulaatiopeleissÀ on hyödynnettÀvÀ viihdepelien ominaisuuksia kuten autenttisuus, immersiivisyys, interaktiivisuus ja palautejÀrjestelmÀt. Parhaiten opiskelijat kokivat oppivansa pelaamalla tiedon kerÀÀmistÀ ja hoitotyön toteuttamista. Tulosten mukaan oppimista simulaatiopeliÀ pelaamalla selittivÀt kÀytettÀvyys, hoitotyön tiedon kÀyttö sekÀ tutkiskelemalla oppiminen. LisÀksi oppimiseen vaikuttivat autenttiset potilaskohtaiset kokemukset, palautteen saaminen sekÀ reflektointi. Tutkimusprosessissa syntyneen tiedon pohjalta muodostettiin design-periaatteet simulaatiopelin kehittÀmiseen.
Tutkimus tuotti tietoa simulaatiopelejÀ pelaavien sairaanhoitajaopiskelijoiden oppimisprosesseista sekÀ oppimiskokemuksista. LisÀksi tutkimus osoitti, ettÀ terveysalan ammattilaisten osallistuminen pelinkehitykseen on korvaamatonta, jotta ammatin syvin olemus saadaan rakennetua sisÀÀn pelimekaniikkaan. Tutkimus tuotti tietoa oppimista tukevien pelien kehittÀmisestÀ, jota voidaan hyödyntÀÀ kehitettÀessÀ pelejÀ terveysalan koulutukseen sekÀ myös muille ammatillisen koulutuksen alueille
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Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report
Overview
This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools.
Aims and background
This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of studentsâ experiences of learning in higher education (pgs 9-11).
Methodology
The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) â the University of Strathclyde and Glasgow Caledonian University â and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27).
Key findings
âą Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments.
âą Most of the students owned their own computer or had access to a sibling or parentâs computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about.
âą Ownership of mobile phones was ubiquitous.
âą Whilst the studentsâ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low.
Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level.
âą Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs.
âą The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged.
âą The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas â pedagogical, socio-cultural, organisational and technological
The Comparative Study On The Effects Of Virtual Reality In The Application Of Case-Based Learning Approach While Studying The Human Heart
Nurses need a solid understanding of anatomy knowledge to perform nursing skills, to understand how diseases affect the body, to understand treatment for the patient and help them for documentation. While past research has focused on using virtual learning environments to teach anatomical structures of the human body, there has been limited research on how to teach clinical anatomy by using cases while using Virtual Reality (VR) technology. This quantitative research study aimed to investigate the effects of VR in the application of case-based learning approach on learners\u27 performance. The researcher compared two delivery modes (VR mode and paper-based mode) to analyze the learning gains of the participants. The participants also subjectively rated the mental load they used while studying the material. The researcher recruited twenty-nine nursing students from Midway University. No significant difference in the mean scores of both groups found while studying the anatomical structure of the mitral valve and two clinical cases. Moreover, the results indicated implementing a case study of either VR or paper-based mode was associated with significant gains in achievement which is supported by the other studies on case-based learning approach. Moreover, for both groups, there were no significant differences found in their intrinsic, extraneous and germane cognitive load while learning the material. The recommendations for further research include a larger sample, long-term retention, and opinions of faculty and students on VR-learning environment while studying clinical cases
Virtual patients in nursing education : teaching, learning and assessing clinical reasoning skills
Background: One challenge in nursing education is to teach nursing students to
apply their knowledge when dealing with clinical problems. Nurses who possess
effective clinical reasoning skills have more positive patient outcomes compared
to nurses with poor clinical reasoning skills. Clinical reasoning is therefore a
competence nursing students must acquire during nursing education. However,
the teaching, learning and assessment of clinical reasoning present challenges for
both learners and teachers, and more knowledge is needed about different methods
to support the training and assessment of clinical reasoning for nursing students.
Virtual patients are increasingly being used in nursing education as a way to teach,
learn and assess nursing studentsâ clinical reasoning competence.
Aim: This thesis aims to increase knowledge about how to design virtual patients
for the use of teaching and learning clinical reasoning for nursing students and
how to assess different aspects of nursing studentsâ competence regarding clinical
reasoning in encounters with virtual patients.
Method: Study I investigated which aspects of clinical reasoning should be
present in a virtual patient model and how that model should be presented
as a learning activity. The Outcome â Present State â Test (OPT) model was
chosen as a theoretical foundation for the development of a virtual patient
model. A multidisciplinary team used an iterative approach to design the
virtual patient model and virtual patient cases based on the OPT model.
Study II investigated nursing studentsâ experiences of using virtual patients
based on the model developed in study I. A quantitative-qualitative content
analysis utilising the text analysis program Gavagai Explorer was performed.
The focus of study III was to develop an assessment rubric aimed at assessing
nursing studentsâ clinical reasoning skills in encounters with virtual patients.
The Lasater Clinical Judgement Rubric (LCJR), based on the conceptual framework
of Tannerâs clinical judgment model, was chosen to serve as a model
for developing a new rubric. The method for developing the new rubric was a
combination of qualitative deductive content analysis and abductive analysis.
The focus of study IV was to determine the psychometric properties of the virtual
patient version of the rubric developed in study III. The psychometrics of the rubric
were examined using exploratory factor analysis.
Findings: In study I, the virtual patient Design Nursing Model (vpDNM) which
aimed to provide a structure for teachers when authoring virtual patients intended
for nursing education was developed. Study II identified seven topics reflecting
studentsâ experiences of using virtual patients in the context of learning activities,
and four topics relating to the context of assessment were identified. Overall,
students seemed to value virtual patientsâ ability to visualise clinical reasoning.
In study III, a rubric called the virtual patient version of LCJR (vpLCJR), which
aimed to assess nursing studentsâ clinical reasoning competences in encounters
with virtual patients was developed. Study III, showed that the vpLCJR can be used
for a structured assessment of nursing studentsâ clinical reasoning in encounters
with virtual patients. The results show that the rubric has the ability to capture
both levels and progress of studentsâ clinical reasoning.
Conclusions: A conclusion based on the results of studies I and II presented in
this thesis is that virtual patients based on the virtual patient design model are well
suited for teaching, learning and assessing nursing studentsâ clinical reasoning skills.
Using theory-anchored virtual patients adapted for nursing education could support
students in their development of clinical reasoning by making thinking strategies
and tactics used in reflective clinical reasoning more explicit. Virtual patients can
also be used for teaching and learning in connection with the documentation of
patient care and the accurate use of standardised terminologies in patient records.
Furthermore, the results also propose that a virtual patient based on the virtual
patient Design Nursing Model is well suited to be used in formative and summative
assessment, as well as for studentsâ self-assessment. A conclusion based on
the results of studies III and IV is that the developed rubric can be used to assess
different aspects as well as the levels and progress of nursing studentsâ clinical
reasoning. Furthermore, the vpLCJR provides both students and educators with a
defined set of performance criteria. The results also suggest that the vpLCJR is a
valid and reliable assessment instrument for nursing studentsâ clinical reasoning
in encounters with semi-linear virtual patients
Using Simulation and Critical Thinking in Speech-Language Pathology: A University Case Study
Abstract
Education is changing. Virtual learning is now a common occurrence. Along with this change, more and more virtual learning tools are being used in the educational setting. The American Speech-Language-Hearing Association (ASHA) has recognized this change and has modified certification standards to include clinical simulation experiences in graduate speech-language training programs. Along with this modification, critical thinking skills are an expected goal, not only in face-to-face experiences, but also in simulation experiences. Educators need to meet this expectation to ensure that future speech-language pathologists are fully prepared to make sound decisions within the clinical setting. Educators may benefit from the following suggestions in regards to the use of critical thinking skills within a clinical simulation experience
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