Perancangan Board Game Sebagai Media Penanaman Moral Bagi Anak Usia 6-9 Tahun Melalui Pendekatan Pendidikan Agama Kristen

Dengan adanya moral, manusia dapat menjalankan fungsi sebagai makhluk sosial dan ekonomi. Kemudian dilakukan sebuah penelitian untuk mendapatkan solusi dengan cara mengumpulkan data primer dan sekunder. Penulis merancang board game untuk menanamkan moral anak melalui pendekatan agama Kristen dengan topik khusus (toleransi dan kepedulian sosial) dengan genre christian’s children board game, khususnya untuk anak usia 6-9 tahun, memberi pengalaman perjalanan pelayanan Yesus melalui tantangan dan aktivitas rohani. Board game The Sheepo Adventure ini telah diuji coba dan memberikan dampak yang baik bagi anak. Board game The Sheepo Adventure dikembangkan menjadi kategori moral yang lain, sehingga anak-anak dapat bermain dan belajar mengenai topik moral lainnya

Simulated Interprofessional Team Learning with Nursing and Pharmacy Students

Simulated Interprofessional Team Learning with Nursing and Pharmacy Students. Background: Although healthcare students are exposed to simulation learning (SL) to develop profession specific education, the use of uni-professional SL is no longer adequate as students enter clinical settings where teams work together for optimal patient care1,2, As the roles of registered nurses and pharmacists frequently overlap, future practitioners need opportunities to practice interprofessional collaboration2. Research question/Hypothesis: Guided by a pilot project2 and after receiving ethical approval from the Research Ethics Board, the study examined the feasibility of integrating interprofessional SL into existing nursing and pharmacy courses and expected that SL would be well received by students, and would not require additional resources. Method: Beginning with a high-fidelity simulation (HFS) nursing scenario, nursing students led the SL while pharmacy students participated. Pharmacy students then led a standardized patient community-focused scenario while nursing students participated. During debriefing, students discussed the professionals' roles and opportunities to collaborate for optimal patient care. Students also completed the Interprofessional Attitudes Scale (IPAS)3. Results: A total of 184 students participated. Most students (n = 182; 98%) were satisfied with the SL experiences, and reported greater role clarification of the other profession. Almost all participants (n = 180; 97%) felt better prepared for collaborating with the other healthcare profession in a clinical setting. An unexpected course change was required to accommodate the scheduling for the nursing students, requiring additional resources. Conclusion: This research demonstrated that nursing and pharmacy students were receptive to the SL experiences and felt better prepared to collaborate with other professions. However, creating this opportunity was challenging given the differing schedules of the programs. Coordination of schedules is recommended to help provide future educational opportunities for students to practice interprofessional collaboration

A broadly implementable research course in phage discovery and genomics for first-year undergraduate students

Engaging large numbers of undergraduates in authentic scientific discovery is desirable but difficult to achieve. We have developed a general model in which faculty and teaching assistants from diverse academic institutions are trained to teach a research course for first-year undergraduate students focused on bacteriophage discovery and genomics. The course is situated within a broader scientific context aimed at understanding viral diversity, such that faculty and students are collaborators with established researchers in the field. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) course has been widely implemented and has been taken by over 4,800 students at 73 institutions. We show here that this alliance-sourced model not only substantially advances the field of phage genomics but also stimulates students\u27 interest in science, positively influences academic achievement, and enhances persistence in science, technology, engineering, and mathematics (STEM) disciplines. Broad application of this model by integrating other research areas with large numbers of early-career undergraduate students has the potential to be transformative in science education and research training

A Broadly Implementable Research Course in Phage Discovery and Genomics for First-Year Undergraduate Students

Engaging large numbers of undergraduates in authentic scientific discovery is desirable but difficult to achieve. We have developed a general model in which faculty and teaching assistants from diverse academic institutions are trained to teach a research course for first-year undergraduate students focused on bacteriophage discovery and genomics. The course is situated within a broader scientific context aimed at understanding viral diversity, such that faculty and students are collaborators with established researchers in the field. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) course has been widely implemented and has been taken by over 4,800 students at 73 institutions. We show here that this alliance-sourced model not only substantially advances the field of phage genomics but also stimulates students’ interest in science, positively influences academic achievement, and enhances persistence in science, technology, engineering, and mathematics (STEM) disciplines. Broad application of this model by integrating other research areas with large numbers of early-career undergraduate students has the potential to be transformative in science education and research training

Simulated Interprofessional Team Learning with Nursing and Pharmacy Students

Simulated Interprofessional Team Learning with Nursing and Pharmacy Students. Background: Although healthcare students are exposed to simulation learning (SL) to develop profession specific education, the use of uni-professional SL is no longer adequate as students enter clinical settings where teams work together for optimal patient care1,2, As the roles of registered nurses and pharmacists frequently overlap, future practitioners need opportunities to practice interprofessional collaboration2. Research question/Hypothesis: Guided by a pilot project2 and after receiving ethical approval from the Research Ethics Board, the study examined the feasibility of integrating interprofessional SL into existing nursing and pharmacy courses and expected that SL would be well received by students, and would not require additional resources. Method: Beginning with a high-fidelity simulation (HFS) nursing scenario, nursing students led the SL while pharmacy students participated. Pharmacy students then led a standardized patient community-focused scenario while nursing students participated. During debriefing, students discussed the professionals' roles and opportunities to collaborate for optimal patient care. Students also completed the Interprofessional Attitudes Scale (IPAS)3. Results: A total of 184 students participated. Most students (n = 182; 98%) were satisfied with the SL experiences, and reported greater role clarification of the other profession. Almost all participants (n = 180; 97%) felt better prepared for collaborating with the other healthcare profession in a clinical setting. An unexpected course change was required to accommodate the scheduling for the nursing students, requiring additional resources. Conclusion: This research demonstrated that nursing and pharmacy students were receptive to the SL experiences and felt better prepared to collaborate with other professions. However, creating this opportunity was challenging given the differing schedules of the programs. Coordination of schedules is recommended to help provide future educational opportunities for students to practice interprofessional collaboration