The production and deployment of an on-line video learning bank in a skills training environment

This paper describes the introduction of videos as aids in clinical skills teaching. Although the process explored focuses on a nursing clinical skills environment it is relevant to many other disciplines. With the introduction of the pre-registration degree in nursing in Ireland in 2002, the formerly hospital-based schools of nursing amalgamated into larger programmes with their affiliated higher education institutes (HEIs). The result was a considerable increase in class sizes. The current average annual cohort in the School of Nursing, Dublin City University (DCU) is 240 students. This has resulted in a need to review the way we teach clinical skills on campus. These skills form a large part of the programme and are taught to students in the school-based simulated nursing environment to prepare them for their practical experience in the clinical environment. Until 2006 the skills had been taught to groups of 25-30 students using a demonstration and practice technique. This teaching method has posed a number of problems: •Learning experiences vary depending on the mix of demonstration and practice in each session. •It can be difficult for students to absorb all of the information presented in a single demonstration. •It is highly resource intensive. It was decided that video technology incorporating a large scale deployment of skills videos over a video web server, in conjunction with a shift in emphasis in the teaching contact sessions could offer a useful tool to aid the teaching process. This paper will discuss the production process, the implementation of the project in the teaching environment and the evaluation findings

Engaging large cohorts of students in online formative assessment to reinforce essential learning for summmative assessment

Assessing large numbers of students is a challenging prospect for educators; they must identify suitable assessment methods to establish that students have achieved the desired learning outcomes, but must also meet tight deadlines for marking, moderating and submitting results. In view of this we developed a new assessment strategy with the aim of replacing a paper-based quiz with online formative and summative quizzes. The rationale for introducing these quizzes is outlined together with a description of the planning, development and implementation process. The advantages of this innovation are discussed in light of relevant literature. The changes made allow a more flexible, student centred approach that fosters student engagement, reinforces essential learning, eliminates errors in marking, and reduces the resources and time required to run the assessment. This strategy to use online quizzes with structured for both formative and summative assessment is pedagogically sound and offers many benefits that stimulate learning and student engagement

Effectiveness of simulation on promoting student nurses management skills

The purpose of this study was to explore the effectiveness of simulation on promoting student nurses management skills. A review of the literature suggests that newly qualified nurses are not adequately prepared for their role as staff nurse. Deficits in management skills are the main areas of concern for both newly qualified staff and hospital employers. Consequently, all involved in students’ clinical learning environment are charged with the responsibility to devise sound innovative and effective teaching methodologies to prepare students for their role as staff nurse upon registration. A simulation exercise was conducted in Dublin City University by the Clinical Education Centre project team for fourth year general undergraduate student nurses. The main focus of the simulation was to promote consolidation of knowledge in the areas of organisation and management of patient caseload, clinical practice, and communication, legal, ethical and professional issues. A qualitative and quantitative approach was used for this study. Ninety students participated in the simulation exercise and 68 completed the questionnaire. Six focus group interviews were conducted with 15 students in each group. Results identified that simulation is a realistic and enjoyable way of learning and helped prepare students for their clinical role as staff nurse. Students indicated that they felt the exercise had helped them to consolidate their previous knowledge, felt more confident and were able to determine their own learning needs. However, participating in the simulation exercise was also seen as a stressful experience for some students. In conclusion, simulation used as an educational strategy running parallel and closely linked with clinical experience, is a powerful tool to prepare students for their role as staff nurse. It allows students to reflect on and learn from their strengths and weakness promoting improvement on their management skills and enhancing nursing services

The production and deployment of an on-line video learning bank in a skills training environment

Context and Background: Nursing students are taught many skills to prepare them for their practical experience in the clinical environment. To date these skills have been taught to students using a demonstration and practice technique. This teaching method has a number of disadvantages: - it is highly resource intensive - learning experiences vary depending on the mix of demonstration and practice in each session - it can be difficult for students to absorb all of the information presented in a single demonstration. It was decided that video technology incorporating the deployment of a skills video bank over a web server, in conjunction with a shift in emphasis in the teaching contact sessions could provide a useful tool to aid the teaching process. Aim of the paper The aim of the paper is to disseminate our experiences of producing a large scale audiovisual learning package. The Production Process The first step involved the production of a video demonstrating a particular clinical skill, aseptic technique. This replaced the demonstration element of the skills session. Students viewed it online before the skills session and then spent the time allotted to this skill practising it under supervision. It was evaluated positively by students and the lecturer involved. As a result, a bank of 17 more videos focussing on fundamental skills within one first year module was developed in-house. The main focus of this paper will be on the production processes involved in this and its introduction into teaching practice

Engaging large cohorts of students in online formative assessment to reinforce essential learning for summmative assessment

Assessing large numbers of students is a challenging prospect for educators; they must identify suitable assessment methods to establish that students have achieved the desired learning outcomes, but must also meet tight deadlines for marking, moderating and submitting results. In view of this we developed a new assessment strategy with the aim of replacing a paper-based quiz with online formative and summative quizzes. The rationale for introducing these quizzes is outlined together with a description of the planning, development and implementation process. The advantages of this innovation are discussed in light of relevant literature. The changes made allow a more flexible, student centred approach that fosters student engagement, reinforces essential learning, eliminates errors in marking, and reduces the resources and time required to run the assessment. This strategy to use online quizzes with structured for both formative and summative assessment is pedagogically sound and offers many benefits that stimulate learning and student engagement

Engaging large cohorts of students in online formative assessment to reinforce essential learning for summative assessment.

Assessing large numbers of students is a challenging prospect for educators; they must identify suitable assessment methods to establish that students have achieved the desired learning outcomes, but must also meet tight deadlines for marking, moderating and submitting results. In view of this we developed a new assessment strategy with the aim of replacing a paper-based quiz with online formative and summative quizzes. The rationale for introducing these quizzes is outlined together with a description of the planning, development and implementation process. The advantages of this innovation are discussed in light of relevant literature. The changes made allow a more flexible, student centred approach that fosters student engagement, reinforces essential learning, eliminates errors in marking, and reduces the resources and time required to run the assessment. This strategy to use online quizzes with structured for both formative and summative assessment is pedagogically sound and offers many benefits that stimulate learning and student engagement

A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills.

E-learning is regularly promoted in higher education settings as a way of fostering more flexible approaches to learning. It has been argued however that the ‘potential benefits of new information and communication technology instruments in education’ have not been subjected to critical scrutiny (Debande 2004 p.192). This paper outlines a multi-method evaluation of an e-learning innovation designed to teach clinical skills to student nurses. Responding to the challenges of teaching clinical skills to large class sizes, we developed a set of instructional videos for one undergraduate skills-based module, which are now integral to that module and available online to students on a continuous basis. Evaluation suggests that students’ performance outcomes are unchanged. The students view the flexible and self-management aspects of this method of learning positively, with some attitudinal differences between male and female, and mature and non-mature students. However, it is best used to complement rather than replace lecturer demonstration, lending support to a ‘blended’ model (Collis and van der Wende 2002)

Dielectric properties of process cheese from 0.3 to 3 Ghz

Dielectric properties of 16 process cheeses were determined over the frequency range 0.3-3 GHz. The effect of temperature on the dielectric properties of process cheeses were investigated at temperature intervals of 10 degrees C between 5 and 85 degrees C. Results showed that the dielectric constant decreased gradually as frequency increased, for all cheeses. The dielectric loss factor (epsilon") decreased from above 125 to below 12 as frequency increased. epsilon' was highest at 5 degrees C and generally decreased up to a temperature between 55 and 75 degrees C. epsilon" generally increased with increasing temperature for high and medium moisture/fat ratio cheeses. epsilon" decreased with temperature between 5 and 55 degrees C and then increased, for low moisture/fat ratio cheese. Partial least square regression models indicated that epsilon' and epsilon" could be used as a quality control screening application to measure moisture content and inorganic salt content of process cheese, respectively. (c) 2005 Elsevier Ltd. All rights reserved.