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

Towards the Development of a Framework for the Inclusion of Peer Assessment in Irish Medical Science Undergraduate Education

Assessment of learning is integral to all programmes in Higher Education (HE). While one purpose of assessment is to confirm achievement of standards, another is to support student learning. When educational programmes adopt an assessment strategy that is inclusive of ‘assessment for learning’ the role of assessment supporting learning can be expanded and sustained more effectively. Peer Assessment (PA) is an example of an assessment approach that can support and enrich student learning. The advantages and benefits of PA are strongly established in the published literature. This research study aimed to investigate and develop a framework for the inclusion of Peer Assessment (PA) for Medical /Biomedical Science programmes in the Republic of Ireland (RoI). In order to achieve the research aim, a comprehensive knowledge and understanding of current practices with respect to assessment was necessary. This study utilised a mixed method approach that reports the experiences and opinions of students and staff with respect to assessment and PA, from the three Medical/Biomedical Science programmes. Student and staff questionnaires, staff interviews and documentation analysis comprised the methods and a phased sequential approach was adopted. Analysis of the findings from the empirical data from this study, discussed in light of the literature analysis in the area of assessment and PA, led to the development of the Pragmatic Peer Assessment Framework (PPAF). As Irish medical science undergraduate education is formally regulated, it is proposed that there is a need for PA to be introduced in a measured and controlled manner, as my framework delineates. The findings from my study demonstrate that it is warranted that these programmes be more inclusive of ‘assessment for learning’ and the adoption of the PPAF is one way in which this can be achieved. The purpose of the PPAF is to provide a practical set of guidelines for educators in Medical/Biomedical Science to implement and embed formative learning strategies in their curricula that in turn enhance the educational experience for all learners

A survey of standards and requirements for school counselors and deans of women.

Thesis (Ed.M.)--Boston Universit

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

Peer Assessment in Medical Science: An exploration of one programme’s approach to peer assessment including staff and student perceptions

Assessment in Higher Education (HE) is widely accepted as fundamental to the learning process. The assessment strategy employed in a programme plays a major role in how, what and when students engage and as such influences the depth of learning that occurs. A well-structured holistic approach to assessment within a programme can be of a major benefit to both students and academics. The use of Peer Assessment (PA) and other more formative tools assists in the development of self-directed independent learners. A critical evaluation of the effectiveness of programme assessment strategies and methodologies involves the analysis of the current practice and the perceptions of all involved. As a starting point in the development of a framework for the cohesive inclusion of PA in the B.Sc(Hons) Medical Science degree programme in GMIT this paper presents an exploratory review of the current assessment methodology in use. Methodologically, following a documentary analysis approach, the programme’s module descriptors were reviewed for content related to assessment methods in use. Staff and students of the programme were both surveyed to gain an insight into current practice and to document students’ perceptions of their experience of assessment and of peer assessment in particular. The main findings demonstrated a marked lack of transparency and detail in relation to assessment strategy in the module documentation. Staff are using diverse assessment methods in this programme, including PA, albeit at individual module level. Students’ perceptions and experiences of assessment and PA is overall positive. The programme and the students would benefit from a more structured programmatic approach to the inclusion of PA

Development of a psychological test battery for sexual offenders against children : responses by university students with various instructional sets including the simulation of sexual offenders

xiii, 225 leaves : ill. ; 28 cm.Includes abstract and appendices.Includes bibliographical references (leaves 114-122).It is well accepted that alleged sexual offenders and sexual offenders against children deny or minimize their offenses during assessment because they believe that honest disclosure will result in negative consequences for them. This defensive test taking attitude makes it difficult to identify offenders as such, and to collect information about offenders as a whole. One hundred and twenty university students were administered a battery of questionnaires under conditions of anonymity. Thirty males were instructed to respond to the questionnaires as if they were guilty of a sexual offense and facing sentencing (Guilty Group), 30 males were instructed to respond as if they were charged but innocent of the alleged sexual offense (Innocent Group), and 30 males (Male Control Group) and 30 females (Female Control Group) were instructed only to respond truthfully. The responses of the four groups were significantly different in regard to socially desirable responding, their reports of cognitive distortions regarding adult-child sexual contact, their feelings of empathy for victims of sexual assault, and their acceptance of rape myths and interpersonal violence. (Abstract shortened by UMI.

Beyond ‘Innocents Abroad’: Reflecting on Sustainability Issues During International Study Trips

With ecosystems and populations in many regions threatened by rapid development, sustainability is a critical component for businesses in mature markets and emerging economies alike. The International Association of Jesuit Business Schools notes that global sustainability involves a broad set of interconnected issues ranging from environmental preservation to social justice to desirable production and consumption patterns. Jesuit business schools are uniquely positioned to address sustainability issues with their focus on teaching managerial content in tandem with corporate social responsibility. Further, the Ignatian Pedagogy Paradigm of experience, reflection, and action would suggest that business students may benefit from reflective observation in support of learning about sustainability.In this paper, we examine the international study trip as an opportunity for students to learn about sustainability, with results suggesting that student understanding about the broad sustainability domain may be enhanced through the study abroad experience. We discuss how two classes of primarily American MBA students traveling to emerging markets (one class to Santiago, Chile and one class to Johannesburg, South Africa) were able to connect local business practices with economic and social as well as environmental sustainability issues, enhancing both student engagement and learning outcomes. Further, these students’ sustainability experiences while in an unfamiliar environment provided the opportunity to apply the potentially transformative experience, reflection, and action components of the Ignatian Pedagogy Paradigm. Compared to similar graduate business students enrolled in regular classes, we argue that these students discerned deeper connections with the economic, social, and environmental issues of sustainability

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