Use of ubiquitous 360° learning environment enhances students’ knowledge in clinical histotechnology:a quasi-experimental study

Abstract Higher education is changing from electronic and mobile learning toward ubiquitous learning and ubiquitous learning environments. A ubiquitous learning environment combines real-life learning situations with digital learning resources by using spherical 360° panorama images, mobile devices, wireless networks, functional objects and sensing technologies. In this study, a ubiquitous 360° learning environment was used for clinical histotechnology studies in three universities of applied sciences. The aim was to compare the differences in students’ histotechnological knowledge between and within an experimental group utilizing a ubiquitous 360° learning environment (ULE) and a control group utilizing a web-based learning environment (WLE) before and after their studies. In total 112 biomedical laboratory science degree students participated voluntarily in this study. The participants were divided into experimental (n = 60) and control groups (n = 52). The students’ knowledge of histotechnology was tested at the beginning and the end of the course by using an evaluation instrument developed in this study. The participants in the experimental group possessed stronger knowledge when compared to students in the control group. Significant differences were defined when interactions between time, group and test scores were analyzed. The students in the experimental group achieved significantly better and their level of knowledge increased significantly. Based on the results, it can be concluded that the use of a ubiquitous 360° learning environment enhances learning and can be used as an effective method in histotechnology studies

Culturally and linguistically diverse healthcare students’ experiences of the clinical learning environment and mentoring:a qualitative study

Abstract Development of educators’ and students’ global competence in higher education is increasingly important due to internationalization. Internationalization significantly influences healthcare education through an increase in the mobility of students. When conducting clinical practice in healthcare education, culturally and linguistically diverse healthcare students face the challenges of having limited learning opportunities and social isolation. Further investigation is required of students’ experiences in this area while asking them to share their experiences. This study aimed to describe students’ experiences of clinical learning environment and mentoring. A qualitative research design was used during 2013–2016. Data were collected from 133 culturally and linguistically diverse healthcare students, including exchange students and students studying in English language-taught degree programmes at eight Universities of Applied Sciences in Finland. Data were analysed using inductive content analysis. Students’ experiences were related to their mentors’ competence in mentoring, culturally diverse pedagogical atmosphere, and aspects of diversity that influence clinical learning. Students reported that they had experienced social isolation, discrimination, bullying, sexual harassment and prejudice during their clinical placements. These issues related to mistreatment of students need to be addressed. Also, structured clinical environments should be developed in which competent mentors assist students in reaching their clinical placement goals