Self-Directed Learning Readiness of Baccalaureate of Science in Nursing (BSN) Students

One of the goals of nursing programs is to prepare students to be self-directed learners and assist them to meet the challenges in today\u27s healthcare environment. Self direction is critical for lifelong learning, and it is imperative that nurses continue their education in order to provide high quality and competent care to patients. Students enter nursing programs with learning styles already established. Nursing faculty presuppose that the learning environment will be mutually respected, collaborative, and supportive. A clash between student learning styles and faculty teaching styles can have a great impact on the ultimate success of the student. This study focused on the self directed learning (SDL} readiness of baccalaureate of science in nursing (BSN) students. A convenience sample of BSN students in designated classes participated in a paper/pencil survey that measured self-directed learning readiness. The statistical analysis of the questionnaire which was completed by sixty nursing students, ten from each semester level, sophomore, junior and senior, found that age was the leading factor in self directed learning. Results identified the level of student readiness for SDL and assisted faculty to identify teaching methods that could be incorporated into the curriculum to more effectively meet the students\u27 learning needs

Teaching a distance higher education curriculum behind bars: challenges and opportunities

The provision of education that is both effective and relevant to the needs of students within prison is challenging on a number of levels. The uniqueness of prison culture with a regime characterised by a focus on security measures such as lock-downs and head counts constrains the possibilities for learning. The absence of a supportive learning environment together with an emphasis on punishment rather than rehabilitation has the effect of marginalising education in prison so that ‘education’ has come to be seen by some as ‘off limits’. Education in basic skills such as literacy and numeracy that contributes to ‘life skills’ is given priority. In contrast, access to higher education is more problematic with this generally perceived by both prisoners and prison staff as an ‘elite’ activity. This article adopts a case study approach to consider the barriers to higher education distance learning in the prison setting. It focuses on the practical and organisational constraints faced by educators in their efforts to help students in prison negotiate the different worlds of prison and higher education. It also highlights the value of one-to-one tutorial support in facilitating learning in less than optimum teaching conditions

Driving departmental change through evaluation: Some outcomes and problems

This paper identifies the ways in which a three‐year technology‐based learning and teaching project has addressed the issue of catalysing departmental change. In order to promote change at this level, it is necessary to relate the accepted learning and teaching parameters of specific disciplines to meaningful evaluation data of student and staff perceptions, in an attempt to broaden the understanding of academic staff. Thus, a number of factors become important to the process of change including: supportive role models within departments; forging feasible departmental implementation plans; utilizing support staff with a technical and pedagogical awareness; and fully involving students in curriculum development and design. Inhibitors to change also need to be noted, for instance: time‐management; resource and training allocation; and a lack of managerial support. However, the creation of a supportive structure which highlights good practice is fundamental in gaining uptake of materials and in changing perceptions. An acceptance of staff development needs in the light of the objectives of both the student and the curriculum is required This holistic approach provides a suitable environment for the symbiosis between learning and teaching to develop

How to become an expert educator: A qualitative study on the view of health professionals with experience in patient education

Background: Health professionals with the level of competency necessary to provide high-quality patient education are central to meeting patients' needs. However, research on how competencies in patient education should be developed and health professionals trained in them, is lacking. The aim of this study was to investigate the characteristics of an expert educator according to health professionals experienced in patient education for patients with coronary heart disease, and their views on how to become an expert educator. Methods: This descriptive qualitative study was conducted through individual interviews with health professionals experienced in patient education in cardiac care. Participants were recruited from cardiac care units and by using a snowball sampling technique. The interviews were audiotaped and transcribed verbatim. The data were analyzed with thematic approaches, using systematic text condensation. Results: Nineteen Icelandic and Norwegian registered nurses, physiotherapists, and cardiologists, who had worked in cardiac care for 12 years on average, participated in the study. Being sensitive to the patient's interests and learning needs, and possessing the ability to tailor the education to each patient's needs and context of the situation was described as the hallmarks of an expert educator. To become an expert educator, motivation and active participation of the novice educator and a supportive learning environment were considered prerequisites. Supportive educational resources, observation and experiential training, and guidance from experienced educators were given as examples of resources that enhance competence development. Experienced educators expressed the need for peer support, inter-professional cooperation, and mentoring to further develop their competency. Conclusions: Expert patient educators were described as those demonstrating sensitivity toward the patient's learning needs and an ability to individualize the patient's education. A supportive learning environment, inner motivation, and an awareness of the value of patient education were considered the main factors required to become an expert educator. The experienced educators expressed a need for continuing education and peer support.Central Norway Regional Health AuthorityPeer Reviewe

How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory

Purpose: Internalization of students’ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Methods: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more ‘human centred’ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. Conclusion: This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery

Opiskelijoiden näkemykset oppimista tukevasta, innovatiivisesta ja nykyaikaisesta oppimisympäristöstä : case: Lohjan kampussuunnitelma

Tämän opinnäytetyön tarkoituksena oli tutkia, millaisia ovat opiskelijoiden näkemykset oppimista tukevasta, innovatiivisesta ja nykyaikaisesta oppimisympäristöstä. Laurean tilat Lohjalla eivät vastaa tämänhetkisiä tarpeita, ja päätös uusiin tiloihin siirtymisestä on tehty. Tutkimuksen tavoitteena oli tuoda esille ne asiat, jotka opiskelijat kokevat tärkeiksi oppimisympäristöissä. Keskeiset teemat, joita tutkimus koski, olivat fyysinen oppimisympäristöympäristö, virtuaalinen oppimisympäristö sekä sosiaalinen oppimisympäristö. Toimeksiantajana työlle toimi Laurea-ammattikorkeakoulu ja opinnäytetyötä tullaan hyödyntämään Lohjan tulevan kampuksen suunnittelussa ja toteutuksessa. Työn tietoperusta muodostui oppimisympäristöjä koskevasta kirjallisuudesta. Oppimisympäristöt muodostuvat fyysisestä, virtuaalisesta sekä sosiaalisesta ulottuvuudesta. Lisäksi tietoperustassa käsiteltiin nykyaikaisia oppimiskäytäntöjä. Tietoperustan tarkoitus oli avata oppimisympäristö-käsitettä, ja sitä miten oppimista tapahtuu sekä esittää näiden asioiden välille muodostuva yhteys. Lisäksi tietoperustassa luotiin katsaus Laurean strategiasta sekä oppimistavoista ja oppimisympäristöistä. Varsinainen tutkimus suoritettiin teemahaastatteluina marras-joulukuussa, ja kaikki haastatteluista kertynyt aineisto litteroitiin analyysin helpottamiseksi. Haastateltavina oli 10 lohjalaista opiskelijaa, joista kuusi oli liiketalouden opiskelijoita ja neljä sosiaali- ja terveysalan opiskelijoita. Haastateltavien joukko edusti molempaa sukupuolta ja opintojen eri vaiheessa olevia opiskelijoita. Nykytiedon mukaan oppimisen tavat ovat muuttuneet, ja sen vuoksi opetustapoihin sekä tiloihin on tehtävä muutoksia. Tämän tutkimuksen tulosten perusteella opiskelijoiden näkemykset oppimista tukevasta, innovatiivisesta ja nykyaikaisesta oppimisympäristöstä noudattavat olemassa olevan tutkimuskirjallisuuden linjauksia: oppimisympäristöjen tulee olla vuorovaikutusta tukevia, joustavia, avoimia, rentoja sekä valoisia. Niissä tulisi olla sopivasti tilaa ryhmä- ja yksilötyölle sekä hiljaiselle ja äänekkäämmälle tekemiselle. Lisäksi tiloihin pitäisi olla mahdollista päästä myös iltaisin ja viikonloppuisin. Nykyaikainen kampus ei tämän tutkimuksen tulosten mukaan tarkoita välttämättä uusinta teknologiaa. Teknologian osalta haastateltavat pitivät tärkeimpinä nykyisten järjestelmien toimivuutta ja tarpeeksi suurella kapasiteetilla varustettua langatonta lähiverkkoa. Sosiaali- ja terveysalalle toivottiin uudempaa teknologiaa simulaatiotilanteen tueksi. Pääasiassa opiskelijoiden näkemykset tulevasta kampuksesta olivat samansuuntaisia koulutussuuntauksesta riippumatta.The purpose of this thesis was to investigate what kind of insights students have concerning learning supportive, innovative and modern learning environment. Facilities of Laurea Lohja do not respond to current needs and therefore decision to move to new premises has been made. The aim of the study was to disclose factors that students consider important in learning environments. Essential themes of the study were physical learning environment, virtual learning environment and social learning environment. The commissioner of this work was Laurea University of Applied Sciences and the outcome of this thesis will be utilized in planning and engineering of forthcoming campus of Lohja. Factual basis of the thesis was based on literature concerning learning environments. Learning environments consist of physical, virtual and social dimensions. Additionally, factual basis covered modern learning methods. The purpose of the factual basis was to establish the concept of learning environment and how learning actually happens, as well as to express the connection that is formed between these two factors. Additionally, factual basis gave an insight into Laurea’s strategy, learning methods and learning environments. The actual study was performed by semi-structured interviews during November and December. All collected material was transcribed in order to make analysis easier. 10 students from Lohja were interviewed: six of them being business management students and four of them being nursing students. The interviewees represented students of both genders and students being in different phases of their studies. According to current knowledge ways of learning have been altered and therefore teaching methods and facilities needs to be changed. Based on the results of this study, students’ insights for learning supportive, innovative and modern learning environment correspond to the existing research literature; learning environments should be interaction supportive, flexible, open, relaxed and bright. They should have adequate space for teamwork and individual working as well as space for silent and louder work. Additionally, it should be possible to enter the premises during night time and weekends. According to results of this study modern campus does not necessarily require the latest technology. Regarding technology, the interviewees considered as most important things the functionality of existing systems and wireless local network with adequate capacity. For social and healthcare sector, a newer technology was desired to support simulated situations. Primarily the students’ insights for forthcoming campus were parallel regardless of their educational orientation

Building a digital library : what to expect as a technology project manager on a library construction project

The Taylor Family Digital Library is the central library opened in 2011 at the University of Calgary dedicated to supporting digital scholarship, creativity, analysis and a supportive learning environment for students. The new building is a technologically advanced converged cultural institution, with mandates to continually evolve in order to meet the needs of students and researchers. The infrastructure to support these mandates required research, collaboration and intense planning, resulting in new construction and technology standards for library renovation and construction projects. This pragmatic article is written for those who will follow in similar footsteps; it provides a roadmap for those embarking on the construction of a new technologically advanced library building

Racism, anti-racist practice and social work: articulating the teaching and learning experiences of Black social workers

In the mid 1990s a Black practice teacher programme was established in Manchester and Merseyside with the primary aim to increase the number of Black practice teachers in social work organisations, and in turn provide a supportive and encouraging learning environment for Black student social workers whilst on placement. In the north‐west of England research has been undertaken, to establish the quality of the practice teaching and student learning taking place with Black practice teachers and students. This paper is an exploration of the ideas generated within the placement process that particularly focused on the discourse of racism and ant‐racist practice. Black students and practice teachers explain their understanding of racism and anti‐racist practice within social work. From the research, the paper will critique some of the ideas concerning anti‐racism. In particular, it will question whether anti‐racist social work practice needs to be re‐evaluated in the light of a context with new migrants, asylum seekers and refugees. It will concluded, by arguing that whilst the terms anti‐racism, Black and Minority Ethnic have resonance as a form of political strategic essentialism, it is important to develop more positive representations in the future

The application of combined momentum and blade element theory for aerodynamics performance analysis of rotating blades

In this thesis, a simulation package for the Six Degrees of Freedom (6DOF ) motion of an underwater vehicle is developed. Mathematical modeling of an underwater vehicle is done and the parameters needed to write such a simulation package are obtained from an existing underwater vehicle available in the literature. Basic equations of motion are developed to simulate the motion of the underwater vehicle and the parameters needed for the hydrodynamic modeling of the vehicle is obtained from the available literature. 6DOF simulation package prepared for the underwater vehicle was developed using the MATLAB environment. S-function hierarchy is developed using the same platform with C++ programming language. With the usage of Sfunctions the problems related to the speed of the platform have been eliminated. The use of S- function hierarchy brought out the opportunity of running the simulation package on other independent platforms and get results for the simulation. Keywords: Underwater Vehicle Simulation, Virtual Reality Modeling Language (VRML ), MATLAB S-function, Simulink, C++, 6DOF

School Climate: Practices for Implementation and Sustainability

The National School Climate Center (NSCC) School Climate Practice Briefs -- Practices for Implementation and Sustainability -- present the latest in research and best practice for effective school climate reform from leading experts. The 11 issues selected to be included in this set of Practice Briefs are based on NSCC's decade-long work with the entire academic community -- teachers, staff, school-based mental health professionals, students and parents -- to improve a climate for learning.These School Climate Briefs for Implementation and Sustainability focus on both the "what?" - what are the foundational standards, research and measurements of school climate; and the "so what?" - what practices individuals, schools and communities can employ to measure and improve school climate for maximum impacts. We encourage a review of the entire set of Briefs as they demonstrate how school climate aligns with current opportunities and challenges schools face to ensure quality, safe, equitable and engaging environments for students and adults