Source: http://www.mdtmag.com/articles/2012/10/motors-take-cancer
Lunes, Nobyembre 19, 2012
Linggo, Nobyembre 18, 2012
Scripts: A Tool for Cognitive Rehearsal.
Journal of Continuing Education in Nursing; 12/01/2011
(AN 2011416073)
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(AN 2011416073)
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Tools for Assessing the Value of Medical Devices.
Medical Device Technology; 03/01/2009
(AN 37358553)
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(AN 37358553)
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Development of a Hybrid Simulation Course to Reduce Central Line Infections.
Journal of Continuing Education in Nursing; 05/01/2012
(AN 2011551391)
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Crossing professional barriers with peer-assisted learning: Undergraduate midwifery students teaching undergraduate paramedic students
Publication year: 2012
Source:Nurse Education Today
Gayle McLelland, Lisa McKenna, Jill French
Background Peer assisted learning (PAL) has been shown in undergraduate programmes to be as effective as learning from instructors. PAL is a shared experience between two learners often with one being more senior to the other but usually both are studying within the same discipline. Interprofessional education occurs when two or more professionals learn with, from and about each other. Benefits of PAL in an interprofessional context have not been previously explored. As part of a final year education unit, midwifery students at Monash University developed workshops for second year undergraduate paramedic students. The workshops focused on care required during and after the birth of the baby. Aim To investigate the benefits of an interprofessional PAL for both midwifery and paramedic students. Methods Data for this project were obtained by both quantitative and qualitative methods. Questionnaires were distributed to both cohorts of students to explore experiences of peer teaching and learning. Results were analysed using Statistical Package for Social Sciences (SPSS). Focus groups were conducted separately with both cohorts of students and transcripts analysed using a thematic approach. Findings Response rates from the midwifery and paramedic students were 64.9% and 44.0% respectively. The majority of students regardless of discipline enjoyed the interprofessional activity and wanted more opportunities in their curricula. After initial anxieties about teaching into another discipline, 97.3 (n Implications This study indicates both educational and professional benefits for undergraduate students from different disciplines having shared PAL activities.
Source:Nurse Education Today
Gayle McLelland, Lisa McKenna, Jill French
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Assessment of goals in problem-based learning
Publication year: 2012
Source:Nurse Education Today, Volume 32, Issue 8
Şeyda Özbıçakçı, Özlem Bilik, Şeyda Seren İntepeler
Assessing the learning goals set by faculty is an important part of problem-based learning (PBL). Students also develop individual and group goals during module tutorials. They choose learning activities and create a framework for their self-directed study in order to achieve these goals. This investigation analyzes perceptions of the depth of understanding that students acquire. The effects of setting learning goals by faculty and by students themselves are examined, and we explore differences within groups and within the different years in the program. Nursing students responded to a questionnaire indicating how well they thought they had understood new material, according to both the goals preset by the faculty and those developed by the students themselves. A five-point Likert scale was used for this. The findings indicate no significant difference between tutors' and students' evaluations of student level of understanding within the different years of the program. Students and tutors in all three years indicated that they achieved adequate or good understanding of learning goals. (Students: First year: 91.6%, second year: 76.5%, third year: 90.1%; Tutors: First year: 76.8%, second year: 65.7%, third year: 89.1%) These findings are useful for evaluation of PBL outcomes for curriculum committees. Based on these research results, our faculty curriculum committee has decided to give the students a list of faculty generated learning goals at the end of every curriculum module. The students then compare these with their own self-directed goals in feedback sessions with faculty members. These feedback sessions have been very popular with students.
Source:Nurse Education Today, Volume 32, Issue 8
Şeyda Özbıçakçı, Özlem Bilik, Şeyda Seren İntepeler
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