Relevant bibliographies by topics / Innovative nurse education courses

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Innovative nurse education courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Innovative nurse education courses"

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Flood, Jeanie, and Kathleen Commendador. "Using Avatars to Enhance Breastfeeding Education for Undergraduate Nursing Students." Clinical Lactation 6, no. 1 (February 2015): 35–39. http://dx.doi.org/10.1891/2158-0782.6.1.35.

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Maternal–child health courses must cover the perinatal period from preconception to postpartum. Nursing students must learn skills for labor support as well as postpartum care including the support and promotion of breastfeeding. Students have limited opportunities to practice lactation support skills during their clinical rotations, and their primary resource on breastfeeding is often the course textbook. For an undergraduate nursing course, an innovative educational strategy was developed using a series of breastfeeding scenarios with the incorporation of animated avatars. Each scenario connected to a larger case study similar to a day in the life of a postpartum nurse dealing with breastfeeding situations on the hospital unit. Students were given a list of links and breastfeeding resources beyond the course textbook they could use to address the scenarios.
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Makuch, Débora Maria Vargas, and Ivete Palmira Sanson Zagonel. "A PERSPECTIVA DO MUNDO DO TRABALHO NAS PROPOSIÇÕES CURRICULARES PARA FORMAÇÃO DO ENFERMEIRO." International Journal of Health Education 1, no. 1 (November 5, 2017): 13. http://dx.doi.org/10.17267/2594-7907ijhe.v1i1.1319.

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Introduction: The knowledge of the different aspects that interspersed the pedagogical project in higher education. Objective: to evaluate the trends of changes in the World of Work axis in the training of nurses in higher education institutions in Curitiba. Data collection took place through the application of the 'Strategic vision instrument for institutional development of undergraduate courses in the health area' by Focal Group. Results: In the World of Work axis, 88.9% of the schools reached the Advanced typology and 11.1% were Innovative with an Advanced trend. 9 Context Units have emerged. Conclusion: The studied schools take into account the breadth of the labor market for nurses. The Basic Health Care understood by the participants, as one of the most solid dimensions of performance, although conditioned to political and social issues. The curricular programs promote the discussion of the possibilities of insertion in the world of work in health, including the liberal or salaried practice. There is freedom of choice according to the professional specificities, personal affinities, entrepreneurship, market opportunities. The knowledge of the perspective of the work world favors changes in the curricular propositions for nurse training.
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Kropotova, Svetlana Vladimirovna, and Irina Aleksandrovna Muntyan. "Improvement of the system of additional professional education of specialists with secondary medical education." Medsestra (Nurse), no. 8 (July 21, 2021): 36–49. http://dx.doi.org/10.33920/med-05-2108-05.

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The purpose of the study the attitude of nurses to the existing system of advanced training and determine ways to optimize it. Results. An analysis of the opinions of nursing staff on improving the system of additional vocational education in accordance with personal needs showed that most of the students of advanced training courses expressed a desire to be present in the training process of practical health care professionals from large medical organizations using modern and innovative teaching methods; introduction of distance learning into the educational process of nursing staff with a flexible schedule and an individual student's plan; the use of modern and innovative technologies, methods and forms of professional and educational activities, formed taking into account the opinions of the students themselves; maintaining a high professional level of the teacher, the main qualities of which are the ability to motivate to study, maintain interest in the classroom and create a favorable psychological attitude. Conclusion. In improving the quality of medical care for patients, specialists with secondary medical education, in the development of new innovative technologies, additional professional education is a key resource, which goes along with the specialist throughout his entire professional activity and is able to adapt them to new professional requirements.
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Cole, Leslie G., Stephanie Turner, and Barbara Ann Graves. "Walking the Walk: Integrating Evidence Into Clinical Experiences." Creative Nursing 25, no. 2 (May 1, 2019): 148–53. http://dx.doi.org/10.1891/1078-4535.25.2.148.

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Professional nurses are called to provide nursing care using an evidence-based approach. Health-care professionals are challenged to break away from old traditions and search for ways to improve health. Evidence-based practice (EBP) must be threaded throughout nursing curricula to produce critically-thinking professional nurses who will be meeting new and significant health-care challenges. Nursing education must be grounded in the translation of current evidence into practice. Nurse educators must acknowledge the obstacles faced when teaching concepts of research to students who have chosen a practice-focused career. The words evidence-based practice may be intimidating to nursing students. Nurse educators must shift this paradigm to invite students to realize that EBP is an integral component of modern health care that bridges the gap between health-care practices and improved patient outcomes. Faculty in a baccalaureate Adult Health course developed a unique approach inviting students to apply evidence to their student clinical experiences. Survey results showed that this innovative approach increased students' “excellent” or “good” understanding toward EBP concepts from pre-implementation scores of 46% to post-implementation scores of 94%. This active learning strategy allows students to “walk the walk” of EBP rather than simply listen to the “talk.”
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Rosenthal, Marilynnm, and Anita Carlson. "Beyond CME: Diabetes Education Field-Interactive Strategies from Sweden." Diabetes Educator 14, no. 3 (June 1988): 212–17. http://dx.doi.org/10.1177/014572178801400313.

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The Diabetes Educational and Training Unit (DETU) at Karolinska Hospital is a permanent, continuing medical education unit working with general practitioners and nurse teams from Stockholm's neigh borhood health centers. It offers a two-week educational program four times a year, teaching a comprehensive approach to diabetes care. Evaluation research found that centers that had implemented the approach taught at the CME course had excellent staff rapport and produced patients who were more knowledgeable about their disease and better able to engage in self-care. As a result of this research, the Stockholm DETU has added innovative field- interactive strategies to stimulate centers that have not implemented the program. These strategies include techniques to enhance staff rapport, increase knowledge and interest in care for people with diabetes, and arrive at staff- determined approaches for organizing diabetes care. Initial evaluation of these strategies indicate encouraging results.
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Phillips, Candice, Kellie Bassell, and Laura Fillmore. "Storytelling And Reflective Pedagogy: Transforming Nursing Education Through Faculty Development." American Journal of Health Sciences (AJHS) 8, no. 1 (May 31, 2017): 7–18. http://dx.doi.org/10.19030/ajhs.v8i1.9953.

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Nurse educators require pedagogical approaches beyond traditional methods to facilitate student learning of new competencies to practice in complex health care environments. However, little direction is available about how to effectively transform education. The purpose of this quality improvement project was to develop and implement steps to initiate change in both systems and processes of teaching and learning; to provide an efficient, sustainable method to incorporate transformative pedagogies through innovative faculty development; and, to collect outcomes of an e-Learning course to support teaching, using Kirkpatrick’s 4-level Model. An innovative course using storytelling and reflective pedagogy was developed to guide faculty into a transformative learning experience to challenge assumptions, gather insights, and raise questions about teaching practices. Pre- and post-course surveys captured data across three levels: satisfaction, knowledge and skill acquisition, and change in behavior. Forty-five participants were initially evaluated, while 31 were eligible for evaluation at three months. Follow-up survey results yielded a 42% response rate. Pre- and post-surveys were analyzed using a two-tailed, dependent t-test. Significant gains were recorded across all three areas (p<0.05), with large to medium effect size noted using Cohen’s d. Follow-up surveys revealed a significant change in knowledge (p<0.05), whereas the skill and attitude effect change were not statistically significant (p<0.05). Results suggest storytelling and reflective pedagogy are effective for faculty to confront and resolve actual and desired teaching practices, and that faculty placed value on reflection to facilitate self-awareness, question assumptions, and nurture ideas about personal and professional growth.
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Henderson, Tammy L., Miriam Bender, Victor C. Joe, Patrick E. Thompson, and Mini Thomas. "574 A Nurse Educational Program to Promote Spiritual Care Delivery: Development and Pilot Testing." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S138—S139. http://dx.doi.org/10.1093/jbcr/irab032.224.

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Abstract Introduction Spiritual Care (SC) is crucial for the holistic care of patients. Findings from a needs assessment conducted on an 8-bed burn Intensive Care Unit (ICU) (n=34, 88% response rate) revealed 90.3% of nurses believed SC was important for the overall care of their patient, but only 13% felt confident to provide the religious care. Of the respondents, 77% had come across a time when they were unable to obtain SC for their patients. The survey revealed 39% were interested in obtaining education to enhance their provision of holistic care. Based on this data, we developed and pilot tested an innovative SC educational course to examine feasibility, learning, and preliminary outcomes. Methods The IRB-approved study involved a two-hour evidence-informed class developed by a burn nurse and chaplain. The course was offered on a voluntary basis for all nurses in the critical care division (5 units overall). The class consisted of PowerPoint presentation, case studies and practice utilizing spiritual care assessment tools. Data was collected before and after the class at one- and two-months post class completion. Results Participants (n=12) were mostly female (82%), Bachelors prepared (82%), affiliated as Christian (73%) and had not had spiritual education in the past (73%). Nurses also agreed the spiritual assessment tools were useful and they were confident using them. Mean total score for Nurses’ Spiritual Care Practice increased 14% over time. Practices with the largest increases included reading/offering spiritual writings to patients (67/57%) and documentation of meeting spiritual needs (40%). The Spiritual Care Perspective scale increased 7% overall with changes in the beliefs of SC being a significant part of Advanced Nursing Practice (ANP) (10% increase), the domain of APN includes SC (15% increase) and nurses should assist a patient in using his/her spiritual resources to cope with illness (9% increase). At 2-months post training, participants felt comfortable (4.25/5.0 and confident (4.0/5.0) providing SC. Conclusions SC is an essential element of holistic nursing practice that has become even more relevant in this pandemic year. Our 2-hour educational class was considered well organized, provided relevant education and tools for use, and increased nurses confidence, comfort, and documentation of providing SC to their patients.
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Craig, Christopher K., James E. Johnson, James H. Holmes, Steven A. Kahn, and Jeffery E. Carter. "Results From an Evidenced-Based Curriculum Design With Innovative Simulators to Prepare Providers in Caring for Those With Burn Injuries." Journal of Burn Care & Research 41, no. 6 (June 9, 2020): 1267–70. http://dx.doi.org/10.1093/jbcr/iraa089.

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Abstract Burn care and medical education have undergone dramatic changes. Trauma has over seven courses covering fundamentals, whereas burns has one. Our goal was to develop a course to meet the needs of healthcare professionals requiring more advanced burn management training. A survey was distributed to burn physicians, nurses, therapists, administrators, and survivors, to assess the perceived proficiency of those managing adult and pediatric patients. Procedure simulators were developed, and a course was designed and delivered. An after-course survey of participants captured how this course filled identified knowledge gaps. A total of 188 initial surveys were sent to individuals involved in burn care. A diverse pool of 109 individuals participated (58% response rate). Survey results by providers demonstrated the lowest self-rated proficiency scores at managing large pediatric burns and frostbite. Nonphysicians reported low proficiency in developing wound treatment algorithms, performing escharotomies, and aftercare/reintegration. Following rigorous curriculum development, the course was conducted, and after-course surveys noted students’ improved understanding of managing burn injuries, ability to troubleshoot, confidence to manage patients, and their recommending the course to a peer. Providing quality care beyond the initial assessment and stabilization of a burn-injured patient requires additional skills and knowledge. Providers that are uncomfortable or challenged in providing this care may benefit from additional training. Initial data show that a course, such as this one, provides the education necessary to fill the most commonly reported gaps in knowledge and skills. Further work is being invested to develop disaster management skills, assessment components, and further determine course validity
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Molzahn, Anita, Marjorie Macdonald, Elizabeth Banister, Laurene Sheilds, Rosalie Starzomski, Marilyn Brown, Lucia Gamroth, Lisiane Girardi Paskulin, and Denise Tolfo Silveira. "Challenges and opportunities in graduate nursing education by distributed learning in Canada and Brazil." Revista Gaúcha de Enfermagem 30, no. 4 (December 2009): 755–61. http://dx.doi.org/10.1590/s1983-14472009000400024.

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In this paper, the authors share their experience related to graduate nursing programs offered by distributed learning (DL) in Canada and Brazil. Although degrees offered by DL are often the subject of criticism, the authors' experience has been that learning outcomes have been very good. Nevertheless, a number of challenges and opportunities have been encountered including those associated with flexibility of the program, delivering practice courses at a distance, facilitating interaction, faculty workload and preparation and student support, Newer technologies that may assist in this effort are identified. Despite the challenges encountered, students rate the program highly and ongoing efforts are underway to ensure excellence of such flexible innovative graduate programs in nursing. The authors argue that despite the challenges, DL programs offer high quality graduate education that meets the needs of many nurses.
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López-Entrambasaguas, Olga María, María José Calero-García, Ana María Díaz-Meco-Niño, and José Manuel Martínez-Linares. "Quality Assurance in Nursing Education: A Qualitative Study Involving Students and Newly Graduated Nurses." International Journal of Environmental Research and Public Health 17, no. 1 (December 29, 2019): 240. http://dx.doi.org/10.3390/ijerph17010240.

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Background: Assuring quality training for future nursing professionals is essential to preserving population health and socio-economic development. Quality assurance in the European Higher Education Area places students in a leading role to transform and improve higher education programs. Therefore, an innovative way of reviewing strengths and weaknesses of the nursing education program of a Spanish university has been developed. Objectives: The aim of this paper was to explore the perceptions and opinions of nursing students and newly-qualified nurses regarding the contents of the nursing curriculum in order to improve its quality. Methods: Descriptive and exploratory qualitative research was carried out involving 12 newly-qualified nurses and 12 student nurses. Semi-structured interviews and focus groups were performed. Results: Based on the thematic analysis, two themes emerged: improving clinical practices and reviewing the theoretical curriculum. Conclusions: Among the improvements suggested by the participants, the most relevant ones were establishing a clear structure of learning contents in the practicum, and redistributing the European Credit Transfer and Accumulation System ECTS credits in various courses of the study program. However, additional evidence is needed prior to proceeding with any changes.
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Dissertations / Theses on the topic "Innovative nurse education courses"

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Fox, Stephanie, and n/a. "Learning and leaving : a study of the interrelationships among innovation in nursing education, professional attitudes and wastage from nursing." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060710.132455.

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The purpose of this study was to examine some of the interrelationships between innovation in nursing education, professional attitudes and wastage from nursing. Five groups of students who participated in innovative nurse education courses in A.C.T. hospitals in the 1970's were surveyed by a self administered questionnaire which gathered biographical data as well as attitudinal information. Their responses were compared with those of students who had undertaken a traditional nursing course at an A.C.T. hospital in the same period. The findings of this study suggested that the instrument used may provide a better measure of satisfaction with nursing than of professional attitudes. One of the unexpected findings from the survey which suggested the need for further study was that many of those who had undertaken further nursing study indicating apparent commitment to continuing education in a chosen career would not encourage others to enter nursing. Another was that those who indicated greater career choice commitment may in fact be those who felt unable to obtain alternative employment. It was found that innovation in hospital based nurse education courses attracted different people and produced graduates with different attitudes to professional issues,who followed different career pathways compared to graduates of traditional nurse education courses. Innovative courses appear to have attracted older and better qualified entrants and to have increased the likelihood of graduates being promoted. Respondents from the innovative courses showed increased interest in continuing education and Professional Association activity than their control group colleagues. They were more frustated with the traditional role of the nurse as the selfless, dedicated worker and were less commited to their career choice, overall these findings perhaps indicated a level of dissatisfaction with nursing higher in the innovative course graduates than in the control group. These findings may support Brief's contention (1976) that expectations raised during the educational process, if not fulfilled, will lead to wastage. wastage from nursing was intimately linked with dissatisfaction with work conditions in nursing. Those who had permanently left nursing had more frequently left for work related reasons and undertaken non-nursing study than those who had left and returned or who had never left. Those who left for work related reasons were less likley to return and less likely to choose nursing again if given the chance than those who left for other reasons. Findings about the institutionalisation of innovation in nursing education were difficult to identify with certainty, since time lapse alone could explain many of the findings. Attitudes to the Professional Association were more favourabe in respondents from the later intakes into the innovative courses than from the earlier. Given the recent increases in industrial activity in nursing, this finding is consistent with time lapse. Later intakes also demonstrated greater commitment to continuing education than earlier. This too can probably be explained by the greater availability of such facilities in more recent times. In a period of shortages of nurses prepared to work in the health care facilities of Australia, and of changes in the educational preparation of nurses, the findings of this study relating to attitudes and wastage should be used as the basis for future workforce planning.
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Hartley, Mavis E. "Evaluation of an innovative nurse educational programme of nurse education." Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/11869/.

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In 1984 the English National Board (the newly appointed controlling body for nurse education in England) invited schools of nursing to submit innovatory and progressive programmes for nurse education. Basis for selection was the capacity of the programmes to begin to address the demands for a new type of nursing practitioner. The programmes were to be aimed at providing an education that would enable the nurse of the future to adapt to the changing needs created by an increasingly dynamic nursing profession. It was proposed that the selected programmes would act as forerunners for new educational initiatives and facilitate the transition to a more clearly oriented nursing approach. The longitudinal study was designed to evaluate the effectiveness of one of the selected pilot educational programmes. It was premised on the assumption that traditional hierarchical nurse educational approaches may affect student self esteem and in consequence the ability of the qualified nurse to achieve the self confidence required for independent professional practice and self-growth. It rests on the argument that a positive self image and external locus of control allows nurses to become self assertive, confident and dynamic practitioners capable of embracing and initiating change in response to predicted continuing change in psycho-social health demands. The innovations introduced in the pilot scheme included the adoption of a humanistic, student centred, adult educational model of teaching/ learning approach that focuses on promoting self worth in its learners. This led to the study proposal that the effectiveness of the course can be evaluated by focusing on whether the educational changes eliminate the potentially destructive effects of earlier courses on nursing students by enhancing their self concept to the benefit of their self confidence in practice during supervised training and after qualifying. The study draws on the theories of the Self, on Attribution Theory. Social Learning Theory and in particular Adult Educational Theory with its focus on recognition of self-worth. It utilises an eclectic illuminative evaluation method that encompasses a balance between quantitative measurement and qualitative information. The results of measurements taken of students values and perceptions of themselves and their chosen profession on entry and at differing stages of the course. Are recorded together with further measurements undertaken by a sample of course graduates after a period of practice. Methods included the use of self designed and standardised instruments and individual and group interview techniques. The descriptive study also explores and compares the demographic characteristics, values, expectations and learning preferences particularly in relation to developing qualities of learner independence and student directedness. An overall participative approach takes into account the varying information needs of its diverse potential audience. The study design recognised the importance of ensuring that the evaluation had a formative component to allow it to offer an improvement function to the quality of study of the students who participated in the various evaluation measures during their own educational process. The findings demonstrated that the programme was successful in achieving its aims. But post course enquiries into the course graduates initial staff nurse experiences, revealed a marked fall in self confidence when they were first confronted with responsibility and accountability. The high anxiety levels, and fears of 'not knowing' how to carry out more complex procedures led to the recommendation that the initial period of preceptorship should include a supernumerary interval in which the newlv qualified staff nurse could be free to 'catch up' on experiences not encountered during the clinical allocations. It is envisaged that the findings will be of interest to the wider nurse educational arena at both local and national level. It will assist not only nurse education programme planners and those implementing the Project 2000 initiatives but also educationalists in compulsory, further and higher education. Finally as a direct record of the effects of the most fundamental changes in nursing history, it has the potential for becoming a source document for future nurse historians.
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Ousley, Lisa, Retha D. Gentry, and Candice N. Short. "Nurse Educators Impact Education through Innovative Dermatology Models." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7143.

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Gentry, Retha D., Lisa Ousley, and Candice N. Short. "Educators Impact Nurse Practitioner Education through Innovative Dermatology Models." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7146.

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McGaughy, Melinda Kay. "Innovative Access to Integrative Health Education for Advanced Practice Nurses: A Pilot Project." Otterbein University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=otbn149269683868965.

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Caldwell, Mark Andrew. "The Relationship Between Success or Failure in First Semester Nurse Anesthesia Courses and Success or Failure on the Certification Examination and Attrition." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1425658980.

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Curry, Tamika. "Adopting Innovative Approaches to Care: Facilitators & Barriers of School Nursing Practice in an Urban School District." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/551882.

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Urban Education
Ph.D.
As new approaches to practice become available for school nurses, urban school districts must address the need to provide facilitators for the dissemination and adoption of new evidenced based practice models. With instructional capacity, curriculum challenges, and school climate at the center of the decision making of educational leaders, the needs of school health become neglected. As new innovations become available, school nurses working in urban school districts often rely on individual continuing education to access new ideas due to barriers that exist in urban schools with limited funding and resources. This dissertation research had two primary aims: (1) expand current research regarding specific barriers and facilitators to practice, and (2) to better understand the school nurses’ adoption of the Framework for the 21st Century School Practicing Nurse in an urban school district. This framework addresses the specific needs of the school nurse working in an evolving educational health setting. Using a descriptive and inferential quantitative design with a convenience sample of school nurses in the School District of Philadelphia (SDP), participants completed an online survey designed to examine awareness, agreement, and alignment with the framework, as well as barriers and facilitators of adoption. The results revealed differences in level of awareness of the framework across various demographic groups within the SDP. After presenting the framework to participants, school nurses agreed with the importance of fully aligning practice. Further, there were variations in level of importance regarding specific practice components of the framework. Participants identified facilitators and barriers that impacted their ability to fully align school nursing practice with the framework.
Temple University--Theses
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Xiong, Thai. "The Impact of Technology Innovations in High School Biology Courses on Science Learning for Hmong Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5295.

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Hmong high school students struggle in science courses and have difficulty using technology, leaving them behind other ethnic groups in science performance. There is lack of research regarding Hmong students' struggle in technology-focused science courses, especially regarding the experiences of Hmong students with using science technology and teachers' experiences with these students. This single case study was designed to explore how technology innovations in high school biology courses impact science learning for Hmong students based on Gu, Zhu, and Guo's technology acceptance model. Both Hmong student and science teacher interviews as well as reflective journal data were collected to better understand students' opinions regarding usefulness and ease-of-use of technology in high school biology courses. Course document data were collected to determine technology integrations in lessons. Participants selected from a public high school in the Midwestern region of the United States included 8 Hmong students and 2 teachers. Data were analyzed within unit analysis and line-by-line coding to construct codes, then through cross unit analysis to develop themes. Results indicate that technologies have a positive impact on Hmong student science learning and aligned to the technology acceptance model. Key findings included positive use of technology, usefulness of technology and ease of use, and evidence of technology integration. The results can be used by teachers to improve support to minority students who learn biology using educational and scientific technology. The use of technology contributes to positive social change to advance Hmong students' acceptance of technology and biology learning, as well as the advancement of education to support all learners.
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Books on the topic "Innovative nurse education courses"

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Reeves, Margaret Grace. Nurse education management: Course innovation. Wolverhampton: University of Wolverhampton, 1993.

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Designing courses and teaching on the Web: A "how to" guide to proven, innovative strategies. Lanham, Md: Scarecrow Press, 2003.

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Kallisratidis, Evgeniya, Svetlana Korostova, Igor' Nefedov, Andrey Panteleev, Anna Tretyakova, and Olga Frolova. M-learning in project activities when teaching Russian as a foreign language. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02051-7.

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The textbook is intended for foreign students who speak Russian at the basic and first certification levels and master the official business and scientific styles of speech. The manual is made up of texts about the Southern Federal University that differ in their level of complexity. Each text is accompanied by pre-text and post-text tasks, including lexical and grammatical exercises aimed at the formation of speech competencies, as well as at repetition and deeper assimilation of the language material studied in the framework of the main courses of Russian as a foreign language. The textbook can be used as an additional source of materials for teaching foreign students, undergraduates and postgraduates of philological and non-philological specialties of universities both in classroom classes and as a book for home reading, as well as in the process of independent in-depth study of the Russian language. The textbook is addressed to foreign students of the secondary and advanced stages of education, as well as to all foreign readers interested in the Southern Federal University and seeking to expand their vocabulary, as well as to master the official business and scientific style of speech. The introductory part of the textbook may also be of interest to teachers of Russian as a foreign language (RKI), who expand their professional competencies through the introduction of innovative technologies in the educational process.
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Fyfe, Patricia Ann. ONCE A NURSE, ALWAYS A NURSE? A STUDY OF THE EFFECTIVENESS OF REGISTERED NURSE REFRESHER COURSES IN WASHINGTON STATE. 1986.

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Stew, Graham. Sinking or swimming: An evaluation of a course innovation in nurse education. 1987.

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Learning, Delmar Thomson. Human Resource Management & Empowerment for the Nurse Leader (Online Continuing Education (Ce) Courses for Nurses on the W). Delmar Thomson Learning, 2001.

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A Project to identify good practice in biological science teaching within courses of initial preparation of health professionals: A contribution to nurse education and practice. Hull: The Institute of Nursing Studies, University of Hull, 1994.

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Conway, Colleen M. Teaching Music in Higher Education. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190945305.001.0001.

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This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is a focus on learner-centered pedagogy or trying to meet students where they are and base instruction on their individual needs. The text also maintains a constant focus on the relationship between teaching and learning and encourages innovative ways for instructors to assess student learning in music courses. Teaching is connected throughout the book to student learning and the lecture model of teaching as transmission is discouraged. Activities throughout the book ask instructors to focus on what it means to be an effective teacher for music courses. As there is limited research on teaching music in higher education, the book relies on comprehensive texts from the general education field to help provide the research base for our definition of effective teaching.
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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, Estela Daukšienė, Rasa Greenspon, Giedrė Tamoliūnė, Marius Šadauskas, and Gintarė Vaitonytė. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.
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Book chapters on the topic "Innovative nurse education courses"

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Santoro, Gerald M. "Using Video to Establish Immediacy with Students in Distance Education Courses." In Innovative Practices in Teaching Information Sciences and Technology, 193–205. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03656-4_17.

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Granow, Rolf, Andreas Dörich, and Farina Steinert. "Strategic Implementation of "professional Massive Open Online Courses" (pMOOCs) as an Innovative Format for Transparent Part-Time Studying." In Information Systems: Education, Applications, Research, 12–25. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11373-9_2.

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Hanna, Richard C., Felicia G. Lassk, Scott D. Swain, S. Adam Brasel, and Roy D. Adler. "Excellence in Marketing Education and Innovative Teaching Track - Special Session Creating Value in Marketing Courses." In Proceedings of the 2008 Academy of Marketing Science (AMS) Annual Conference, 341. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10963-3_206.

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Morley, Dawn A., Paul Marchbank, Tony Steyger, Lesley Taylor, Anita Diaz, and Pauline Calleja. "Designing and Supporting Extraordinary Work Experience." In Applied Pedagogies for Higher Education, 135–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_7.

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Abstract “There is a big difference between a lesson that is about the practice and takes place outside of it, and explanations and stories that are part of the practice and take place within it” (Wenger, Communities of practice. Learning, meaning and identity. Cambridge University Press, New York, 1998, p. 100). The real world learning experienced by students on placement is highly significant (Morley, Enhancing employability in higher education through work based learning. Palgrave Macmillan, 2018). This chapter focuses on how these experiences can be accelerated from being part of courses to a pivotal event towards students’ future development. The chapter explores emerging areas of practice pedagogy and how innovative design can bridge the theory-practice divide and support structures between university and work. The chapter is contextualised in the higher education landscape where students ‘work readiness’ is gaining greater traction and how attributes for employability are developed during university.
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Zuin, Vânia Gomes, and Caroindes Julia Corrêa Gomes. "Sustainability and Green Chemistry Education: Innovative and Contextualized Experiences from the Undergraduate Chemistry Courses at the Federal University of São Carlos, Brazil." In Chemistry Education for a Sustainable SocietyVolume 1: High School, Outreach, & Global Perspectives, 97–110. Washington, DC: American Chemical Society, 2020. http://dx.doi.org/10.1021/bk-2020-1344.ch008.

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Klobas, Jane, Ciro Sementina, and Stefano Renzi. "Online Nurse Education." In Encyclopedia of Healthcare Information Systems, 1024–31. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-889-5.ch127.

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In many countries, healthcare professionals are required to participate annually in compulsory continuing medical education (CME). The effort involved in providing wide-scale training led the Italian Ministry of Health to support pilot courses using online distance learning. This article reports the results of a short survey which aimed to gauge the potential of online CME for nurses in Italy. Most of the 152 respondents, all of whom had completed an online course, supported the inclusion of some form of collaborative learning. Three possible market segments for online learning emerged from the study: nurses who prefer to study alone, those who would appreciate collaborative activities well-integrated into course design, and those who would prefer courses that include online collaboration of any kind. The authors conclude that online learning is a suitable mode for enabling participation in CME for accreditation, but caution that further research is required to confirm that the preferences of nurses who have experienced online distance learning are shared by those who have not.
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"The Changing Role of the Nurse Educator." In Developing Online Courses in Nursing Education. New York, NY: Springer Publishing Company, 2019. http://dx.doi.org/10.1891/9780826140579.0013.

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Kalonde, Gilbert. "Inclusive Education in Science Education." In Handbook of Research on Innovative Digital Practices to Engage Learners, 261–73. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9438-3.ch013.

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The purpose of this exploratory study was to investigate the extent to which science teachers use inclusive technologies in science classrooms. Participants for the study were 96 male and female science teachers from school districts in a midwestern state of the US. The results show that very few science teachers used technology for inclusive classrooms in science courses. In the study, one-third of teachers used and modeled either assistive or inclusive technology in science classrooms. Results indicate that science teachers need professional development due to lack of proper technology preparation, familiarity to inclusive technology. Findings in this study suggest that the extent science teachers use technology for inclusion in science classrooms needs to be addressed at teacher education levels including providing professional development courses on inclusiveness at school district levels. State standards should also discuss how inclusiveness must be addressed in the general education classrooms.
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Ooi, Li Hsien, Lay Huah Goh, Arathai Din Eak, and Cheng Teik Ong. "Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education." In Innovative Applications of Online Pedagogy and Course Design, 154–76. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5466-0.ch008.

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Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.
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"Analysis of the innovative construction of entrepreneurship courses in higher vocational education." In Computing, Control, Information and Education Engineering, 835–38. CRC Press, 2015. http://dx.doi.org/10.1201/b18828-184.

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Conference papers on the topic "Innovative nurse education courses"

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Rogan, Liz. "PERCEPTIONS OF MSN STUDENTS IN A NURSE EDUCATOR TRACK ABOUT NURSE EDUCATOR SPECIALTY COURSES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0059.

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Davis, Chad E., James J. Sluss, Thomas L. Landers, and Pakize S. Pulat. "Innovative practices for engineering professional development courses." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684898.

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He, Jun, Xiaocui Yu, Xiaoming Zhu, Bo Sun, Qingmei Cheng, and Junchao Gui. "Teenagers’ STEM-based Innovative Courses Design." In Proceedings of the 2nd International Conference on Social Science, Public Health and Education (SSPHE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ssphe-18.2019.13.

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Pustovalova, O. "USING OF TILDA PUBLISHING SERVICE FOR DEVELOPING MEDIA MATERIALS IN MATHEMATICAL MODELING COURSES." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DGTU-PRINT, 2018. http://dx.doi.org/10.23947/itno.2018.1.255-257.

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Pustovalova, O. "ABOUT LEARNING FINITE-ELEMENT PACKAGES FOR BACHELORS OF SENIOR COURSES SPECIALIZED IN APPLIED MATHEMATICS." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DGTU-PRINT, 2018. http://dx.doi.org/10.23947/itno.2018.1.258-260.

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Zhang, Muwei. "Discussion on Elevation Policy of Graduate Courses Teaching Quality." In 2016 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.75.

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Chen, Xiao. "Notice of Retraction: Innovative Experiment Teaching in Engineering Practice Courses." In 2009 International Conference on Education Technology and Training (ETT 2009). IEEE, 2009. http://dx.doi.org/10.1109/ett.2009.22.

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Zhang, Qingtian, and Guikun Hu. "Statistical analysis of the learning attitudes of undergraduates to major courses." In 2015 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msie-15.2015.33.

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Pisoni, Galena, B. Hegyi Hegyi, M. Marchese, and F. Renouard. "PORTFOLIO OF INNOVATIVE ONLINE COURSES IN A PAN-EUROPEAN NETWORK OF UNIVERSITIES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1707.

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Sukhorukova, Irina V., Alexandr N. Vybornov, and Vladimir A. Mushrub. "An Innovative Concept for the Construction of Short Basic Math Courses." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482746.

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