To see the other types of publications on this topic, follow the link: Innovative nurse education courses.
Journal articles on the topic 'Innovative nurse education courses'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Innovative nurse education courses.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.”
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Dubasenyuk, О., О. Voznyuk, and T. Kovalshuk. "STUDY OF THE PECULIARITIES OF FORMING THE CREATIVE POTENTIAL IN PROSPECTIVE NURSES IN THE COURSE OF PROFESSIONAL TRAINING." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 1 (104) (June 1, 2021): 28–39. http://dx.doi.org/10.35433/pedagogy.1(104).2021.28-39.
Full textAbstract:
The article analyzes the process of forming the creative potential in prospective nurses in the course of professional training. The main reason for the existing problems connected with forming the creative potential in prospective nurses lies in the predominance in the students the external motives for choosing a profession since a significant number of the prospective nurses lose interest in the profession in the educational process. This takes place due to the imperfect methods, tools and forms used in the professional training in the educational institution. Other reasons of this situation are connected with the small number of practical activities, imperfections and outdated content of educational material. This, in turn, leads to a reproductive style of thinking and low cognitive motives in the perspective nurses when they do not want to develop pertinent skills and abilities, to improve their personality due to low level of inquisitiveness and weak persistence in achieving the goals.
It is proved that modern requirements to professional functions and social role of specialists in the sphere of nursing activity necessitate the modernization of the educational environment for the prospective competitive nurses. This presupposes the creation of innovative systems of professional development with taking into account the changes and consequences of their impact on professional activities of the prospective nurses. This can be realized by implementing a special course "Skills and professional inspiration of a nurse", designed to train the prospective nurses in the 5th semester.
It is established that one of the effective directions of developing the creative potential in the prospective nurses is related with updating the prospective nurses' professional training through the introduction of innovative educational technologies and interactive teaching methods into the educational process.
It is also found out that the reform of professional and professional before-higher education determines the tendency to actualize individualized training in medical institutions concerning self-development of specialists' personality in the context of their future professional activity, as well as forming individual psychological qualities, professionally significant qualities in all participants in the educational process, providing opportunities for individual research activities, improving the educational process in different types of medical institutions. To accomplish this, the prospective specialist must turn from an object of educational influence into a subject whose main features are activity, individuality and independence. This, in turn, presupposes the integration of the students into the creative educational environment of the educational institution, strengthening its development capabilities as a complex of systematized innovative educational resources with pertinent methodological, technological, organizational support.
12
Harerimana, Alexis, and Ntombifikile Gloria Mtshali. "Facilitation strategies used in e-learning by nurse educators in Rwanda." Journal of Nursing Education and Practice 8, no. 1 (August 24, 2017): 24. http://dx.doi.org/10.5430/jnep.v8n1p24.
Full textAbstract:
Knowledge and skills for teachers to deliver course contents in an e-learning environment is essential. Information Communication Technology (ICT) is being increasingly used in tertiary education as it is flexible and offers many possibilities to meet the needs of a large number of learners. The implementation of e-learning platforms in Rwanda in 2012 for nursing and midwifery instruction has had a positive impact on the quality of nursing education. Educators' facilitation skills play an important role in motivating students in the computer-mediated learning environment. The aim of this paper is to explore the facilitation strategies used in e-learning by nurse educators in Rwanda. A non-experimental quantitative design was used, with 44 nurse educators from three campuses completing the research instruments. The results from this study indicated that the majority of the participants (84.1%) had the same vision of integrating ICT in teaching and learning as their colleagues, the institutional administration, and other staff. 97.7% used computers and/or the internet to prepare lesson and deliver instructions 95.5% reported using facilitation strategies of self-directed learning, 93.2% case studies, 88.6% group discussions, 81.8% small group activities, 72.7% formal lectures, 70.5% role play, 68.2% brainstorming, 63.6% situations of integration, and 63.6% videos. An average of 50% reported using research, and 43.2% workbooks. 27.3% used projects, 25% core lectures, and 11.4% Portfolio. E-learning requires a comprehensive approach of incorporating ICT in teaching and learning. The success of e-learning does not only depend on technological tools available, but also on the pedagogical design, with teachers being required to use innovative teaching approaches to deliver their course contents.
13
P., Sathya, and K. Reddemma. "Development of problem based learning training module in nursing education." International Journal of Research in Medical Sciences 5, no. 5 (April 26, 2017): 1986. http://dx.doi.org/10.18203/2320-6012.ijrms20171830.
Full textAbstract:
Background: Problem based learning (PBL) is an innovative way of delivering instruction in which problems are used as the basis of learning. PBL method of teaching enhances the skill of Nursing students and there by improves delivery of patient care. It is a responsibility of Nurse Educators to prepare the Nursing students to face the world of reality. The study, aimed to develop and train the post graduate Nursing faculty on PBL method of teaching.Methods: In Phase I Training module in Problem Based Learning was developed through extensive review of literature, experts’ guidance and from the clinical records. In Phase II using pre-experimental one group pretest posttest design two days training on PBL was implemented.Results: PBL training module was developed and validated in the phase I of the study. Content validity index (CVI) was found to be above 0.88 in all the aspects of the module. PBL workshop conducted was found to be effective in terms of improvement in the mean post-test knowledge score (13.33±1.69) compared to the mean pre-test knowledge score (9.33±4.10) though it was not statistically significant. All three-faculty had satisfactory mean score of above 3 in all the areas.Conclusions: Faculty expressed their satisfaction and gave positive feedback on the effectiveness of PBL module in terms of its content, course delivery and the practical session.
14
Pozdeeva, T. V., and N. V. Pchelina. "MODERNIZATION OF THE CONTENT OF THE LEVELS OF PROFESSIONAL TRAINING OF NURSES AS A MEANS OF FORMING SPECIALISTS OF THE NEW FORMATION." Social Aspects of Population Health 67, no. 2 (2021): 14. http://dx.doi.org/10.21045/2071-5021-2021-67-2-14.
Full textAbstract:
Significance. Due to a widespread use of the «lean manufacturing» concept in health and lack of skills in applying lean technologies in practice among health specialists, educational institutions are challenged to modernize content of the levels of professional training of nurses. Purpose. To identify major directions for modernizing levels of professional training of nurses as a means of forming specialists of the new formation. Material and methods. The study was conducted on the basis of the Arzamas Medical College and health care facilities of Arzamas that provide outpatient health care. Students in Nursing (qualification «nurse» / «medical brother») in the second and third year (312 people) and practicing nurses (123 people) were selected as the respondents. Special questionnaires were developed. Conclusions. The study results substantiate the need to update the training content at all levels of professional education of nurses - both basic and postgraduate. Modernization of the content of the levels of training should incorporate training in innovative lean manufacturing, in improving motivation and readiness for innovations in professional activities, in developing initiative and responsibility for personal performance and organizational performance as a whole into major professional educational programs for nurses and programs of advanced training of nurses. The practical results of the study made it possible to identify major directions for modernizing levels of professional training of nurses and served basis for the development of the «Model for developing competencies in «lean manufacturing» tools on the basis of a medical college». Scope of application. The data obtained in the course of the research can be used as additional information in realizing the basic professional educational program in the specialty 34.02.01 «Nursing», as well as in developing training programs for nurses at primary health care settings.
15
Valtis, Yannis, Ramon Yacab, and Franklin Huang. "Directly Observed Care: An Innovative Oncology Care Model in Belize." Journal of Global Oncology 5, Supplement_1 (October 2019): 13. http://dx.doi.org/10.1200/jgo.19.22000.
Full textAbstract:
PURPOSE Patients with cancer in low- and middle-income countries face complex socioeconomic barriers within health systems that can lead to poor oncologic outcomes. Patient navigation has been shown to reduce disparities in oncologic outcomes in the United States. Belize, a middle-income country in Central America, has recently launched its first-ever public medical oncology program. Here, we report on the development of Directly Observed Care (DOC), a pilot patient navigation care model for patients with cancer in Belize, inspired from directly observed treatment for tuberculosis. METHODS DOC will be a patient-centered program, where a nurse trained in patient navigation will assume responsibility for proactively identifying barriers that Belizean patients with cancer face in access to care and working to remove them. This process will include patient education on cancer and its treatment, identification of financial barriers to care and potential funding sources, assistance with care logistics such as transportation and childcare, and referral to psychosocial support services for patients who need them. DOC will rely on an electronic patient-tracking platform, which will allow real-time tracking of all oncology patients and identify patients who miss or delay treatments. This will allow timely intervention and continuous quality monitoring of the program. In addition to patient navigation, DOC will seek to reduce delays in patient care by liaising with pathology and radiology services. RESULTS The program is in its development and pilot phase. So far, approximately 100 patients have been seen for consultation. We intend to capture epidemiologic data about cancer in Belize, as well as real-time data about the progression of patients through their treatment course. We aim to identify critical delays to patients’ care and design interventions to address them. CONCLUSION We believe that the DOC program will be particularly beneficial for the oncology patient population in Belize, because this population has a high burden of socioeconomic barriers to care and is largely unfamiliar with the complexity of oncologic care. We hypothesize that DOC can improve treatment appropriateness and timeliness and, thereby, patient outcomes in Belize.
16
Emery, J., K. Smith, M. Shibaoka, and M. Barrett. "Upskilling the Primary Care Workforce in Cancer Survivorship." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 132s. http://dx.doi.org/10.1200/jgo.18.61500.
Full textAbstract:
Introduction/background: There is a rapidly increasing population of people living with and beyond cancer due to ageing and improvements in detection and treatment. This has impacted on the complexity of the primary care practitioners' role in managing cancer survivorship. The Massive Open Online Course (MOOC) was developed to address this need for a sustainable education model. Aim/Objectives: The Cancer Survivorship for Primary Care Practitioners program aims to enhance the knowledge and skills in the transition of survivors from oncology treatment into shared care. The Victorian Comprehensive Cancer Centre's (VCCC) goal was to develop a freely accessible, relevant, flexible, evidence based and sustainable resource for a global audience. Methods: Aimed at primary healthcare practitioners including general practitioners, nurses (general practice nurses, community nurses and nurse practitioners) and allied health professionals; the program was developed to adhere to best practice survivorship care in the areas of: survivorship fundamentals; communication and coordination of care; promoting self-management, psychosocial and community-based support; surveillance, long term and late effects; and new and emergent technologies. The MOOC is contextualised in the narrative of a patient story and includes a series of real patient stories, interactive presentations, interviews, readings, online discussions, quizzes and peer reviewed assessments. Alumni from the program will contribute to a growing community of practice and contribute to the teaching and quality improvement of the program. An online survey will be distributed to all participants before and after their completion of the program. Paired tests will be conducted and compared for the participant craft groups that attend the MOOC. We will measure the effect of participation in either the MOOC and/or workshop on confidence, knowledge and intention to change practice. Results: A description of the sustainable MOOC delivery model and evaluation results from the first cohort will be presented. Conclusion: The program will deliver an innovative and sustainable professional development opportunity for PCPs in response to the evolving population health landscape. Alumni from the program will contribute to a growing community of practice and contribute to the teaching and quality improvement of the program.
17
Alroumi, Fahad, Donna Cota, Jonathan Chinea, Nakul Ravikumar, Bogdan Tiru, Victor Pinto-Plata, and Mark Tidswell. "Rapid Intensive Care Unit Onboarding in Response to a Pandemic." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110207. http://dx.doi.org/10.1177/23821205211020741.
Full textAbstract:
Background: In the wake of the coronavirus disease 2019 (COVID-19) pandemic, hospital resources have been stretched to their limits. We introduced an innovative course to rapidly on-board a group of non-intensive care unit (ICU) nurse practitioners as they begin to practice working in a critical care setting. Objective: To assess whether a brief educational course could improve non-ICU practitioners’ knowledge and comfort in practicing in an intensive care setting. Methods: We implemented a multi-strategy blended 12-week curriculum composed of bedside teaching, asynchronous online learning and simulation. The course content was a product of data collected from a targeted needs assessment. The cognitive learning objectives were taught through the online modules. Four simulation sessions were used to teach procedural skills. Bedside teaching simultaneously occurred from critical care faculty during daily rounds. We assessed learning through a pre and post knowledge multiple choice question (MCQ) test. Faculty assessed learners by direct observation and review of clinical documentation. We evaluated learner reaction and comfort in critical practice by comparing pre and post surveys. Results: All 7 NPs were satisfied with the course and found the format to work well with their clinical schedules. The course also improved their self-reported comfort in managing critically ill patients in a medical ICU. There was an increase in the mean group score from the pre-to the post-course MCQ (60% vs 73%). Conclusions: The COVID-19 Critical Care Course (CCCC) for NPs was implemented in our ICU to better prepare for an anticipated second surge. It focused on delivering practical knowledge and skills as learners cared for critically ill COVID-19 patients. In a short period of time, it engaged participants in active learning and allowed them to feel more confident in applying their education.
18
Watson, Roger, and David R. Thompson. "RECENT DEVELOPMENTS IN UK NURSE EDUCATION: HORSES FOR COURSES OR COURSES FOR HORSES?" Journal of Advanced Nursing 32, no. 5 (November 2000): 1041–42. http://dx.doi.org/10.1046/j.1365-2648.2000.1147a.x.
Full text
19
Avelino, Carolina Costa Valcanti, Lívia Cristina Scalon da Costa, Soraia Matilde Marques Buchhorn, Denismar Alves Nogueira, and Sueli Leiko Takamatsu Goyatá. "Teaching-learning evaluation on the ICNP® using virtual learning environment." Revista Brasileira de Enfermagem 70, no. 3 (June 2017): 602–9. http://dx.doi.org/10.1590/0034-7167-2016-0545.
Full textAbstract:
ABSTRACT Objective: Evaluating the teaching-learning process of undergraduates and nursing professionals on the International Classification for Nursing Practice (ICNP®) through a course on Moodle Platform. Method: Mixed research conducted with 51 nursing students and nurses. Many technological and educational resources were used. To collect data, two semi-structured questionnaires were applied and focus groups were carried out. Statistical and thematic analysis of the data was performed. Results: There was a correlation between the Wiki variable, the Animation Video (p = 0.002) and the Arch Method (p = 0.04), as well as a correlation between the Forum, the Virtual Book (P < 0.001) and time (p = 0.009). Three topics emerged: innovation in the application of technological resources, distance education in the professional education and permanent education and the teaching-learning process on the ICNP® in a collaborative way. Conclusion: Teaching-learning strategies and technological resources used were pointed out as innovative and helped students have a better performance.
20
Bostanov, B. G., S. G. Grigoriev, and K. K. Nurlybaev. "DISTANCE LEARNING METHODS FOR STEM EDUCATION COURSES." BULLETIN Series of Physics & Mathematical Sciences 71, no. 3 (September 30, 2020): 192–98. http://dx.doi.org/10.51889/2020-3.1728-7901.28.
Full textAbstract:
New technologies and innovative devices are increasingly penetrating into human life, actualizing the need for their development and implementation. An important role in this process is the training of teachers who are able to master and use such equipment in the field of education. Currently, STEM education is becoming increasingly popular, allowing you to quickly master new devices and technologies. Special pedagogical STEM parks are being created, where innovative techniques are being tested in the training of teachers. In Kazakhstan, as well as other countries with vast territories, the development of STEM education is possible through the use of remote forms of organization of the educational process. This paper discusses possible ways to use and develop distance-learning forms in the organization of STEM courses. Models of organizing courses on mechatronics and robotics based on the use of new educational devices are proposed.
21
Blackburn, John R., and Frank L. Wiseman. "Innovative use of seminar courses with low enrollment." Journal of Chemical Education 67, no. 11 (November 1990): 951. http://dx.doi.org/10.1021/ed067p951.
Full text
22
Andrews-Beard, Cathy, JoAnn Swanson, and Stephanie Stewart. "An Innovative Recruitment Approach: Day With a Nurse." Journal of Nursing Education 29, no. 1 (January 1990): 40–42. http://dx.doi.org/10.3928/0148-4834-19900101-12.
Full text
23
ANTWI, FISKVIK BOAHEMAA. "The Integration of Intercultural Competence in Innovative Pedagogical Methodology in Nursing Education." Abstract Proceedings International Scholars Conference 7, no. 1 (December 18, 2019): 193–206. http://dx.doi.org/10.35974/isc.v7i1.944.
Full textAbstract:
Abstract
Introduction: There has been an upsurge escalation of cultural diversity in every country due to immigration expansion, increasing globalization and the growth of minorities. This has resulted in the cultural diversity of students in nursing education. This, therefore, calls for the need to enhance the teaching strategies of nursing educators to meet the demands of diverse students. The study examined the relationship between intercultural competence and innovative pedagogical methodology and identified the significant difference in innovative pedagogical methodology when years of experience is considered.
Method: Thirty nurse educators were conveniently sampled from three universities in Trinidad and Tobago. The study adopted and modified the Cultural Diversity Questionnaire for Nurse Educators (CDQN) to assess the intercultural competence of nurse educators and a self-constructed questionnaire was used for the pedagogical methodology of nurse educators. The statistical treatment used was Pearson Correlation and ANOVA.
Results: The results of the study showed that there was a moderate positive significant relationship between intercultural competence and innovative pedagogical methodology. There was no significant difference in the use of innovative pedagogical methodology when years of teaching experience was considered.
Discussion and Recommendation: Therefore, this study concludes that in order to enhance the quality of nursing education, nurse educators should possess intercultural competence to provide innovative pedagogical methods that would enhance teaching quality and facilitate cultural diversity in the classrooms. It is critical for continuous professional development for nursing educators to include the development of intercultural competence and the use of the innovative pedagogical methodology. Further research should investigate using qualitative research design on the challenges that nurse educators face with the increase of cultural diversity in nursing education.
24
Dhillon, Hardip Kaur, Gurmeet Kaur, Jasminder Kaur, and Anuar Zaini Md Zain. "Vital Bridge Transforming Postgraduate Nurse Education And Employability To Employment." International Journal for Innovation Education and Research 3, no. 2 (February 28, 2015): 17–24. http://dx.doi.org/10.31686/ijier.vol3.iss2.309.
Full textAbstract:
Today’s universities are constantly looking for a competitive edge in delivering a postgraduate nurse curriculum with a positive outcome of future employability and employment. In this respect, Monash University Malaysia is no different since market differentiation is important for the survival of Private Institutions of Higher Learning in Malaysia. Currently, some Malaysian public and private universities do offer specific postgraduate courses in advanced clinical skills nurse practice which have been accredited by Malaysia Qualifications Agency and recognized by both Ministry of Higher Education as well as Ministry of Health. In addition to that, the Nurses Board Malaysia, also consider the postgraduate courses that are currently offered to be too generic with very little application of theory to practice in the clinical healthcare settings. In view of the gap that exists in the present postgraduate courses, this paper would critically examine the preliminary market information gathered on the requirements of higher educational needs of nurses in Malaysia. The future development of an appropriate higher education course, “the vital bridge”, is in the planning stage. It is expected to be both vigor and relevant to today’s Malaysian nurses’ employability and employment.
25
Liu, Wen Hua. "Comparative Research on the Undergraduate Program for Specialty in Materials Engineering." Advanced Materials Research 622-623 (December 2012): 1873–76. http://dx.doi.org/10.4028/www.scientific.net/amr.622-623.1873.
Full textAbstract:
Based on the comparative analysis on the undergraduate program for specialty in materials engineering in the two universities at home and abroad, the courses design planning and some courses characteristic were discussed. Mode of cultivating innovative students and application-oriented students were also discussed with comparing the differences at the education procedure. Scientific and reasonable basic courses in general education and major courses in specialty are considered to be fundamental for training innovative students and application-oriented students. It is pointed out that cultivating of students with innovative and qualified ability are contributed to scientific collaborations with reasonable courses planning, hardware and facilitates, courses management and interactions between lecturers and students at class.
26
Wainwright, Paul. "The Immorality of Pre Registration Nurse Education: a Personal Perspective." Nursing Ethics 3, no. 1 (March 1996): 73–77. http://dx.doi.org/10.1177/096973309600300110.
Full textAbstract:
Since the introduction of the new nursing curriculum in the United Kingdom, nurse edu cation has undergone a series of fundamental changes, including the introduction of stu dent status, closer links (and in many cases full integration) with higher education, and, for the majority of preregistration courses, the award of a higher education diploma. It is this author's opinion that, given the duration, nature and location of such courses, the award of a diploma amounts to a grave injustice and is representative of a situation that is immoral and corrupt. This opinion is presented from the perspective of educational awards as goods or rewards to be distributed fairly, in recognition of the efforts and abil ities of students.
27
Matsuishi, Masakatsu, Kazuya Takemata, and Sumio Nakamura. "Engineering Education To Develop Innovative And Self-Directed Engineers." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 115–20. http://dx.doi.org/10.2478/cplbu-2014-0025.
Full textAbstract:
AbstractThe educational goal of the Kanazawa Institute of Technology (henceforth, KIT) is to develop innovative and selfdirected engineers. KIT developed a new curriculum, of which main pillars are engineering design education and engineering ethics education, and established an innovative facility “Factory for Dreams & Ideas” (henceforth, “Yumekobo”, which is the original Japanese name for the factory), to achieve its educational goal. Assessment of educational objectives and data are discussed in the paper. Students developed original, viable, and ethical design solutions in engineering design courses using either appropriate technology, advanced technology, or a suitable combination of both. Students' understanding and behaviour with regards to engineering design and engineering ethics advanced steadily during the courses. Students, who actively worked on Yumekobo projects, developed their technical competencies and professional skills.
28
Usher, Kim, David Lindsay, and Wendy Mackay. "An innovative nurse education program in the Torres Strait Islands." Nurse Education Today 25, no. 6 (August 2005): 437–41. http://dx.doi.org/10.1016/j.nedt.2005.04.003.
Full text
29
McGuinness, Teena M., Maria R. Shirey, Cynthia Cleveland, Jessica Richardson, Robert Campbell, and Doreen C. Harper. "An Innovative Approach for Graduate Education for Psychiatric Nurse Practitioners." Journal of Professional Nursing 36, no. 6 (November 2020): 526–30. http://dx.doi.org/10.1016/j.profnurs.2020.08.003.
Full text
30
Moore, Elizabeth R., and Richard Watters. "Educating DNP Students about Critical Appraisal and Knowledge Translation." International Journal of Nursing Education Scholarship 10, no. 1 (October 22, 2013): 237–44. http://dx.doi.org/10.1515/ijnes-2012-0005.
Full textAbstract:
Abstract: Consumers expect that health care providers will use the best evidence when assisting them in making decisions about treatment options. Nurses at all educational levels report that they lack knowledge to critically appraise research studies and the skills to effectively implement evidence-based practice (EBP) in their clinical settings. Organizational culture and management support of innovation are critical factors in the adoption of EBP. Doctor of Nursing Practice (DNP) graduates can have a pivotal role in the transfer of knowledge to practice, yet critical appraisal and EBP competencies for DNP and Master of Science in Nursing (MSN) students have not been well differentiated in nursing curricula. Also students’ attitudes toward EBP, self-efficacy beliefs, utilization, and knowledge gaps are rarely evaluated before courses are designed. This article reports on the development of a DNP-level EBP course to help students evaluate and apply research findings to clinical practice.
31
Jing, Cai Nian, Yang Li, Shao Hua Wang, Lin Sheng Zhao, and Shu Bo Xu. "Innovation and Development of Curriculum Reform for Postgraduate Education of Materials Science and Engineering." Applied Mechanics and Materials 631-632 (September 2014): 1365–69. http://dx.doi.org/10.4028/www.scientific.net/amm.631-632.1365.
Full textAbstract:
As the highest level of higher education, postgraduate education is an important channel to train high-level innovative talents. The paper mainly analyzed problems which existed in the postgraduate courses system for materials science and engineering, including course structure, content, teaching methods, curriculum, assessment and evaluation of countermeasures of the system of postgraduate courses, to train interdisciplinary and innovative talents.
32
Guerrero, Shannon, Terry Crites, Jeffrey Hovermill, and Brian Beaudrie. "An Innovative STEM Education Framework for a Changing Educational Landscape." Journal of Curriculum and Teaching 7, no. 2 (October 11, 2018): 88. http://dx.doi.org/10.5430/jct.v7n2p88.
Full textAbstract:
This article describes features of NAUTeach, a secondary mathematics teacher preparation program that is modeled onthe UTeach program at the University of Texas-Austin. NAUTeach is a research-based STEM program that developsthe next generation of mathematics and science teachers by engaging them in rigorous content and methodologycoursework specifically developed to provide a broad, cross-curricular framework of innovativeinstruction. NAUTeach has been specifically designed to serve the needs of preservice mathematics and scienceteachers as they embark on teaching a new generation of students in an ever changing world. The NAUTeachprogram focuses on the development of inquiry-based instructional methods, reflective practice, and peercollaboration through a carefully sequenced series of courses that consistently promote early and frequent field workand a learner-centered focus of teaching and learning. Though the NAUTeach program is a blended mathematics andscience teacher preparation program, this article will focus on the preparation of secondary mathematics teachers bydescribing the cross-curricular (mathematics & science) methodological sequence of courses, along with themathematics-specific pedagogical courses, that preservice mathematics teacher candidates take as part of this program.Connections between the NAUTeach program and guidelines for the content and pedagogical preparation of teacherswill be made with specific attention paid to the development of reflective, innovative, flexible, and reform-orientedmathematics teachers.
33
Spears, Lee A. "Nurses as Technical Writers: What They Need to Know." Journal of Technical Writing and Communication 25, no. 4 (October 1995): 401–14. http://dx.doi.org/10.2190/du36-hjmk-vfwr-vtly.
Full textAbstract:
Acquaintance with the writing of nurses would help instructors design assignments for nursing students who enroll in basic technical writing courses. Based on secondary research, samples of nursing documentation, and interviews with seventy-six bedside nurses, thirty nurse managers, and five nurse consultants, this study discusses the importance of writing tasks for nurses and describes the most common documents nurses generate. Good writing skills for nurses improve healthcare delivery and promote empowerment in a predominantly female profession. However, most of the bedside nurses and all the nurse managers and consultants believe nurses have significant writing problems. This article suggests instruction in six communication principles and several types of assignments that would help prepare nursing students in technical writing courses for future writing activities.
34
Crossman, Sue, and Gill Rogers. "Prototyping a new minimum standard for general practice nurse education." Practice Nursing 31, no. 9 (September 2, 2020): 374–82. http://dx.doi.org/10.12968/pnur.2020.31.9.374.
Full textAbstract:
Many nurses new to general practice struggle to access appropriate education. Sue Crossman and Gill Rogers explain a new piece of work that aims to develop a minimum standard to raise the quality and consistency of training in London This article presents a general practice nurse (GPN) education standard developed by Capital Nurse in London with an expert group of stakeholders with relevant experience in the field. The goal is to reduce variation in the content and quality of education courses that prepare nurses to work in general practice, providing a kitemark that identifies whether courses meet this standard. This work attempts to address the inequalities experienced by many nurses new to general practice, who struggle to determine the education they need to achieve competence in their role. The standard has been called the GPN ‘Qualification in Specialism Standard’ and is to be adopted and tested by Higher Education institutions across London in 2020.
35
McGarity, Tammy, Charles Reed, Laura Monahan, and Meng Zhao. "Innovative Frontline Nurse Leader Professional Development Program." Journal for Nurses in Professional Development 36, no. 5 (March 17, 2020): 277–82. http://dx.doi.org/10.1097/nnd.0000000000000628.
Full text
36
Soares de Farias, Dilton Luis, Ana Rafaela Souza Rodrigues, Adriana De Sá Pinheiro, Sandra Helena Isse Polaro, Márcia Maria Bragança Lopes, and Lúcia Hisako Takase Gonçalves. "Ensino superior em enfermagem: processos e tendências de trabalho docente." Revista de Enfermagem UFPE on line 12, no. 12 (December 2, 2018): 3368. http://dx.doi.org/10.5205/1981-8963-v12i12a234981p3368-3377-2018.
Full textAbstract:
RESUMOObjetivo: identificar como está a educação no ensino superior de Enfermagem, os processos e as tendências de trabalho do docente. Método: trata-se de um estudo bibliográfico tipo revisão integrativa, em artigos publicados entre os anos de 2007 a 2017, nas bases de dados MEDLINE, LILACS e BDENF. Organizaram-se os dados em categorias e se avaliou a qualidade metodológica dos artigos pela classificação segundo os sete níveis hierárquicos de evidência, e os resultados apresentam-se em figuras. Resultados: encontraram-se 13 artigos escritos por enfermeiros e publicados no período de 2010 a 2014. Emergiram-se duas categorias: Cursos de Enfermagem e Tendências do Trabalho Docente e Diretrizes Curriculares do Ensino Superior em Enfermagem. Conclusão: entende-se que a educação de Enfermagem, o ensino-aprendizagem e o trabalho docente não se articulam entre a prática do ensino, a pesquisa e a extensão, prejudicando o fazer e o pensar críticos do corpo discente. Percebe-se que as produções dos docentes ainda carecem de estratégicas inovadoras que sinalizem, aos discentes, uma prática profissional mais condizente com a realidade vigente das necessidades de saúde da população. Descritores: Ensino Superior; Educação em Enfermagem; Tendências; Docentes; Enfermagem; Revisão.ABSTRACT Objective: to identify how the education in Nursing higher education is, the processes and the work trends of the teacher. Method: this is an integrative review type bibliographical study, in articles published between 2007 and 2017, in the MEDLINE, LILACS and BDENF databases. The data was organized into categories and the methodological quality of the articles was evaluated by the hierarchical levels of evidence, and the results are presented in figures. Results: 13 articles were written by nurses and published in the period from 2010 to 2014. Two categories emerged: Nursing Courses and Teaching Work Trends and Curriculum Guidelines for Higher Education in Nursing. Conclusion: it is understood that nursing education, teaching-learning and teaching work are not articulated between teaching practice, research and extension, impairing the critical thinking and doing of the student body. It is noticed that teachers' productions still lack innovative strategies that signal to the students a professional practice more in keeping with the current reality of the health needs of the population. Descriptors: Higher Education; Nursing Education; Trends; Faculty; Nursing; Review.RESUMEN Objetivo: identificar cómo está la educación en la enseñanza superior de Enfermería, los procedimientos y las tendencias de trabajo del docente. Método: se trata de un estudio bibliográfico tipo revisión integrativa, en artículos publicados entre los años de 2007 a 2017, en las bases de datos MEDLINE, LILACS y BDENF. Se organizaron los datos en categorías y se evaluó la calidad metodológica de los artículos por la clasificación según los siete niveles jerárquicos de evidencia, y los resultados se presentan en figuras. Resultados: se encontraron 13 artículos escritos por enfermeros y publicados en el período de 2010 a 2014. Se emergieron dos categorías: Cursos de Enfermería y Tendencias del Trabajo Docente y Directrices Curriculares de la Enseñanza Superior en Enfermería. Conclusión: se entiende que la educación de enfermería, la enseñanza-aprendizaje y el trabajo docente no se articulan entre la práctica de la enseñanza, la investigación y la extensión, perjudicando el hacer y el pensar críticos del alumnado. Se percibe que las producciones de los docentes todavía carecen de estratégicas innovadoras que señalen a los discentes una práctica profesional más adecuado con la realidad vigente de las necesidades de salud de la población. Descriptores: Educación Superior; Educación en Enfermería; Tendencias; Docentes; Enfermería; Revisión.
37
Baillie, Caroline, and Victoria Remenda. "Education for Sustainability." Journal of Biobased Materials and Bioenergy 1, no. 1 (April 1, 2007): 163–70. http://dx.doi.org/10.1166/jbmb.2007.1990.
Full textAbstract:
Courses which are intended to help students learn 'attitudes' or ways of thinking, as well as or instead of the more common 'knowledge' and 'skills,' are notoriously difficult to get right—particularly for younger students. Most courses relating to environmental issues or sustainability are electives within general science or engineering programs or they are within specialized environmental degree programs. In this paper, we examine two compulsory core courses designed to help students develop an appreciation of sustainability of the environment, one within a common first-year program of 600 students and one within a second-year geological engineering program of 35 students. In the first-year course, the sustainability component is situated within a course on 'Professional Skills,' which is taught in an innovative week-long intensive module. Students in this course have difficulties with the teaching and learning approach as much as with the subject matter. In the second-year course the main focus is on sustainability and the environment, taught using enquiry-based learning, a similar, interactive, innovative approach. In this course students respond much better to the concepts and appear to enhance or transform their perspectives. Students may be considered to pass through a 'threshold.' We examine the factors which seem to prevent students from passing through the threshold and consider possible strategies for aiding the pathway.
38
Shareef, Sardar S., and Guita Farivarsadri. "An Innovative Framework for Teaching/Learning Technical Courses in Architectural Education." Sustainability 12, no. 22 (November 16, 2020): 9514. http://dx.doi.org/10.3390/su12229514.
Full textAbstract:
This study presents a teaching/learning framework based on parallels between problem-based learning (PBL), constructivist pedagogy, and design, which enables students to learn technical courses in a way that promotes sustainable and self-directed learning. The study used qualitative content analysis of literature surveyed from scientific databases to determine thematic codes and find the relations. The theoretical framework was implemented in a case study conducted in a second-year course in building construction technology at Tishk International University, Sulaimaniya, Iraq. The results indicate that solving ill-defined problems increased student enjoyment in learning various subjects through several teaching methods including self-directed learning. The instructor’s role is to facilitate learning rather than to provide knowledge by showing the solutions. This stimulates the students’ curiosity toward understanding problems and approaching solutions through a game-based scheme. The suggested framework can be a guide for instructors teaching technical courses of any kind. This method equips students with technical knowledge that benefits them in their studies and their professional lives after graduation, as they can integrate both their design and technical knowledge.
39
Ziegfeld, Connie, and Sara Jones. "An Innovative Strategy to Facilitate Nurse-Physician Interaction." Journal of Continuing Education in Nursing 18, no. 2 (March 1987): 47–50. http://dx.doi.org/10.3928/0022-0124-19870301-05.
Full text
40
Morton, Helen R., Joan K. Himes, and Blossom Stevens. "The Foreign Nurse Program: An Innovative NCLEX Review." Journal of Continuing Education in Nursing 23, no. 2 (March 1992): 81–82. http://dx.doi.org/10.3928/0022-0124-19920301-11.
Full text
41
Ortega-Morán, Juan Francisco, Blas Pagador, Juan Maestre-Antequera, Javier Sánchez-Fernández, Antonio Arco, Francisco Monteiro, and Francisco M. Sánchez-Margallo. "Lapnurse—A Blended Learning Course for Nursing Education in Minimally Invasive Surgery: Design and Experts’ Preliminary Validation of Its Online Theoretical Module." Healthcare 9, no. 8 (July 28, 2021): 951. http://dx.doi.org/10.3390/healthcare9080951.
Full textAbstract:
Background: The implantation of Minimally Invasive Surgery (MIS) leads to the specialization of nurses in this surgical field. However, there is no standard curriculum of MIS Nursing in Europe. Spanish and Portuguese nurses are inexperienced and have poor training in MIS. For that, a blended learning course for nursing education in MIS (Lapnurse) has been developed. This work aims to detail the course design and to preliminary validate by experts its online theoretical module. Methods: Lapnurse consists of an online module with nine theoretical lessons and a face-to-face module with three practical lessons. The e-learning environment created to provide the online module, with didactic contents based on surgical videos and innovative 3D designs, has been validated by two technicians (functionality) and four nurses with teaching experience in MIS (usability and content). Results: The E-learning platform meets all technical requirements, provides whole and updated multimedia contents correctly applied for educational purposes, incorporates interactivity with 3D designs, and has an attractive, easy-to-use and intuitive design. Conclusions: The lack of knowledge in MIS of Spanish and Portuguese nurses could be addressed by the blended learning course created, Lapnurse, where the e-learning environment that provides theoretical training has obtained a positive validation.
42
Poore, Julie A., Lesley B. Milgrom, and Lisa Edgington. "An Innovative Role for Nursing Students Within a Student-Run Free Clinic." Creative Nursing 23, no. 3 (2017): 147–51. http://dx.doi.org/10.1891/1078-4535.23.3.147.
Full textAbstract:
Historically, the majority of nurses have been employed by hospitals. However, the changing landscape of health care has seen a shift to other areas of practice. Nursing graduates must be prepared to work collaboratively with a shared vision that is patient-centered and team-oriented. To better prepare students for collaborative practice, a School of Nursing developed a course for senior level nursing students that included a clinical experience within a student-run free clinic. Nursing students were able to enhance clinic services by providing health screening, patient navigation, patient education, health coaching, and patient follow-up.
43
Eddy, Linda L., Renee Hoeksel, Cindy Fitzgerald, and Dawn Doutrich. "Innovative Practice in Advancement of Academic Nurse Educator Careers." Nursing Education Perspectives 39, no. 4 (2018): 257–58. http://dx.doi.org/10.1097/01.nep.0000000000000259.
Full text
44
Kreider, Kathryn Evans, and B. Iris Padilla. "Development of an Innovative Endocrinology Training Program for Nurse Practitioners." Journal of Nursing Education 57, no. 8 (August 1, 2018): 506–9. http://dx.doi.org/10.3928/01484834-20180720-11.
Full text
45
Porr, Caroline, and Rylan Egan. "How does the Nurse Educator Measure Caring?" International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 35–43. http://dx.doi.org/10.1515/ijnes-2012-0011.
Full textAbstract:
AbstractThe purpose of this article is to advance worldwide scholarship of nursing education by introducing a novel approach to evaluate nursing students’ level of human caring. We propose an innovative tool that can be used by nurse educators to measure the construct of caring. Caring encompasses three dimensions: intentionality, relationality, and responsivity. The dimensions are drawn from theoretical, practice, and education literatures. The innovative tool, named the Caring Interaction Inventory, exposes nursing students to audio–video recordings of complex real-life healthcare encounters. Nursing students are required to choose from several options, caring behaviors that would best address holistic patient needs. Caring behaviors chosen for a given healthcare encounter and the rationale provided by the student, enable the nurse educator to evaluate the student’s caring in terms of intentionality, relationality, and responsivity. The sum total of the student’s performance within each dimension constitutes the student’s overall caring grade.
46
Honkima¨ki *, Sanna, Pa¨ivi Tynja¨la¨, and Sakari Valkonen. "University students' study orientations, learning experiences and study success in innovative courses." Studies in Higher Education 29, no. 4 (August 2004): 431–49. http://dx.doi.org/10.1080/0307507042000236353.
Full text
47
Molina, Juan Ramón, Francisco Rodríguez y Silva, and Miguel Ángel Herrera. "The potential of digital sand-table use in engineering education." Higher Education, Skills and Work-Based Learning 9, no. 1 (February 11, 2019): 30–40. http://dx.doi.org/10.1108/heswbl-03-2018-0031.
Full textAbstract:
Purpose The purpose of this paper is to show the evaluation of the learning process to determinate if engineering student marks would be better from sand-table teaching than from traditional teaching. Design/methodology/approach The innovative teaching project incorporating digital sand-table use was evaluated by asking undergraduate and postgraduate students to rate their learning experiences and by analyzing their academic performance. Findings The results show that the percentage of students passing the courses, and marks on the course tests were higher for students taught using sand-table, compared to students taught without using this tool. Practical implications Engineering curricula are constantly revised to address the demands for undergraduate courses and specialization courses, and the differing needs of actual practice in relation to theoretical knowledge. Originality/value The experience at the University of Córdoba (Spain) offers some insights to other engineering degrees and educational institutions that wish to focus on the development of innovative academic programs and student capabilities.
48
Aprielieva, Iryna, Viktoriia Yatsenko, Vasyl Vasenko, Valentyna Vasenko, and Oleksandr Vasenko. "A pedagogical profession in the context of the latest educational research and innovative pedagogical knowledge (consider the pedagogical profession in the context of preschool education)." LAPLAGE EM REVISTA 7, Extra-A (May 17, 2021): 491–501. http://dx.doi.org/10.24115/s2446-622020217extra-a850p.491-501.
Full textAbstract:
This article aims to establish how effective it is to introduce information about innovative pedagogical knowledge into training courses, how educators perceive the latest educational research and innovations, practices of preschool educational space, how to motivate integration into professional activities; identified several characteristics of forecasting (attitude to innovation, alarming use of innovation, external barriers to integration of innovation into pedagogical practice, courses related to innovative pedagogical practices and previous experience, readiness to use innovative pedagogical knowledge in the space of preschool education). Empirical, statistical, and theoretical methods were used in this research. The result of this study is to prove that training programs for educators in preschool education, new pedagogical knowledge, and courses, related to innovations, have the effect of enabling preschool teachers to use innovations in their professional practice. A further perspective is the study of effective ways to introduce innovative pedagogical knowledge to teachers in the field of preschool education.
49
Alyabieva, Liudmila, Irina Sakhno, and Tatiana Fadeeva. "Innovative Forms of Education in Art and Design: Overview and Prospects." Scientific and analytical journal Burganov House. The space of culture 17, no. 1 (March 10, 2021): 126–44. http://dx.doi.org/10.36340/2071-6818-2021-17-1-126-144.
Full textAbstract:
The latest educational technologies and courses in art and design are the focus of this paper. Various practice-based graduate courses such as the practicebased Ph.D., the Art Ph.D., practice-based research, and practice-led research, and others, are of particular interest. The authors argue that traditional education is no longer capable of meeting today’s smart society’s needs with its focus on information, technology, and creativity. By establishing convergent teaching principles, these new graduate courses provide career-oriented education that fuses theory and practice. These innovative courses aim to reinforce practical/applied and research skills and bring together theoretical findings and practical representation forms. With today’s growing interest in projectbased and practice-based research, the authors examine the evolution of educational and academic standards and analyze the background of project-based activity in art and design education. Based on their in-depth study of international experience and postgraduate European art and design programs, they draw a range of conclusions and take a detailed look at practice-based research Ph.D. As Ph.D. programs become more diverse and the choice is continually growing, the authors feel that the traditional teaching and research role of a Ph.D. student is becoming outmoded. Becoming a key resource for creating innovative Ph.D. programs, today’s practice-based Bachelor’s and Master’s degrees in art and design focus on applied research, the effectiveness of which is beyond question. Practice-based Ph. Ds, which are increasingly becoming the subject of academic debate, clearly show the shift taking place in views on graduate study standards. In today’s educational and academic learning models, the dichotomy between theory and practice is erased with practical research bringing together methodologies based on academic and practical results. The development of integrative methodology is greatly advanced through practical research cases, the effectiveness of which largely depends on the educational establishment’s management’s dedication to updating traditional learning formats. The paper offers a brief review of the leading practice-based Ph.D. discussion platforms while also introducing a wide variety of foreign-language sources, in which this new phenomenon and various practical research models are analyzed, into the academic field.
50
Miller, Barbara, and Cherie Rector. "Distance Learning in a School Nurse Credential Program." Journal of School Nursing 18, no. 6 (December 2002): 338–45. http://dx.doi.org/10.1177/10598405020180060601.
Full textAbstract:
Distance learning, which encompasses many methodologies, is becoming a more readily available educational alternative. Because there are a limited number of school nurse credential programs and the demand for school nurses is increasing, distance learning may be a viable method of instruction. This article describes the authors’ experiences organizing and presenting distance learning courses to five remote sites for students in a university school nurse credential program. After numerous inquiries, potential students from several areas were surveyed, and arrangements were made with universities in those areas to receive two-way audio and video transmissions of two seminar courses; later, two clinically oriented courses in the school nurse program. Students were able to complete their program requirements by taking equivalent course work at their local universities. Perceptions of students and the instructor, course evaluation, and practical suggestions are shared. Guidelines for potential students about selecting quality distance education programs are also noted.