Academic literature on the topic 'Nursing students Victoria Interviews'
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Journal articles on the topic "Nursing students Victoria Interviews"
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Bradley, Donna Maree, Lisa Bourke, and Catherine Cosgrove. "Experiences of Nursing and Allied Health Students Undertaking a Rural Placement: Barriers and Enablers to Satisfaction and Wellbeing." Australian and International Journal of Rural Education 30, no. 1 (April 7, 2020): 51–63. http://dx.doi.org/10.47381/aijre.v30i1.239.
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Australia's rural health services commonly face serious and protracted workforce shortages. To help address such shortages in rural and remote areas, a range of programs exist to support university students to undertake placements in a rural setting. In particular, University Departments of Rural Health (UDRHs) are funded to support nursing and allied health students to undertake a rural placement. As UDRHs encourage students to 'go rural' and as they coordinate and facilitate placements in rural settings, a range of enablers and barriers emerge. This study investigates the lived experiences of nursing and allied health students on placement in public health services in rural and regional Victoria. Its purpose was to identify the enablers and barriers most strongly affecting placement satisfaction and personal wellbeing. The intended outcome was to identify modifiable factors that could potentially improve the rural placement experience. Eighteen students were interviewed by a student undertaking her placement. Interviews were 45-60 minutes in length and all face-to-face. The 18 participants were from five universities and were undertaking their placement at one of seven public hospitals operating in northeast Victoria. The researcher recruited participants by attending scheduled debrief meetings at their placement organisation, briefly discussing the research and inviting students to participate. Data were analysed using a thematic analysis approach. The study found that most participants were positive and enthusiastic about their rural placement, both professionally and personally. Three key enablers were identified: 1) enjoyment of the rural environment and community; 2) working in a positive, friendly and supportive workplace; and 3) exposure to broad practice and enhanced learning opportunities. Simultaneously many had also experienced significant barriers before, during or as a consequence of undertaking their placement, and these negatively affected placement satisfaction and personal wellbeing. Identified barriers were: 1) increased financial stress; 2) travel and accommodation challenges and concerns; 3) study-work-life balance and isolation issues; 4) encountering stressful work situations and/or personal events while on placement; and 5) communication issues with universities. The findings are strongly consistent with those identified in the extant literature. The findings add to previous research by deepening understanding about the financial burden and barriers experienced by nursing and allied health students as a result of undertaking rural placements. Disruption to students' lives socially, psychologically, financially and in terms of employment were significant. The study identified some important aspects of the placement experience, suggesting that nursing and allied health students can be dissatisfied with increased financial stress, isolation and inflexibility from universities.
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Peck, Blake, Andrew Smith, Daniel Terry, and Joanne E. Porter. "Self-Regulation for and of Learning: Student Insights for Online Success in a Bachelor of Nursing Program in Regional Australia." Nursing Reports 11, no. 2 (May 20, 2021): 364–72. http://dx.doi.org/10.3390/nursrep11020035.
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The blended online digital (BOLD) approach to teaching is popular within many universities. Despite this popularity, our understanding of the experiences of students making the transition to online learning is limited, specifically an examination of those elements associated with success. The aim of this study is to explore the experiences of students transitioning from a traditional mode of delivery to a more online approach in an inaugural BOLD Bachelor of Nursing program at a regional multi-campus institution in Victoria, Australia. Fifteen students across two regional campuses participated in one of four focus groups. This qualitative exploration of students’ experience contributes to contemporary insights into how we might begin to develop programs of study that help students develop self-regulation. A modified method of thematic analysis of phenomenological data was employed to analyse the focus group interview data to identify themes that represent the meaning of the transition experience for students. This qualitative exploration of students’ experience contributes to contemporary insights into how we might begin to develop programs of study that help students develop self-regulation.
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Brown, Stephen, Lara Wakeling, Mani Naiker, and Sue White. "Approaches to Study in Undergraduate Nursing Students in Regional Victoria, Australia." International Journal of Nursing Education Scholarship 11, no. 1 (January 1, 2014): 155–64. http://dx.doi.org/10.1515/ijnes-2014-0020.
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AbstractIn developmental research to devise a strategy to identify students who may benefit from assistance with learning habits, approaches to study were explored in undergraduate nursing students (n=122) enrolled in a compulsory first-year course in physiology at a regional Australian university. The course constituted 30 credits (25%) of their first year of study. Using the Approaches and Study Skills Inventory (ASSIST), students were identified as adopting a deep (n=38, 31%), strategic (n= 30, 25%), or a surface (n=54, 44%) approach to study. Internal consistency (Cronbach’s alpha [α]) for deep, strategic, and surface was 0.85, 0.87, and 0.76, respectively. Subsequently, a cluster analysis was done to identify two groupings: a “surface” group (n=53) and a “deep/strategic” group (n=69). The surface group scored lower in deep (33.28±6.42) and strategic (39.36±6.79) approaches and higher in the surface (46.96±9.57) approach. Conversely, the deep/strategic group scored 46.10±6.81, 57.17±7.81, and 41.87±6.47 in deep, strategic, and surface styles, respectively. This application of the ASSIST questionnaire and cluster analysis thus differentiated students adopting a surface approach to study. This strategy may enable educators to target resources, for example additional tutorial opportunities, peer-assisted study support, and tutor-led seminar sessions aimed at encouraging students to adopt a less superficial approach to study.
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Bell, Victoria. "The journey to becoming a newly qualified nurse in general practice." Practice Nursing 30, no. 10 (October 2, 2019): 512–13. http://dx.doi.org/10.12968/pnur.2019.30.10.512.
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Practice Nursing is keen to encourage more students to get excited about a career in general practice. Victoria Bell kindly shares her experience of placements and job hunting in the hope that more students will see that working in general practice is an option them
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Birks, Melanie, Mohammad Al-Motlaq, and Jane Mills. "Pre-registration nursing degree students in rural Victoria: Characteristics and career aspirations." Collegian 17, no. 1 (March 2010): 23–29. http://dx.doi.org/10.1016/j.colegn.2009.07.001.
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Fettig, Karen J., and Pamela K. Friesen. "Socialization of Nontraditional Nursing Students." Creative Nursing 20, no. 2 (2014): 95–105. http://dx.doi.org/10.1891/1078-4535.20.2.95.
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Nurse educators are challenged to meet the needs of nontraditional students in mobility nursing programs. Increasing student diversity and a projected nursing shortage make retention, ensuring student success, and facilitating entrance into the profession the top priorities for educators. The role of peer support in the success of nontraditional students in a mobility program in the Midwest was explored through semistructured interviews with 10 graduates. Participants reported developing collegial relationships with other students; when friendships formed, caring connections, shared learning, and collaboration occurred. Nurse educators can encourage relationship building between students and facilitate shared learning among student groups.
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Smith, Janine. "Community nursing and health care in the twenty-first century." Australian Health Review 23, no. 1 (2000): 114. http://dx.doi.org/10.1071/ah000114.
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This article reports on research into the changing role of generalist community nurses inVictoria during the 1990s. It provides an analysis of the implications of current policy trendsand presents an overview of current practice and trends in contemporary health care deliveryin the community. It discusses a vision for community nursing inspired by interviews withgeneralist community nurses throughout Victoria, and offers creative recommendations andstrategies that will facilitate planning for the personal and professional changes necessary totake community services into the twenty-first century.
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Ehrenfeld and Tabak. "Value of admission interviews in selecting of undergraduate nursing students." Journal of Nursing Management 8, no. 2 (March 2000): 101–6. http://dx.doi.org/10.1046/j.1365-2834.2000.00155.x.
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Sweigart, Linda, Marsha Burden, Kay Hodson Carlton, and John Fillwalk. "Virtual Simulations across Curriculum Prepare Nursing Students for Patient Interviews." Clinical Simulation in Nursing 10, no. 3 (March 2014): e139-e145. http://dx.doi.org/10.1016/j.ecns.2013.10.003.
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Nasrin, Hanifi, Parvizy Soroor, and Joolaee Soodabeh. "Nursing Challenges in Motivating Nursing Students through Clinical Education: A Grounded Theory Study." Nursing Research and Practice 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/161359.
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Nurses are the first role models for students in clinical settings. They can have a significant role on students’ motivation. The purpose of this study was to explore the understanding of nursing students and instructors concerning the role of nurses in motivating nursing students through clinical education. The sampling was first started purposefully and continued with theoretical sampling. The study collected qualitative data through semistructured and interactive interviews with 16 nursing students and 4 nursing instructors. All interviews were recorded, transcribed, and analyzed using grounded theory approach. One important pattern emerged in this study was the “concerns of becoming a nurse,” which itself consisted of three categories: “nurses clinical competency,” “nurses as full-scale mirror of the future,” and “Monitoring and modeling through clinical education” (as the core variable). The findings showed that the nurses’ manners of performance as well as the profession’s prospect have a fundamental role in the process of formation of motivation through clinical education. Students find an insight into the nursing profession by substituting themselves in the place of a nurse, and as result, are or are not motivated towards the clinical education.
Dissertations / Theses on the topic "Nursing students Victoria Interviews"
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Clark, Karen. "A qualitative study of faculty/student perceptions of RN to baccalaureate nursing degree curricula and instructional needs through focus groups and follow-up interviews." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290774.
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The purpose of this qualitative study was to explore the RN to BSN student's perceptions about what they need from curricula and the faculty to meet their educational goals. In addition, the study looked at the relationship between student identified needs and those identified by the faculty in regard to the RN to BSN curriculum.Evidence was collected using three focus group interviews with RN to BSN students and three focus group interviews with faculty who teach in RN to BSN programs. The number of participants in faculty focus group totaled 13 while participants in student focus groups totaled 16 participants. Individual follow-up interviews were conducted with participants from five of the six focus groups.A total of 50 concepts and a total of 20 subcategories were identified as significant as a result of the student data analysis. Seven themes emerged from the data analysis: 1) reasons for seeking BSN degrees (personal reasons, job advancement or maintenance, bridge to graduate school); 2) curricular content (nursing research, nursing leadership/management, health assessment, politics, computer technology, and general education); 3) curricular outcomes (professionalism, professional self-esteem, critical thinking); 4) institutional factors (advising and admissions processes, separation from traditional BSN students); 5) teaching methodologies (discussion, sharing, student presentations); 6) adult learning principles (self-direction, choices, peer learning, respect for experience); and 7) accommodations (acknowledgement for multiple roles, convenience, flexibility, credit for previous work, choices, physical environment).Department of Educational Studies
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Mospan, Courtney M., Rick Hess, Reid B. Blackwelder, Susan Glover, and Chris Dula. "A Two-Year Review of Suicide Ideation Assessments Among Medical, Nursing, and Pharmacy Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6904.
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Suicide is the 10th leading cause of death in the U.S. and has increased in prevalence during the past 15 years. Patients who attempt suicide are more likely to have contact with their primary care provider than a mental health provider in the month before attempting suicide, highlighting the need for competency in suicide ideation (SI) assessment. The Communications Skills for Health Professionals is an interprofessional course involving first-year medical, nursing, and pharmacy students. Specific instruction regarding assessment of SI was delivered through an online module and later practiced by students with standardized patients (SP). A final Objective Structured Clinical Examination featured an SP with depression, but without SI, though an assessment of SI was indicated. Three hundred fifty six interviews were reviewed and 55.1% (196/356) of students assessed for SI. Across professions, 65.5% (93/142) of medical students, 52.5% (32/61) of nursing students, and 46.4% (71/153) of pharmacy students performed an assessment. Medical students’ SI assessment was highest across the groups (p = 0.001), while pharmacy students’ SI assessment was lowest (p = 0.004). Results suggest that additional educational strategies should be developed and implemented to increase SI assessment performance in all professions, but especially in pharmacy students.
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Lilja, Fanny, and Madelene Tornerhjelm. "Cultural Competence in Care of Patients from Diverse Cultural Backgrounds : Experiences of Nursing Students in Gauteng Province, South Africa." Thesis, Blekinge Tekniska Högskola, Institutionen för hälsa, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-16308.
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Background: The society is rapidly changing in a demographic matter. As a result of this nurses are required to be equipped with the right skills and knowledge to approach a more diverse patient group. Hence, the health care is dependent on cultural competent nurses, without them the health care is vulnerable. Previous studies show that nurses are faced with great challenges when it comes to encounters with patients from different cultural backgrounds and that they lack the essential cultural knowledge which effects the quality and standard of care. This means high demands on the nursing curricula to integrate guidelines for cultural competence and educate future nurses in order to make them more prepared for their future profession. Aim: To explore nursing students experiences of practicing cultural competence in care of patients from diverse cultural backgrounds, a qualitative study in Gauteng province, South Africa. Method: The chosen method was qualitative. Eight individual semi-structured interviews were conducted and analyzed with inspiration from Burnard’s (1996) four-step content analysis. Findings: The findings showed the main-category: beneficial components in cultural competent care, with three sub-categories: positive attitudes and adapting of care, gaining knowledge from cultural encounters with patients and existing contextual insights of own culture and other cultures. The beneficial components included the positive attitudes of the participants and their ability to adapt the care around cultural challenges. Gaining knowledge from cultural encounters with patients and having existing contextual insights of own culture facilitated the encounters with patients. Findings also showed the main-category: barriers in providing a cultural competent care with three sub-categories: disrupted communication, limited levels of cultural knowledge and lack of trust. Disrupted communication was mostly due to the language barrier, a huge problem as important information was left out and the system of getting interpreters faulted. The limited levels of cultural knowledge were based on limited knowledge about different cultures. Lack of trust originated from patients’ strong cultural belief while disbelieving in the westernized health care which resulted in a non-trusting relationship between health care personnel and patients. Conclusion: There were several barriers as well as facilitators, though the barriers were more dominating in character. Therefore, more education is needed so nursing students feel empowered and more secure when encountering patients from different cultures. Continuing education is also needed for registered nurses as well as prospective and further research is required in order to obtain the best resources for implementation of cultural competence.
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Storey, Linn M. "The effect of structured interviews on predicting the success of associate degree nursing students." 2008. http://purl.galileo.usg.edu/uga%5Fetd/storey%5Flinn%5Fm%5F200812%5Fedd.
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Krezel, Joanna. "Towards understanding effects of social influence on student choice of university: case study of Victoria University." Thesis, 2020. https://vuir.vu.edu.au/42292/.
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Increased competition among education providers has made the process of student choice regarding higher education institutions (institutions) more complicated for potential students. At the same time, institutions are striving to attract new students through new and innovative ways. This research contributes to an increased understanding of the social influence factors that impact on student choice processes and explores their effect on the selection of institutions.
This study predominantly focused on factors influencing the final choice of institutions. However, in order to consider a broader range of social pressures on student choice, the study also examined the stages of development of a predisposition to engage in post-secondary education and the information search.
This study adopted a qualitative methodology and employed the phenomenological perspective as a theoretical basis to investigate students’ choice processes. A series of research questions guided the in- depth face to face interviews, conducted with 13 first-year undergraduate students, which had the main objective of interpreting and exploring the participants’ lived experiences contributing to their choice of institution.
The findings of the study highlight the importance of perceived elements of sincerity and credibility during prospective student encounters with influencing agents. These crucial elements affecting student choices provide further insight in identifying the prerequisite conditions for these perceptions to form. The research makes contributions to the broader body of knowledge concerned with student choice through the adoption of a phenomenological perspective and a strong focus on the role of social influence in this context. The research offers practical implications for higher education marketers as it informs the development of more targeted marketing communication and recruitment campaigns through increased knowledge of the student choice processes and the social influence determinants that underpin these processes.
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Lawrence, Karen. "Developing an innovated flexible clinical education model : enhancing student learning." Thesis, 2014. https://vuir.vu.edu.au/25839/.
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The purpose of this study was to enhance the clinical experience of undergraduate nursing students through an investigation into a Flexible Clinical Education Model offered at Victoria University.
Clinical education is a vital component of the undergraduate nursing curriculum that provides students with the opportunity to develop the knowledge, attitudes and skills needed to function effectively as a qualified nurse. Despite the commitment of universities to produce competent graduates, there is continued debate regarding models of clinical education that provide best practice in the clinical learning environment.
Books on the topic "Nursing students Victoria Interviews"
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The medical interview: Gateway to the doctor-patient relationship : a manual for first or second year medical students. New York: Parthenon Pub. Group, 1993.
Find full textBook chapters on the topic "Nursing students Victoria Interviews"
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Akselbo, Iben, and Ingvild Aune. "How to Use Simulation as a Learning Method in Bachelor and Postgraduate/Master Education of Nurses and Teachers in Healthcare." In How Can we Use Simulation to Improve Competencies in Nursing?, 13–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_2.
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AbstractIn this chapter, results from three different studies about simulation as a learning method are presented and discussed alongside relevant pedagogical theory and other research. These studies were conducted at a university in Norway from 2018 to 2020. The studies used a qualitative approach, and reflection notes and focus group interviews were used to collect data. The participants (81 students in total) were bachelor of nursing students 2nd year public health nursing students, and students in teacher training (healthcare). The interviews were conducted shortly after the students had performed the simulation activity. The students expressed that the simulation provided a higher degree of realism and seriousness than skill training did. They felt that the simulation was an educational method in which they experienced realistic feelings and stress in a serious situation. The students learned that in an emergency, good communication is important to make the right decision. The simulation was perceived as one of the most effective ways to prepare themselves for the profession of nursing. They experienced learning through describing the course of events during the debriefing process and obtaining feedback from other students to reveal the gaps in their knowledge.
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Pedersen, Karin Ravn, and Wivi-Ann Tingvoll1. "Utøvelse av kunnskapsbasert praksis i sykehjem." In Handlingsrom for profesjonalisert velferd, 155–75. Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.114.ch7.
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Evidence-based practice (EBP) is one of the core skills in nursing, and it has received increased attention in official documentation and parliamentary announcements. The objective of this chapter is to develop knowledge about how EBP can be employed in nursing homes. The chapter is based on the experiences of nursing students during their project work on health promotion and prevention in a nursing home. The data are based on 18 students’ written evaluations of their practical studies, a focus group discussion with 4 of these 18 nursing students, and individual interviews with 4 leaders conducted in 2018. This study shows that both the leaders of the nursing homes and the students themselves acknowledge the need for occupational practice to be evidence-based. Resistance experienced by the nursing home staff may be a barrier to the application of EBP. The students experienced the project work as an opportunity to immerse themselves in a specific and well-defined theme using EBP tools.
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Silva, Pedro Henrique Costa, Larissa Chaves Pedreira, Jeane Freitas de Oliveira, Mirian Santos Paiva, Levi Moura Santos, and Roberta Pereira Góes. "Nursing in face of (I) mobility of hospitalized elderly people: Study of social representations." In Associated factors and more frequent sleep disorders in university students: Integrative review. Ludomedia, 2022. http://dx.doi.org/10.36367/ntqr.13.2022.e698.
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Introduction: Mobility is a basic action practiced during the execution of general nursing care during hospitalization, however, when it comes to elderly people, this action is usually controversial because it constitutes a risk for falls. Objective: To apprehend the structure of the social representations of the nursing team regarding the mobility of the hospitalized elderly person. Methods: This is exploratory descriptive research with a qualitative approach, based on the principles of the Theory of Social Representations, with a focus on the structural approach. The social group studied was composed of 100 professionals from the nursing team who work in units dedicated to the care of the elderly at a university hospital in the city of Salvador, Bahia, Brazil. Data collection took place in two moments, through the free word association and unstructured interview techniques. The free word association data were processed by the EVOC software, which determined the structure of the social representation through the four-place table. Content analysis was used for the interviews. The discussion involved the entire research corpus. Results: In the table, considering the frequency and the average order of evocations, the terms “fall, bedridden and care” composed the central nucleus. From the analyses of interviews, three thematic categories emerged: Mobility care involving risks, mobility care, aimed at maintaining independence/autonomy and care to deal with barriers to mobility. For the nursing team investigated, the social representation of mobility is associated with ambulation, with limited movements in the face of the risk of falling, which stimulates autonomy and independence. Conclusion: The structure of the Social Representations on the mobility of the hospitalized elderly person is anchored in everyday situations of the professional practice of the investigated group, evidencing conflicts between promoting prevention/recovery of incapacity through hospitalization and avoiding other health damages due to the risk of falls.
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Passmore, Denise. "Transforming From the Classroom to an Online Nursing Educator." In Enriching Collaboration and Communication in Online Learning Communities, 82–102. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9814-5.ch006.
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This chapter explores through phenomenological methodology the experiences of nursing faculty who transitioned from live to online teaching. These experiences are further examined through the theory of transformative learning to determine whether participants were able to transform their teaching identity from traditional classroom teacher (sage on the stage) to facilitators of learning. One-on-one interviews were conducted with 16 full-time nursing faculty at four state universities. Findings revealed that most faculty were originally hesitant to teach online and had multiple misconceptions regarding teaching methods and online student communication. With one exception, professional development for online teaching was limited. Most participants described transforming their teaching methods and philosophies as they gained more experience. Results implicate that faculty development should focus not only on educational principles and technology, but also on ways to connect with students and develop course content that helps maintain faculty identities.
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Passmore, Denise. "Transforming From the Classroom to an Online Nursing Educator." In Research Anthology on Nursing Education and Overcoming Challenges in the Workplace, 64–84. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9161-1.ch005.
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This chapter explores through phenomenological methodology the experiences of nursing faculty who transitioned from live to online teaching. These experiences are further examined through the theory of transformative learning to determine whether participants were able to transform their teaching identity from traditional classroom teacher (sage on the stage) to facilitators of learning. One-on-one interviews were conducted with 16 full-time nursing faculty at four state universities. Findings revealed that most faculty were originally hesitant to teach online and had multiple misconceptions regarding teaching methods and online student communication. With one exception, professional development for online teaching was limited. Most participants described transforming their teaching methods and philosophies as they gained more experience. Results implicate that faculty development should focus not only on educational principles and technology, but also on ways to connect with students and develop course content that helps maintain faculty identities.
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Passmore, Denise. "From “Sage on the Stage” to Facilitator of Learning." In Building Online Communities in Higher Education Institutions, 237–57. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5178-4.ch013.
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This chapter explores through phenomenological methodology the experiences of nursing faculty who transitioned from live to online teaching. These experiences are further examined through the theory of transformative learning to determine whether participants were able to transform their teaching identity from traditional classroom teacher (sage on the stage) to facilitators of learning. One-on-one interviews were conducted with 16 full-time nursing faculty at 4 state universities. Findings revealed that most faculty were originally hesitant to teach online and had multiple misconceptions regarding teaching methods and online student communication. With one exception, professional development for online teaching was limited. Most participants described transforming their teaching methods and philosophies as they gained more experience. Results implicate that faculty development should focus not only on educational principles and technology but also ways to connect with students and develop course content that helps maintain faculty identities.
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Passmore, Denise. "From “Sage on the Stage” to Facilitator of Learning." In Online Course Management, 1635–55. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch085.
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This chapter explores through phenomenological methodology the experiences of nursing faculty who transitioned from live to online teaching. These experiences are further examined through the theory of transformative learning to determine whether participants were able to transform their teaching identity from traditional classroom teacher (sage on the stage) to facilitators of learning. One-on-one interviews were conducted with 16 full-time nursing faculty at 4 state universities. Findings revealed that most faculty were originally hesitant to teach online and had multiple misconceptions regarding teaching methods and online student communication. With one exception, professional development for online teaching was limited. Most participants described transforming their teaching methods and philosophies as they gained more experience. Results implicate that faculty development should focus not only on educational principles and technology but also ways to connect with students and develop course content that helps maintain faculty identities.
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Clayton, Kaylene. "Attitudes Towards ICT in Australian High Schools." In Information Communication Technologies, 3384–90. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch238.
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Information and communication technology (ICT) is integrated into almost every daily activity. Yet, few females today are choosing ICT based careers; a large percentage prefer to work in “pink collar” jobs such as childcare, education, and nursing. A recent report (Queensland Government, 2004) states that the average weekly earnings of full-time female workers in ICT, personal services, education, and health careers are $883.30, $513.10, $802, and $854.20 respectively. Furthermore, even though females consistently earn less than males, female ICT workers record the highest average earnings for all female occupations. Not only are females rejecting the financial rewards associated with ICT careers in favor of jobs that are seen to have a high human concern, they are also denying their voice in the creation and development of future technologies and applications. However, why are they shunning ICT study and careers? How does their educational environment and their perceptions of ICT impact ICT study and career choices? This article explores these questions through the 2003 case study of Year 9 and 12 students, teachers and guidance officers at two co-educational schools in Queensland, Australia. Data was collected from 490 participants through questionnaires and six students and four teachers took part in interviews. Two theoretical frameworks, organizational culture and information quality, were used as a lens to view the situation.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
Conference papers on the topic "Nursing students Victoria Interviews"
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Gonzalez-Cuevas, Gustavo, Marta Lopez del Hierro, Nieves Martinez, and Maria Asuncion Hernando. "A case-based tool to assess college students’ perceptions about ethical competence." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5581.
Full textAbstract:
The main objective of this study was to design a new tool to explore the perception of professionally-related ethical values in Health Sciences undergraduate students. For this purpose, 24 conversational interviews, as well as an extensive literature review, were initially employed. Then, five ethical values were selected: respect for the patient, altruism, empathy, responsibility for my actions, and lifelong learning. Next, twenty cases with ethical dilemmas were created with protagonists pertaining to four degrees in the Health Sciences: Nursing, Dentistry, Physical Therapy, and Medicine. These cases were examined by professionals from these fields and presented to a sample of students to analyze their functioning. Our results indicate that the cases are easy to understand as most cases were identified correctly. Interestingly, students reported “respect for the patient” as the most important ethical value. The least important value was “altruism.” This new tool adds a practical perspective based on clinical cases with real-life dilemmas. Further studies are needed to continue exploring this topic.
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Otani, Kagari, and Yasunobu Ito. "Acquisition and sharing of knowledge and skills of visiting nurses in Japan." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002554.
Full textAbstract:
The purpose of this study is to clarify, through ethnographic research, how nurses acquire and share their knowledge and skills of home nursing in clinical settings. The field research took place at a visiting nurse station in Nagoya, Japan between 2013 and November 2021. Research method used were participant observations and interviews at visiting nurse station and patients’ homes. One of the authors is an assistant professor of nursing at a university’s Nurse and Health department who also leads students in the clinical training at the visiting nurse station. The research data were acquired from periodical nurse station visits and from accompanying nurses in their activities.visiting nurses considered patients and family as partners, and they explored the preferred care together with the patient to create tailored care. We showed the following in a paper at AHFE-HSSE conference in 2021: the visiting nurses read into the patient’s societal background, life and beliefs, and visiting nurses analyzed the living style patients wish for, in order to propose the method which materialize this kind of living. The value co-created by the nurses and patient formulated the “normal living style” wished to be sustained by the patient (Otani and Ito 2021).Incidentally, in nursing education in Japan, universities nursing faculties and nursing schools educate students in basic knowledge and skills of nursing in wards to home nursing in Japan. The co-creative practices and techniques of visiting nursing care need to be learned while working in a clinical setting after the nurse is licensed. The paper revealed the following: The visiting nurse "co-created" with the patient to produce a nursing technique that fit the patient's needs based on the "sticky information" (von Hippel 1994) obtained in the patient's home. At the visiting nurse station, the nurses reported new information obtained at the patient's home or communicated to the patient during daily conferences. The nurse illustrated and demonstrated the nursing techniques that fit the patient to colleague nurses.In addition, the nurses had a joint conference with physical, occupational, and speech therapists working in the same station. The participants reported to each other the new information the patient during their stay at the patient's home, and described the techniques of each specialist that fit the patients. The information revealed in the conference was recorded into the patient's medical chart each time. The nursing skills created in the patient's home through co-creation with the patient are sticky information that is difficult to transfer, but they are shared and accumulated through gestural demonstrations at conferences by the health professionals.