Journal articles: 'Nursing Study and teaching (Higher) Australia'

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Macdiarmid, Rachel, Rhona Winnington, and Eamon Merrick. "Exploring case based clinical learning in graduate-entry nursing." Pacific Journal of Technology Enhanced Learning 2, no. 1 (December 18, 2019): 29–30. http://dx.doi.org/10.24135/pjtel.v2i1.57.

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The Master of Nursing Science (MNSc) has been developed as a Graduate Entry to Nursing (GEN) programme. It is an accelerated, intensive two-year degree involving the completion of 1100 clinical practice hours to meet New Zealand Nursing Council registration requirements, together with achieving a level of critical thinking that will support excellence in clinical practice. GEN programmes are well known to attract diverse, motivated graduates often with successful careers that want a change of direction (Stacey, Pollock & Crawford, 2016; Pellico, Terrill, White & Rico, 2012). In 2019 the MNSc was in its first iteration, therefore the three lecturers involved had scope to consider the design and delivery of the learning to best support student understanding and engagement. Together with institutional teaching and learning development mentors we brainstormed different approaches to teaching and learning. There is dearth of evidence regarding the development of clinical reasoning and critical thinking for post-graduate nursing students in Australasia. The aim was to develop teaching approaches that encouraged students to engage with the content and foster the development of critical thinking and clinical reasoning. Meyers and Nulty’s (2009) adoption of Biggs (2003) 3P Model of learning and teaching influenced the development of content across multiple discrete units of study. An evolving case study approach supported with podcasts was developed. The first evolving case study focused on a client with a rural New Zealand address and health status common to his age group and life experience. The podcasts aligned with the weekly development of the case. International content experts participated in topics as varied the management of analgesia, history of consent, and assisted dying and others. To iteratively explore and understand the effectiveness of this teaching approach the authors concurrently undertook research. Informed by educational design research (EDR) methodology we explore the process of constructing an authentic learning experience for students. Educational design research (EDR) evolved from design-based research and is recognised as being practical and eminently suitable to explore a small teaching and learning project (Jetinikoff, 2015; McKenney & Reeves, 2018). The aims of this research were to 1) explore and describe the process of constructing an authentic learning experience enabled by technology; and 2) understand and reflect on student learning using an evolving case-study with podcasted content. The research team is currently undertaking the reflection, adaption, and evaluation stage of the EDR methodology. The results of this and the theory stage will be resented at SoTEL. In this presentation, the analysis of the teaching teams’ reflections will be explored. Key to our discussion with the audience will be sharing our reflections and in turn seeking their advice to explore how to engage students in technology enhanced delivery in a fast-paced course. References: Biggs, J.B. (2003). Teaching for quality learning at university. (2nd ed.). Maidenhead: Open University Press. Jetnikoff, A. (2015). Design based research methodology for teaching with technology in English. English in Australia, 50(3), 56-60. McKenney, S., & Reeves, T. (2018). Conducting Educational Design Research (2nd ed.). Routledge: https://ebookcentral.proquest.com/lib Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34, (5), 565–577. Pellico, L.H., Terrill, E., White, P., & Rico, J. (2012). Integrative review of graduate entry programs. Journal of Nursing Education, 51(1), 29-37. http://dx.doi:10.3928/01484834-20111130-01. Stacey, G. Pollock, K., & Crawford, P. (2016). The rules of the game in graduate entry nursing: A longitudinal study. Nurse Education Today, 36, 184-189. http://dx.doi:10.org/10/1016/j.nedt.2015.09.016

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Keep, Melanie, Anna Janssen, Deborah McGregor, Melissa Brunner, Melissa Therese Baysari, Deleana Quinn, and Tim Shaw. "Mapping eHealth Education: Review of eHealth Content in Health and Medical Degrees at a Metropolitan Tertiary Institute in Australia." JMIR Medical Education 7, no. 3 (August 19, 2021): e16440. http://dx.doi.org/10.2196/16440.

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Background With the increasing use of digital technology in society, there is a greater need for health professionals to engage in eHealth-enabled clinical practice. For this, higher education institutions need to suitably prepare graduates of health professional degrees with the capabilities required to practice in eHealth contexts. Objective This study aims to understand how eHealth is taught at a major Australian university and the challenges and suggestions for integrating eHealth into allied health, nursing, and medical university curricula. Methods Cross-disciplinary subject unit outlines (N=77) were reviewed for eHealth-related content, and interviews and focus groups were conducted with the corresponding subject unit coordinators (n=26). Content analysis was used to identify themes around challenges and opportunities for embedding eHealth in teaching. Results There was no evidence of a standardized approach to eHealth teaching across any of the health degrees at the university. Where eHealth content existed, it tended to focus on clinical applications rather than systems and policies, data analysis and knowledge creation, or system and technology implementation. Despite identifying numerous challenges to embedding eHealth in their subjects, unit coordinators expressed enthusiasm for eHealth teaching and were keen to adjust content and learning activities. Conclusions Explicit strategies are required to address how eHealth capabilities can be embedded across clinical health degrees. Unit coordinators require support, including access to relevant information, teaching resources, and curriculum mapping, which clearly articulates eHealth capabilities for students across their degrees. Degree-wide conversations and collaboration are required between professional bodes, clinical practice, and universities to overcome the practical and perceived challenges of integrating eHealth in health curricula.

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Mudge, Alison M., Carol Douglas, Xanthe Sansome, Michael Tresillian, Stephen Murray, Simon Finnigan, and Cheryl Ruth Blaber. "Risk of 12-month mortality among hospital inpatients using the surprise question and SPICT criteria: a prospective study." BMJ Supportive & Palliative Care 8, no. 2 (March 2, 2018): 213–20. http://dx.doi.org/10.1136/bmjspcare-2017-001441.

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ObjectivesPeople with serious life-limiting disease benefit from advance care planning, but require active identification. This study applied the Gold Standards Framework Proactive Identification Guidance (GSF-PIG) to a general hospital population to describe high-risk patients and explore prognostic performance for 12-month mortality.MethodsProspective cohort study conducted in a metropolitan teaching hospital in Australia. Hospital inpatients on a single day aged 18 years and older were eligible, excluding maternity and neonatal, mental health and day treatment patients. Data sources included medical record and structured questions for medical and nursing staff. High-risk was predefined as positive response to the surprise question (SQ) plus two or more SPICT indicators of general deterioration. Descriptive variables included demographics, frailty and functional measures, treating team, advance care planning documentation and hospital utilisation. Primary outcome for prognostic performance was 12-month mortality.ResultsWe identified 540 eligible inpatients on the study day and 513 had complete data (mean age 60, 54% male, 30% living alone, 19% elective admissions). Of these, 191 (37%) were high-risk; they were older, frailer, more dependent and had been in hospital longer than low-risk participants. Within 12 months, 92 participants (18%) died (72/191(38%) high-risk versus 20/322(6%) low-risk, P<0.001), providing sensitivity 78%, specificity 72%, positive predictive value 38% and negative predictive value 94%. SQ alone provided higher sensitivity, adding advanced disease indicators improved specificity.ConclusionsThe GSF-PIG approach identified a large minority of hospital inpatients who might benefit from advance care planning. Future studies are needed to investigate the feasibility, cost and impact of screening in hospitals.

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Mudge, Alison M., Karen Lee-Steere, Elise Treleaven, Margaret Cahill, Simon Finnigan, and Prue McRae. "Cognitive impairment in older hospital inpatients: prevalence, care needs and carer perceptions." Australian Health Review 46, no. 2 (December 3, 2021): 244–50. http://dx.doi.org/10.1071/ah20286.

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Objectives The aim of this study was to describe the prevalence of cognitive impairment in hospital inpatients, the associated need for assistance with activities of daily living (ADL) and carer perceptions of hospital care. Methods A prospective cross-sectional observational study was conducted in a large metropolitan teaching hospital in Brisbane, Australia. Participants were inpatients aged ≥65 years and their carers. Cognitive impairment was measured by clinician auditors using the validated 4 ‘A’s test (4AT), with a score >0 indicating cognitive impairment (1–3, probable dementia; >3, probable delirium). The need for supervision and/or assistance with ADL was recorded from daily nursing documentation. Carers were invited to complete a brief questionnaire. Results In all, 92 of 216 older inpatients (43%) had cognitive impairment, including 52 (24%) with probable delirium. The need for supervision and/or assistance with ADL increased significantly with 4AT score. Fifty-two carers of patients with cognitive impairment reported feeling welcome and that care was safe. They identified opportunities for better information, greater support and more inclusion of carers. Conclusions Cognitive impairment is common in older inpatients and is associated with increased care needs. Workforce planning and health professional training need to acknowledge the needs of patients with cognitive impairment. There are opportunities for greater support and more involvement of carers. What is known about the topic? Cognitive impairment due to delirium and dementia increases with age, and is common in older medical and surgical inpatients. However, cognitive impairment remains under-recognised by healthcare staff. Australian guidelines now recommend routine screening using valid tools, and including carers, when appropriate, when assessing, caring for and communicating with people with cognitive impairment. What does this paper add? This cross-sectional study using the validated 4AT showed 43% of hospital inpatients aged ≥65 years had cognitive impairment. Participants with cognitive impairment had higher care needs and much longer hospitalisations. Carers of people with cognitive impairment reported unmet information needs in hospital and had limited involvement in assessment and care. What are the implications for practitioners? Cognitive impairment is common in older inpatients. Hospitals and healthcare professionals must be prepared and equipped to recognise cognitive impairment, and address the accompanying patient and carer needs.

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Barton, Georgina, and Kay Hartwig. "Workplace Experience of International Students in Australia." Journal of International Students 10, no. 2 (May 15, 2020): viii—xi. http://dx.doi.org/10.32674/jis.v10i2.1946.

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For the past three years over 400,000 international students have enrolled annually to study in higher education contexts in Australia (Australian Government, 2019). The extensiveness of international student enrolments has been equalled to Australia’s third highest export industry after coal and iron ore (Grewal & Blakkarly, 2017). Given the significance of international students it is important that Australian universities find effective and culturally-appropriate ways to support this cohort. One such area needing support is work experience as many study programs that international students undertake include compulsory or elective courses involving assessed experiences in professional contexts. Degrees such as business, education, engineering, health including nursing and psychology all require students to successfully complete workplace experiences in order to graduate. It is critical that international students are supported before, during and after workplace components of study as the International Student Barometer indicated that international students desire quality career advice, work experience and subsequently employment as a result of their studies (Garrett, 2014). This short essay shares brief findings from a federally funded, large-scale project carried out in Australian universities – the Work-placement for International Student Programs (WISP) project. The WISP project aimed to investigate international students’ experiences in workplace contexts, but also their preparedness for such experiences. Data was collected from six universities including international student, workplace and university staff interviews; university documents; and international students’ assessed reports from their work experience. In addition, a large scale survey was also distributed across Australia – whereby findings are reported in Barton, Hartwig and Le (2017). Findings from the qualitative data showed that international students face different challenges on work experience as compared to their domestic counterparts. Issues such as language difference, financial difficulties, being away from usual support networks, and cultural difference related to professional skills were identified. We theorised that international students indeed encounter ‘multi-socialisation’ (Barton et al., 2017) whereby they are expected to socialise into a new country, new university context, and workplace environment. Further, our extensive data showed that many work place staff have limited capacities in cultural awareness and hence diverse approaches to working with, and supporting,international students. In fact, some work place staff showed hesitation in hosting international students as they perceived them as being ‘hardwork’ (Barton, Hartwig, Joseph & Podorova, 2017). Conversely, our data showed the success many that international students experience during work placement. For work place staff who displayed high ‘ethos’ (Knight, 1999), huge benefits in hosting international students were experienced for both parties. Another major finding was that international students often find reflecting on their practice and consequently putting new practice into place challenging. Of course, this may be an issue for all students however, our international student participants noted reflecting on challenges and knowing how to improve action was difficult, particularly if their host was not supportive. Conversely, supportive hosts modelled good practice and worked above and beyond to support international students to success. Recommendations from the WISP project are outlined in Table 1 below: Table 1: Recommendations for all stakeholders in relation to work experience for international students International students University Staff (includes academic support staff) Work place supervisors and staff Know and use the range of support services available at your university for international students. Learn about and experience new cultural and professional contexts through volunteering. Be involved in any university learning activities that will assist you to reflect and understand Australian workplace contexts. Participate in a community of learners by sharing your expertise, cultural knowledge and skill sets with the university, workplace and your peers. Regularly seek your supervisor’s feedback on your performance and ensure you understand and can implement this advice. Organise a meeting with international students and their supervisor prior to work placement, as well as post-placement sessions with university staff. Encourage international students to gain experience in new cultural and professional contexts through volunteering. Include a range of teaching and learning activities such as role plays, videos and critical reflection to assist international students’ understanding of Australian workplace contexts. Create a community of learners through multimedia to encourage communication during work placement. Share responsibility of feedback and assessment to allow a fuller understanding of the student’s progress. Create a welcoming workplace environment including a student work space, clear expectations and open lines of communication. Embrace and utilise international students’ unique cultural knowledge and experience in your workplace. Include a diverse range of communication techniques to explain key concepts about the workplace context. Encourage international students to become involved in the wider workplace community. Provide international students regular feedback and demonstrate strategies for improvement and check for understanding. Our project resulted in a conscious focus on positive aspects of international students’workplace experience given the negativity that is often portrayed in the literature. Such a strengths-based approach allowed us to report on ways that worked in supporting both international students and their hosts, ensuring increased employability and reflexive professionals upon graduation.

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Blauvelt, B. M., S. K. Podder, O. Abulkhair, C. H. Barrios, C. Huang, S. Kim, and L. D. Shockney. "An international perspective: The role of nurse involvement in improving breast cancer control." Journal of Clinical Oncology 29, no. 27_suppl (September 20, 2011): 152. http://dx.doi.org/10.1200/jco.2011.29.27_suppl.152.

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152 Background: Non-Western, non-Caucasian populations comprise 90% of the world’s estimated 3.2 billion women, living mostly in low and middle income nations. While medical advances have greatly reduced breast cancer morbidity and mortality in developed nations, those are on the rise in many low and middle income nations. The purpose of the study was to identify emerging needs and challenges observed by breast cancer thought leaders in diverse regions of the world consisting mainly of lesser developed nations to identify strategies for improving breast cancer control. Methods: 225 breast cancer medical, advocacy and policy leaders from 30 countries in Latin America, Asia, the Middle East/North and South Africa, Canada and Australia participated in this study. The study sample was composed of 203 breast cancer specialists, 12 patient advocates and 10 policy makers. Results: The most salient needs and challenges identified were to: (1) develop nurses trained in breast cancer patient and family care, management, education and clinical research (48%); (2) individualize breast cancer therapy (47%); and (3) improve understanding of the reasons for apparently higher proportions of younger women presenting with more aggressive tumors among these predominantly non-Caucasian populations (45%). Analysis of these and other needs identified evolved into 4 key themes and sub-dimensions involving nurses to improve breast cancer control: Capacity, Research, Advocacy and Access. Conclusions: The most significant need identified by this study was to increase both the capacity and capability of breast cancer nurses. A comprehensive approach to doing this would include: (1) increasing capacity to educate nurses in breast cancer patient education and related care issues in nursing schools and teaching hospitals; (2) working with local medical societies, educational institutions and governmental authorities to enable nurses to work as primary care practitioners; and (3) increasing participation of nurses in breast cancer clinical research, working with clinicians and in collaboration with breast cancer research centers of excellence from around the world.

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Thalluri, Jyothi, and Joy Penman. "Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." Issues in Informing Science and Information Technology 16 (2019): 197–210. http://dx.doi.org/10.28945/4297.

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Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.

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Winters, Joanara Rozane da Fontoura, Marta Lenise do Prado, Daniele Delacan Lazzari, and Vanessa Luiza Tuono Jardim. "Nursing higher education in MERCOSUR: a bibliometric study." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1732–39. http://dx.doi.org/10.1590/0034-7167-2017-0405.

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ABSTRACT Objective: to identify productions that approach nursing high education in member states of MERCOSUR. Method: bibliometric study with quantitative approach carried out in search mechanisms, such as BVS, Capes, SciELO, Scopus and PubMed, between 2006 and 2015. It was found 301 articles about nursing education in MERCOSUR. Results: point to concern for the nurse’s education for public health policies, for teacher’s education and the teaching-learning process. However, publications regarding technologies associated with distance education on health field are low. Conclusion: this study contributes with discussion in nursing education field when points to the themes regarding the production about nurses’ education in MERCOSUR, specially, the range of targets set up in the Educational MERCOSUR agreement.

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Sena, Bruna Aderita Cortez de, and Ana Izabel Oliveira Lima. "MENTAL SUFFERING AND HIGHER EDUCATION TEACHING IN NURSING." Psicologia e Saúde em Debate 7, no. 1 (April 13, 2021): 241–55. http://dx.doi.org/10.22289/2446-922x.v7n1a17.

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The living and health conditions of workers were directly impacted by the restructuring of the world of work. The increase in demands and the accumulation of work has led teachers to suffer, as well as other workers. For this reason, the article discusses the psychodynamics of work and studies on the field of education that involve teaching mental suffering and its relationship with nursing, relating it to teachers' work and health conditions. The objective is to present an expanded analysis of the review findings in the context of national literature on the subject, anchored in the theory of psychodynamics at work and theoretical reflections inserted in the dialogue. It is a theoretical study of systematic review with a qualitative approach, about mental suffering in higher education teachers in nursing to obtain knowledge produced in the area. Suffering is approached in different ways in the literature and can have a positive or negative meaning, with work as a structuring element of negative or positive effects on the worker's mental functioning and mental life. It was identified, therefore, that the production of teaching work in nursing can make this professional activity sick and requires defensive strategies designed to search for adequate solutions, aiming at the mental health of these workers.

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Cruickshank, Mary. "A study of quality management practices in nursing in universities in Australia." Australian Health Review 26, no. 1 (2003): 194. http://dx.doi.org/10.1071/ah030194.

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In Australia,the traditional Quality Assurance approach used in the hospital setting has played an important role in nursing practice.During the past decade, nurses have begun making a paradigm shift from Quality Assurance to Total Quality Management but scant attention has been paid to quality management practices in nursing in the higher education sector. This paper reports on a quantitative study examining the perceptions of nurse academics to the applicability of TQM to nursing in universities. The findings identified how TQM could be applied to suit the nursing culture in the higher education sector.

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Shah, Zawar, Shannon Kennedy-Clark, Yancong Xie, Md Shamsur Rahim, Mehregan Mahdavi, and Andrew Levula. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia." Sustainability 14, no. 14 (July 10, 2022): 8431. http://dx.doi.org/10.3390/su14148431.

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Higher education for sustainable development (HESD) plays a key role in achieving the United Nations’ 17 Sustainable Development Goals (SDGs). This research study specifically examined HESD in terms of eLearning initiatives in Australian private higher education providers from the perspective of teachers. A qualitative structured interview method was adopted wherein 10 teachers were interviewed in order to gain an understanding of their general knowledge of HESD, their attitudes and experience towards HESD, their teaching practices related to HESD, and their understandings of strategy as well as planning initiatives for their institution. The main findings suggest that (1) teachers in private higher education providers tend to have a limited knowledge of sustainability concepts and limited experience in teaching sustainability; (2) eLearning can be a valuable approach in teaching sustainability, but this approach presents teachers with challenges such as student engagement; and (3) private higher education providers require proper resources and governance frameworks in order for any sustainability initiative to be successful. This research highlights the resourcing aspect of private higher education providers in training staff, developing learning materials, and developing practical guidelines to achieve the SDGs by 2030.

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Lateef, Adepeju M., and Euphemia M. Mhlongo. "Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria." Global Journal of Health Science 11, no. 13 (November 3, 2019): 13. http://dx.doi.org/10.5539/gjhs.v11n13p13.

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BACKGROUND: Teaching and learning are like two composites sides of a coin. While the indispensability of teaching to knowledge and skill acquisition among professionals including nurses is never in doubt, certain teaching methods have been proven to yield more fruitful results than others. This study therefore explored the lived experience of nurse educators regarding teaching methods and the challenges encountered in nursing education institutions in South West Nigeria. METHODOLOGY: A qualitative inquiry research approach was used. Fifteen nursing educators were purposively selected from three nursing institutions in South West Nigeria with at least one year of teaching experience. Data was collected through semi-structured, in-depth individual interviews with the selected participants. All interview sessions were audio recorded with participants' permission and later transcribed verbatim. Thereafter, the collected data was analyzed using thematic content analysis. RESULTS: The study identified a number of factors that hindering teaching methods that support students learning by nurse educators. Results showed six themes viz: Inadequate preparedness of the students for higher education; Insufficient facilitation skills of the teachers; Misconceptions about teaching practices; Resource constraints; Resistance to change; and Lack of incentives. Further analysis revealed that the dynamic changes occurring in the health care professions, require a radical shift in the way nursing students are taught, to develop them into competent nurses of the future, who are capable of using their skills to solve the health care needs of the populace. CONCLUSIONS: The effective use of teaching methods is the cornerstone of the future of general nursing and nursing practice. Nurses need to be trained with an objective to become skilled and competent through effective teaching and learning by taking into account the diversity of higher education institutions and responding effectively to the needs of nursing educators and nursing students, as well as institutional demands.

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Liu, Hsing-Yuan, Ding-Yang Hsu, Hui-Mei Han, I.-Teng Wang, Nai-Hung Chen, Chin-Yen Han, Sheau-Ming Wu, Hsiu-Fang Chen, and Ding-Hau Huang. "Effectiveness of Interdisciplinary Teaching on Creativity: A Quasi-Experimental Study." International Journal of Environmental Research and Public Health 19, no. 10 (May 12, 2022): 5875. http://dx.doi.org/10.3390/ijerph19105875.

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Little is known about the effectiveness of Interdisciplinary teaching (IDT) in higher education, particularly for healthcare education in Taiwan. It is vital to determine if IDT could enhance divergent creative thinking and team creativity among nursing students. A quasi-experimental study with a pretest-posttest design. Students enrolled in a capstone nursing course for the development of healthcare-related products were divided into two groups. The intervention group (n = 61) was taught creative thinking skills with IDT by faculty. The control group (n = 84) was taught by nursing faculty with traditional teaching. This study found that students who received the IDT intervention scored significantly higher on measures of creative thinking and team creativity compared with students in the control group. These findings suggest integrating IDT from nursing and design faculty into the teaching curriculum to foster students’ creative thinking abilities when formulating interdisciplinary student teams to develop innovative, creative healthcare products.

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Postle, Glen, and Andrew Sturman. "Widening Access to Higher Education – An Australian Case Study." Journal of Adult and Continuing Education 8, no. 2 (May 2003): 195–212. http://dx.doi.org/10.7227/jace.8.2.6.

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In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

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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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Cao, Xuenan. "Learning of Short Video Text Description of Nursing Teaching Based on Transformer." Computational Intelligence and Neuroscience 2022 (October 10, 2022): 1–9. http://dx.doi.org/10.1155/2022/6989374.

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Nursing is an important task in modern medical treatment, which can assist patients in the treatment and rehabilitation process. Nursing practitioners’ skills and mentality can affect patient recovery and the speed of treatment. Therefore, there are already a large number of colleges and universities to carry out nursing teaching work. However, the current nursing teaching work still adopts the traditional teaching mode, which is no longer in line with the nursing work of the present era. Nursing teaching not only imparts nursing expertise to students, but it also requires higher practical ability. This study considers the integration of short video technology and text teaching mode into the teaching work of nursing. This study also used the transformer method to extract and predict the characteristics of nursing knowledge, nursing actions, and student satisfaction in short nursing teaching videos and texts. This study also explores the temporal characteristics existing in short videos of nursing teaching. The results show that the T-CNN-L method has higher accuracy than the T-CNN method in predicting the relevant features of nursing teaching short videos. The T-CNN-L method can also accurately and efficiently extract and predict nursing knowledge features and nursing action features.

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Yu, Ying, Jodie Price, Vincent Pearson, Leeanne Pront, Angie Sterland, Maurine Redden, and Fathimath Shifaza. "Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia." International Journal of Advanced Health Science and Technology 1, no. 2 (December 6, 2021): 42–49. http://dx.doi.org/10.35882/ijahst.v1i2.2.

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A competent nursing graduate is required to perform psychomotor skills related to clinical procedures, articulate knowledge to support their activities, work in a team with efficient time management skills and have strategies to perform in the increasingly busy clinical environment and with complex patient acuity. Student Evaluation of Teaching data from an undergraduate nursing clinical subject 2014-2018 identified an inconsistency in clinical skill teaching/delivery by educators which needed to be addressed. This study aimed to evaluate the outcome of implementing the Clinical Skill Storybook as an additional teaching resource for students’ clinical skill development. A descriptive analysis approach was applied to summarise quantitative and qualitative subject evaluation data along with Clinical Skill Storybook evaluation questionnaires (2018-2020). Data analysis identified five themes: (1) Clinical Skill Storybook as a Learning Resource, (2) Self-directed learning and peer support, (3) Developing clinical skill competency, (4) Preparation for clinical placement, and (5) Maintaining teaching consistency. It was evident that the Clinical Skill Storybook provided an easy-to-follow visual guide which assisted students’ confidence and competence of skill development. The subject evaluation highlights that students were significantly more satisfied with the teaching resources than in previous years. The implementation of the Clinical Skill Storybook actively improved students’ skill acquisition, confidence, and readiness for placement. The findings indicated that picture-based resources such as the Clinical Skill Storybook are beneficial for nursing students’ clinical skill development. Further involvement with stakeholders such as clinical venues in developing the clinical skill storybook is planned for future exploration.

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BI, P., P. J. TULLY, S. PEARCE, and J. E. HILLER. "Occupational blood and body fluid exposure in an Australian teaching hospital." Epidemiology and Infection 134, no. 3 (September 30, 2005): 465–71. http://dx.doi.org/10.1017/s0950268805005212.

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To examine work-related blood and body fluid exposure (BBFE) among health-care workers (HCWs), to explore potential risk factors and to provide policy suggestions, a 6-year retrospective study of all reported BBFE among HCWs (1998–2003) was conducted in a 430-bed teaching hospital in Australia. Results showed that BBFE reporting was consistent throughout the study period, with medical staff experiencing the highest rate of sharps injury (10·4%). Hollow-bore needles were implicated in 51·7% of all percutaneous injuries. Most incidents occurred during sharps use (40·4%) or after use but before disposal (27·1%). Nursing staff experienced 68·5% of reported mucocutaneous exposure. Many such exposures occurred in the absence of any protective attire (61·1%). This study indicated that emphasis on work practice, attire, disposal systems and education strategies, as well as the use of safety sharps should be employed to reduce work-related injuries among HCWs in Australia.

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Shang, Feifei, and Chuan-Yong Liu. "Blended learning in medical physiology improves nursing students’ study efficiency." Advances in Physiology Education 42, no. 4 (December 1, 2018): 711–17. http://dx.doi.org/10.1152/advan.00021.2018.

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The rapid development of mobile phones and communication networks is profoundly changing the lives of people in China. With the gradual growth of Wi-Fi on college and university campuses, Chinese schools are setting off a wave of teaching reform combining online material with traditional classroom instruction. We adapted a Chinese University massive open online course physiology course into a private university online course, specifically designed for second-semester bachelor’s level nursing students at Taishan Medical University. This online course blended with classroom teaching was offered to 108 freshmen from two parallel reform classes. A third class of 55 students was offered the traditional classroom lecture-based course as a control. Impressive teaching effects were achieved in reform classes, as indicated by significant improvement in student performance on the final examination and positive student feedback. The student surveys showed that 68% of students preferred the blended course over traditional classroom courses. The most highly rated advantages of the blended course were flexible learning time (84%) and improvement of independent study skills (75%). As higher education enters the internet era, exploiting the high-quality cyber resources may be the fastest and most economical way to improve teaching efficiency and enhance students’ study experience.

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Long, Dr Warrick, Associate Professor Lisa Barnes, Professor Maria Northcote, and Professor Anthony Williams. "Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?" Frontiers in Education Technology 4, no. 2 (April 11, 2021): p12. http://dx.doi.org/10.22158/fet.v4n2p12.

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Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.

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Joel, Medusalem Hangula, Daniel Opotamutale Ashipala, and Esther Kamenye. "Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia." International Journal of Higher Education 10, no. 2 (November 23, 2020): 83. http://dx.doi.org/10.5430/ijhe.v10n2p83.

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Interactive video technology (IVT) remains one of the common modes of teaching utilised by various higher education institutions (HEIs) across the globe with an aim of catering to ever-increasing educational demands. The objectives of this study were to explore and describe the experiences of nursing students on the use of IVT as a mode of teaching General Nursing Science with a view to describing the aspects that affect their learning. The study was conducted at one of the satellite campuses of an HEI located in north-eastern Namibia. In this study, a qualitative, exploratory and descriptive design was used. A total of fifteen nursing students from the Faculty of Health Sciences in the School of Nursing, purposively selected from the population of fourth-year nursing students who were taught via IVT, participated in the study. Data were collected using semi-structured interviews and analysed by means of content analysis. Three main themes subsequently emerged: nursing students experienced the IVT as a beneficial mode of teaching; the use of IVT as a mode of teaching resulted in certain negative experiences for nursing students; and the presence of certain strategies that strengthen IVT as a teaching mode. The study identified both positive and negative student experiences resulting from the use IVT as a mode of teaching. It was therefore concluded that the School of Nursing should continue to use IVT as a mode of teaching, but should put certain interventions in place to strengthen it and to make the learning environment more favourable for students.

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Schwind, Jasna K., Elizabeth McCay, Heather Beanlands, Lori Schindel Martin, Jennifer Martin, and Marni Binder. "Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study." Nurse Education Today 50 (March 2017): 92–96. http://dx.doi.org/10.1016/j.nedt.2016.12.017.

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Krawczyk, Rosemary M. "Teaching Ethics: Effect on Moral Development." Nursing Ethics 4, no. 1 (January 1997): 57–65. http://dx.doi.org/10.1177/096973309700400107.

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The purpose of this study was to determine the development of moral judgement in first-year and senior baccalaureate nursing students. These students were enrolled in three separate nursing programmes, each of which differed significantly in ethical content. The sample totalled 180 students enrolled in three New England programmes. Programme A included an ethics course taught by a professor of ethics. Programme B integrated ethical issues into all nursing theory courses. Programme C did not include ethical content in theory courses. The design was of a developmental cross-sectional study. The dependent variable was the development of moral judgement, as measured by Rest’s Defining Issues Test. The independent variable was the amount of ethics taught in the nursing programmes and the level of academic education. The senior nursing students from programme A scored significantly higher than the other senior groups on the Defining Issues Test. The conclusion is that an ethics course with group participation and a decision-making element significantly facilitated nursing students’ development of moral judgement.

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ElIdrissi, Wissam ElMachtani, Halima Lajane, Ghizlane Chemsi, and Mohamed Radid. "Evaluation of Clinical Teaching by Nursing Students at the Higher Institute of Nursing and Health Techniques in Casablanca, Morocco." Journal of Educational and Social Research 12, no. 2 (March 5, 2022): 28. http://dx.doi.org/10.36941/jesr-2022-0032.

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Clinical teaching is an integral component of nursing education. As such, nursing students' evaluations provide insight into their perceptions of this style of teaching. It's a type of evaluation that was devised to improve education through formative assessment. The students' point of view on the instruction they receive is a fundamental element since they are the main recipients, and they appear more and more as partners in the educational process. Therefore, the purpose of this study is to explore and describe students' perceptions of clinical instruction at the Higher Institute of Nursing and Health Technology in Casablanca. To address this, we have drawn from Knox and Mogan's (1985) model of effective clinical nursing teaching. The results obtained showed that the teaching ability dimension received the highest score (4.61±1.62), followed by nursing competence, personality, and interpersonal interaction. Nevertheless, students gave the component of evaluation the lowest score (4.20±1.76). With p > 0.05 for all dimensions, the Mann-Whitney test reveals that the differences between the two groups of students are not statistically significant. For more accurate findings, however, further research is needed, and teachers and tutors should highlight the differences between the three groups. Received: 24 December 2021 / Accepted: 23 January 2022 / Published: 5 March 2022

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Chen, Liqin, Ning Ren, Rui Zhang, and Baoqin Fu. "Qualitative Research on Learning Experience of Mixed Teaching among Nursing Students in Higher Vocational Colleges." Lifelong Education 9, no. 6 (September 28, 2020): 106. http://dx.doi.org/10.18282/le.v9i6.1313.

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Purpose To investigate experiences of vocational college students majoring in nursing on mixed teaching and to provide reference for the further improvement of mixed teaching. Method Using the purpose sampling method, 8 students were selected for semi-structured interviews, and Colaizzi phenomenological analysis was used to analyze the data. Results Four core themes were extracted.: (1) The ability of autonomous learning was enhanced and classroom participation was increased; (3) The overall progress of online learning was not well controlled. The study was not thorough; (4) Online and offline teaching were disconnected, and teacher-student interaction was low. Conclusion The mixed teaching has improved the self-learning ability and classroom participation rate to a certain extent, but further efforts are needed in optimizing the teaching platform, improving the teacher’s mixed teaching ability, and maintaining students’ learning enthusiasm.

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Marín, Victoria I., Olaf Zawacki-Richter, Cengiz H. Aydin, Svenja Bedenlier, Melissa Bond, Aras Bozkurt, Dianne Conrad, et al. "Institutional Measures for Supporting OER in Higher Education: An International Case-Based Study." Open Education Studies 4, no. 1 (January 1, 2022): 310–21. http://dx.doi.org/10.1515/edu-2022-0019.

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Abstract Open Educational Resources (OER) in higher education cannot be put into practice without considering institutional contexts, which differ not only globally but also within the same country. Each institutional context provides educators with opportunities or limitations where Open Educational Practices (OEP) and OER for teaching and learning are involved. As part of a broader research project, and as a follow-up to national perspectives, an international comparison was conducted, based on institutional cases of nine different higher education systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey). Aspects regarding the availability of infrastructure and institutional policies for OER, as well as the existence of measures directed at OER quality assurance and at the promotion of the development and use of OER were covered. The resulting theoretical contribution sheds light on an international comparative view of OER and points towards country-specific trends, as well as differences among institutions. These aspects could provide an impetus for the development of institutional guidelines and measures. In line with international literature on the topic, recommendations are derived to promote/ enhance the use of OER in teaching and learning in higher education at the institutional level.

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KATHERAN, Nevad. "The Teaching and Study of Islam in Western Universities." Asian Studies 2, no. 2 (December 31, 2014): 179–81. http://dx.doi.org/10.4312/as.2014.2.2.179-181.

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Review by Nevad KahteranThe Teaching and Study of Islam in Western Universities as Routledge publication should be applauded in this cacophony in the post-9/11 world with the rise of interest in Islam and Islamic matters across the globe, necessitating an explanation of the authentic teaching of this religion anew in light of the challenges of the present-day situation not only in New Zealand, Australia and Pacific region, including the Canadian context there as well, but world-wide. Among many other efforts taken in the meantime, something similar was done in the European context as earlier Brill's edition of Muslims in the Enlarged Europe: Religion and Society, ed. By Brigitte Maréchal, Stefano Allievi, Felice Dassetto and Jørgen Nielsen (Brill, Leiden-Boston, 2003) with its speacial stress on After September 11: Islam in General and European Muslims. Also, we could add intersting report on Islam on Campus: teaching Islamic Studies at Higher Education Institutions in the UK (Report of a conference held at the University of Edinburgh, 4 December 2006 in: Journal of Beliefs & Values, Volume 28, Issue 3, 2007, pages 309-329), The Islam in the West Program (currently housed at the Prince Alwaleed Islamic Studies Program), among many other undertakings in this regard as good examples of similar efforts.

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Newton, Sarah E., Margaret Harris, and Laura Pittiglio. "Constructivist Philosophy and Nursing Student Medication Calculations." Research and Theory for Nursing Practice 27, no. 2 (2013): 88–94. http://dx.doi.org/10.1891/1541-6577.27.2.88.

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Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.

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Martínez-Linares, Jose Manuel, Rocío Martínez-Yébenes, Francisco Antonio Andújar-Afán, and Olga María López-Entrambasaguas. "Assessment of Nursing Care and Teaching: A Qualitative Approach." International Journal of Environmental Research and Public Health 16, no. 15 (August 3, 2019): 2774. http://dx.doi.org/10.3390/ijerph16152774.

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Background: The reform of the Spanish higher education to adapt to the European Higher Education Area involves, among other issues, the students’ participation in the curriculum assessment. The aim is to understand the insights of both nursing professionals and current undergraduate students of nursing on the connection between the knowledge acquired throughout the degree and the professional healthcare practice. Methods: An exploratory, descriptive qualitative study was carried out at a Spanish University. By convenience sampling, twelve nursing professionals and twelve 4th-year students of the Degree in Nursing were included. In two phases, twelve semi-structured interviews and two focus groups were conducted in order to triangulate data. A thematic analysis of data was carried out, later to be coded by two researchers. Results: Two main themes were identified: Evidence-based nursing vs. experience-based nursing, and a theory-practice gap. The topics that were specifically highlighted were the coexistence between professionals who work according to evidence and those whose work is based on experience, and the lack of connection between the training received during the degree and actual healthcare practice. Conclusion: Nursing care work varies in terms of the implementation of evidence-based care. Nursing training is perceived as being affected by a theory-practice gap. To achieve the linking between nursing theory and practice, a great effort on stakeholders would be needed.

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Talip, Saiful Bahri, Zul Izhar Mohd Ismail, Muhamad Saiful Bahri Yusoff, Hermizi Hapidin, Nor Farid Mohd Noor, and Siti Nurma Hanim Hadie. "Elements of Effective Teaching in Higher Education: Implication to Anatomy Education." Education in Medicine Journal 14, no. 3 (September 28, 2022): 1–18. http://dx.doi.org/10.21315/eimj2022.14.3.1.

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Teaching anatomy is a challenging task to anatomists as they need to stimulate students’ three-dimensional visualisation ability. Despite the needs for lecturers to be competent in instructional design and delivery, many anatomists are unsure about elements of effective teaching as the fundamental work on this area is scarce. Since anatomy is mainly taught in the higher education institutions, it is pertinent to find a comprehensive definition and framework of effective teaching in universities that could be adapted into anatomy teaching. Hence, we performed a scoping review to unearth the features of effective teaching in higher education using the five-stage framework of Arksey and O’Malley, namely identification of research question, identification of relevant study, selection of suitable study, data charting, and result collating and reporting. Three databases (Google Scholar, Scopus and PubMed) were searched using two search terms with a Boolean combination: “effective teaching” and “higher education.” The initial pool of 1,708 topics was assessed for duplication, and study eligibility was evaluated using inclusion and exclusion criteria. Data were abstracted from 14 original articles by two independent researchers and a thematic analysis was performed. Findings revealed the following categories of effective teaching elements, which have been proven effective in the achievement of learning outcomes: (a) pragmatic teaching, (b) learning support, and (c) optimised classroom management. Each theme overlies several sub-themes that reflect substantial numbers of effective teaching elements. The review provides evidence that a teacher’s role is not limited to teaching but includes the provision of support to students and management of the classroom environment to optimise learning. This article previews the utilisation of these teaching elements in anatomy education and its implication to future medical education.

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Cameron, Leanne. "How learning designs, teaching methods and activities differ by discipline in Australian universities." Journal of Learning Design 10, no. 2 (March 2, 2017): 69. http://dx.doi.org/10.5204/jld.v10i2.289.

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This paper reports on the learning designs, teaching methods and activities most commonly employed within the disciplines in six universities in Australia. The study sought to establish if there were significant differences between the disciplines in learning designs, teaching methods and teaching activities in the current Australian context, as was reported in Scott’s Course Experience Questionnaire (CEQ) analysis (2006). Although it found a broad range of teaching approaches are used in all disciplines, it emerged that there was still some bias toward the traditional discipline stereotypes, which in some cases has been found to negatively affect student engagement.Additionally, while there was a general awareness amongst study participants about the importance of responding to student evaluations of teaching, improvements to teaching and learning practice were most commonly adopted without reference to current research or professional advice, and rarely was advice sought outside their discipline. Although a small-scale study such as this could not be said to be wholly representative of the higher education sector in Australia, these initial findings might indicate a need for administrators to acknowledge the role of quality teaching in maximising student engagement and its relationship to student retention by encouraging the study of learning and teaching as a routine part of lecturers’ practice.

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Shipena, Dortea, Nchindo Mbukusa, and Timothy Sibanda. "Student Profiling and Key Dimensions- Enhancing Higher Education Learning and Teaching in Namibia." American Journal of Creative Education 5, no. 1 (February 11, 2022): 1–9. http://dx.doi.org/10.55284/ajce.v5i1.603.

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The study reports findings that profiled students at the University of Namibia and discusses major dimensions enabling or hindering learning and teaching in higher education. The study further assesses the various teaching strategies preferred by students. Information ranging from gender, marital status, ethnicity, age, educational background and funding was analysed. To collect data, an online questionnaire survey link was distributed to 99 third year nursing students using their student emails. Simple random sampling method was quantitatively used to select 30 participants email addresses. About 21 students completed online survey questionnaires. Captured data was analysed descriptively through google documents to describe the study features. A five point Likert scale was used to measure participation, motivation, support, performance and inclusion, which remain crucial in enabling or hindering learning in higher education. Findings show that there was diversity in the classroom in terms of ethnicity, age, home languages. The student population dominantly comprised of northern tribes of Namibia. There were also students with disability, requiring special educational needs. The study revealed that students participated in the classroom through asking questions and get motivated by teacher feedback, and aspirations of having a brighter future. Students agreed that studying hard and attending classes will improve their academic performance, despite time and financial challenges. The study recommends that the university should re-assess student admission into programmes to ensure ethnic diversity. Further, the School of Nursing should hold career fairs to mobilise prospective students on the nursing career, especially with the aim to attract male candidates.

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Mo, Xiuxian. "Research and Application of Multi-Dimensional and ThreeDimensional Teaching in Geriatric Nursing Teaching in the Context of Mass Entrepreneurship and Innovation." Journal of Advances in Medicine Science 1, no. 1 (February 1, 2018): 12. http://dx.doi.org/10.30564/jams.v1i1.22.

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Purpose: Study the specific application effect of multi-dimensional and three-dimensional teaching in Geriatric Nursing teaching in the context of mass entrepreneurship and innovation. Methods: Respectively select 80 2015 nursing undergraduates and 80 2014 nursing undergraduates in our school as the research object of the experimental group and the control group. In terms of Geriatric Nursing teaching, nursing students in the control group adopt traditional classroom teaching methods to carry out, while students in the experimental group adopt multi-dimensional and three-dimensional teaching in the context of mass entrepreneurship and innovation. Then observe and compare the geriatric nursing knowledge scoring as well as theory and practice assessment results in the two groups taught with different methods. Results: It's obvious that the scoring of nursing students in the experimental group is higher than those in the control group in respect of geriatric nursing knowledge, and statistical significance exists in the between-group differences (P < 0.05). The nursing students in the experimental group perform obviously better than those in the control group in terms of the results of theory, practice and comprehensive assessment as well as total score, and statistical significance exists in the between-group differences (P < 0.05). Conclusion: Implementing Geriatric Nursing teaching for higher education nursing undergraduates with multi-dimensional and three-dimensional teaching in the context of mass entrepreneurship and innovation can remarkably improve nursing students' cognitive level in geriatric nursing as well as their mastery degree of theoretical, practical and comprehensive knowledge. Thus, the multi-dimensional and three-dimensional teaching mode in the context of mass entrepreneurship and innovation makes 80 2015 nursing undergraduates in our school direct beneficiaries, which could be popularized and applied in medical colleges.

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Mallinson, Tom. "An exploratory study into the teaching of clinical examination skills in advanced practice." British Journal of Nursing 30, no. 12 (June 24, 2021): 712–20. http://dx.doi.org/10.12968/bjon.2021.30.12.712.

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Clinical examination skills are vital for the accurate assessment and diagnosis of patients. These skills also allow clinicians to differentiate between pathology requiring investigation or treatment and normal anatomy or physiology. This allows clinicians to avoid unnecessary tests and to be able to reassure a patient that their symptoms do not require treatment. However, an incomplete or faulty clinical examination can lead to missed diagnoses and patient harm. Although comprehensive clinical examination skills training is provided in the undergraduate curriculum of medical schools in the UK, little is known in relation to the teaching provided for nurses and allied health professions working in advanced practice roles. This survey sought to explore this phenomenon and uncover clinicians' experiences with regard to being taught a selection of specific clinical examination skills in theory and in practice, those skills being the core system examinations (respiratory, cardiovascular and peripheral vascular, abdominal, central and peripheral nervous systems) and a number of focused examinations (digital rectal and examination, thyroid, breast and genital examination for males and females). The findings demonstrate a concerning variability of educational experiences and a lack of educational coverage of some of the basic clinical examination skills in both theoretical and practical terms. These findings provide an insight into areas of future higher education curricula development as well as workplace mentoring and learning.

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Le, Huong, and Jade McKay. "Chinese and Vietnamese international students in Australia." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1278–92. http://dx.doi.org/10.1108/ijem-08-2016-0180.

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Purpose The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience. Design/methodology/approach In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement. Findings The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence. Research limitations/implications The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias. Practical implications The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students. Originality/value In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.

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Lamiri, Abderrahmane, Rabia Qaisar, Driss Khoaja, Omar Abidi, Hind Bouzoubaa, and Abderrahim Khyati. "Descriptive Study of Nursing Students' Learning Styles. Case Study of the Professional Bachelor's Degree Cycle in Nursing of the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco." Open Nursing Journal 14, no. 1 (December 31, 2020): 309–16. http://dx.doi.org/10.2174/1874434602014010309.

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Background: Learning difficulties experienced by learners are among the most recurring problems in education and, without doubt, the most worrying. Thus, at the beginning of each year, we at the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco (ISPITSC) note the diversity of intrinsic characteristics in our students in the initial training of the Professional Bachelor's (PB) degree cycle in initial nursing training. We believe these characteristics are related to the varied difficulties of adaptation and learning encountered in the first year. However, a lack of knowledge of the learning styles adopted by our students prevents the teaching staff from detecting the difficulties encountered by the learners in assimilating new knowledge during the 3 years of their training course. The identification of these learning styles and subsequent readjustments in training would help improve the quality of training and guarantee an effective mobilisation of knowledge during various care activities, while allowing the acquisition of necessary skills in the context of quality care that meets the needs of patients. Objective: The objective of this study is to identify the learning styles of nursing students in the BP nursing cycle at ISPITS Casablanca in Morocco and to classify their origin and nature according to the typology described by Honey and Mumford. Methods: Our research used a diagnostic and screening instrument for learning styles developed by Honey and Mumford, the “Learning Style Questionnaire” (LSQ), an abbreviated French version of which (LSQ-Fa) has been translated by Fortin et al. A sample of 49 students received the data collection instrument. Results: The study obtained a response rate of 87.75% (43 students). The results are similar to the research that shows that reflector style is the preferred learning style of learners in PB nursing education. However, the study also identified an important category of students who have dual learning styles. Conclusion: Given the gap between learners' teaching style and learning style and its consequences for the assimilation of the knowledge provided, nursing educators should adapt their educational strategies to the particularities of their students in order to reduce learning difficulties and promote the effective mobilisation of knowledge in various complex learning situations.

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Ph.D., Mary Helou,, Linda Crismon, Ed.D., and Christopher Crismon, M. S. P. "The Synergy between John Dewey’s Educational Democracy and Educational Reforms in New South Wales, Australia." World Journal of Educational Research 9, no. 1 (December 2, 2021): p1. http://dx.doi.org/10.22158/wjer.v9n1p1.

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“Education, therefore, is a process of living and not a preparation for future living. John DeweyThe current study examines the impact of John Dewey’s democratic educational principles on the recent educational reforms in New South Wales, Australia, using data collected through semi-structured in-depth interviews, with open-ended questions, as part of case studies designed for this purpose. The participants in this study are all Australian educators (n=60), undertaking full-time and part-time academic posts, involving learning and teaching activities at universities and other higher educational institutions/providers in Sydney, Australia. As part of the case studies, the individual, personal, and professional teaching and learning journeys of the educators are sketched in details in relation to John Dewey’s four (4) key democratic educational reformative principles. Finally, this research study concludes by providing a realistic response to the following question: Given the current liberal and relatively democratic educational system in New South Wales, are the Australian educators truly given the opportunity to create a positive and constructive future vision for Australia, in general, and the Australian graduates, in particular. The current study further provides a realistic and clear-cut description of the hurdles facing the current educational system in New South Wales, Australia.

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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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Ditzel, Liz Mary, Karole Hogarth, and Raewyn Lesa. "Immersive learning in nursing education: Results of a study." Journal of Nursing Education and Practice 7, no. 5 (January 10, 2017): 120. http://dx.doi.org/10.5430/jnep.v7n5p120.

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Objective: This study evaluated the effectiveness of an immersive teaching and learning approach for undergraduate nurses. Traditional classroom tutorials were combined with self-directed learning using LabTutor™, an online learning platform, and clinical nursing simulation using high fidelity manikins. Learning modules were designed to link the student’s knowledge and understanding of biosceince with clinical assessment and nursing management in order to develop clinical decision-making skills. It was anticipated that students’ learning experience would be enhanced by the higher level of realism that is possible using the sophisticated manikins and authentic patient clinical data and case notes provided in LabTutor™.Methods: The study took place in a New Zealand School of Nursing in 2014. Qualitative data was gathered using focus groups and an external facilitator. Quantitative data was gathered using an online survey.Results: Participants were second year undergraduate nursing students (N = 111): 71 (64%) interviewees, and 82 (73%) survey respondents. Qualitative data showed that the immersive learning process was effective. Quantitative data affirmed that immersive learning was liked, confidence improved, students enjoyed the process, and would recommend it to others. Using simulation and patient case studies were preferred teaching strategies. Performing experiments, and using digital LabTutor™ technology challenged many, but skills improved over the year.Conclusions: The immersive learning approach was effective. However, despite the high level of authenticity made possible by using high fidelity manikins, realism was hard to establish. An unexpected learning outcome occurred when intermittent technology malfunction prompted students to use problem-solving skills.

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Yeom, Gye Jeong, Jeongha Yang, and Hyun Sook Kim. "Development and Effects of Supplementary Textbook about EKG for Nursing Students." Journal of Korean Academy of Fundamentals of Nursing 27, no. 3 (August 31, 2020): 268–76. http://dx.doi.org/10.7739/jkafn.2020.27.3.268.

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Purpose: The aim of this study was to develop teaching material of electrocardiography (ECG) education for nursing students. Teaching material was designed to increase ECG knowledge and self-confidence of nursing students.Methods: A convenience sample of 72 nursing students in a university of South Korea were recruited to an experimental group (n=36) or a control group (n=36). A non-equivalent control group pretest-posttest design was employed to test effects of teach material on ECG knowledge and self-confidence of nursing students. Teaching material was developed based on analysis learners, state objectives, select media & materials, utilize media & materials, require learner participation, and evaluate & revise (ASSURE) model. ECG knowledge and self-confidence were self-reported using scales developed by authors. Pre-test and post-test data were collected before and after a three-week intervention period.Results: The ECG knowledge of the experimental group was significantly higher than that of the control group (t=6.86, p<.001). And the self-confidence of the experimental group was significantly higher than that of the control group (t=3.07, p=.003).Conclusion: Teaching material developed in this study was effective in improving ECG knowledge and self-confidence of nursing students. Thus, this teaching material could be used as supplementary textbook in diverse nursing practice education such as simulation or nursing skill training.

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Gong, Tong, Yuting Wang, Hong Pu, Longlin Yin, and Mi Zhou. "Study on the Application Value of PBL Combined with Situational Simulation Teaching Method in Clinical Practice Teaching of Radiology Department." Computational and Mathematical Methods in Medicine 2022 (August 11, 2022): 1–7. http://dx.doi.org/10.1155/2022/6808648.

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Objective. To study the application value of PBL (Problem-Based Learning) combined with a situational simulation teaching method in clinical practice teaching of radiology. Methods. 120 interns who practiced in the radiology department of our hospital from 2020 to 2021 were randomly divided into a study group and a control group. The research group used PBL combined with the scenario simulation teaching method to carry out clinical practice teaching activities. The control group was carried out according to the conventional teaching plan. After 3 months, the teaching effect and satisfaction of the two groups were compared. Results. The imaging report quality control score, intravenous contrast agent score, and practice test score in the study group were higher than those in the control group. The scores of the small class and special class in the research group were higher than those in the control group, and the difference was statistically significant ( P < 0.05 ). The scores of job competency questionnaire in the research group were higher than those in the control group ( P < 0.05 ). The occupational self-efficacy questionnaire score of the research group was higher than that of the control group ( P < 0.05 ). The nursing practice satisfaction score of the research group was higher than that of the control group ( P < 0.05 ). Conclusion. The value of PBL combined with the scenario simulation teaching method in the teaching of radiology clinical practice is significant, which can improve the work ability of interns and make them more satisfied.

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Sanches, Luiz Miguel Picelli, Rodrigo Jensen, Maria Inês Monteiro, and Maria Helena Baena de Moraes Lopes. "Informatics teaching in undergraduate nursing programs at Brazilian public institutions." Revista Latino-Americana de Enfermagem 19, no. 6 (December 2011): 1385–90. http://dx.doi.org/10.1590/s0104-11692011000600015.

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This descriptive study aimed to verify the inclusion of subjects about informatics in undergraduate nursing programs at Brazilian (state and federal) public education institutions. The programs were located through the e-MEC system. The Internet was used to search for the curricula of the campuses offering the nursing program and identify subjects related to informatics. Eighty-one higher education institutions and 123 campuses were located. Only 100 campuses provided the curriculum on the Internet, 35 of which offered the subject. The highest proportion occurred in the Northeast (46.1%) and the lowest in the North (8.6%). The subject is mostly offered as an elective discipline (57%) in the first and second year (80%), with an average workload of 47 classroom hours. The low supply of this undergraduate subject goes against job market trends and the National Curriculum Guidelines for Undergraduate Nursing Programs.

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Bernard, Jean S. "The Flipped Classroom: Fertile Ground for Nursing Education Research." International Journal of Nursing Education Scholarship 12, no. 1 (January 1, 2015): 99–109. http://dx.doi.org/10.1515/ijnes-2015-0005.

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AbstractIn the flipped classroom (FC) students view pre-recorded lectures or complete pre-class assignments to learn foundational concepts. Class time involves problem-solving and application activities that cultivate higher-level cognitive skills. A systematic, analytical literature review was conducted to explore the FC’s current state of the science within higher education. Examination of this model’s definition and measures of student performance, student and faculty perceptions revealed an ill-defined educational approach. Few studies confirmed FC effectiveness; many lacked rigorous design, randomized samples, or control of extraneous variables. Few researchers conducted longitudinal studies to determine sufficiently trends related to FC practice. This study proves relevant to nurse educators transitioning from traditional teaching paradigms to learner-centered models, and provides insight from faculty teaching across disciplines around the world. It reveals pertinent findings and identifies current knowledge gaps that call for further inquiry.

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Ghofrani, Marjan, Leila Valizadeh, Vahid Zamanzadeh, Akram Ghahramanian, Ali Janati, and Fariba Taleghani. "What should be measured? Nursing education institutions performance: a qualitative study." BMJ Open 12, no. 12 (December 2022): e063114. http://dx.doi.org/10.1136/bmjopen-2022-063114.

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ObjectivesIn this qualitative study, we specify important domains of a nursing education institution that need to be measured to represent its performance via students’ perspectives, one of the most important stakeholders in higher education.SettingThis study was conducted in a nursing and midwifery faculty.ParticipantsParticipants were bachelor’s, master’s and Ph.D. students in nursing. Convenience sampling was used. The aim and methods of the study were explained to the students, and they were invited to participate in the focus groups. Four focus groups (n=27) were held.ResultsThirteen categories emerged that were assigned to three components of the Donabedian model. The structure component contained three categories: learning fields, equipment and facilities and human resources standards. The process component contained five categories: workshops for students and staff, student familiarity with the institution’s rules and plans, teaching, students evaluation and evaluation of teaching staff by students and peers. And outcome components contained five categories: results of self-evaluation by students, graduates’ outcomes, students’ outcomes, students surveys results and related medical centres performance.Conclusion(s)Based on the needs and ideas of this important group of stakeholders, we can proceed further. Once we specify what is important to be measured, then it is appropriate to develop or choose suitable and measurable performance indicators for each of the recognised categories.

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Box, Gerri, and Val House. "A Report of a Mentoring Program in Western Australia." Australian Journal of Career Development 6, no. 2 (July 1997): 6–8. http://dx.doi.org/10.1177/103841629700600203.

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Most staff at universities in Australia could cite a number of high schools within their catchments with identified low rates of tertiary entry. In turn, teaching staff at those high schools have a reasonable idea and view of the percentage of students from their final year who will go on to higher education. What may develop from this identification is “opportunity blindness”, with many students not considering tertiary study as an option for post-school education. This paper is the report of a project initiative by Murdoch University and Hamilton Senior High School in Western Australia that hopes to have as its long-term outcome the increased enrolment of Year 12 students into tertiary education.

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Souza, Juliana Nery de, and Maria Rita Bertolozzi. "The vulnerability of nursing workers to tuberculosis in a teaching hospital." Revista Latino-Americana de Enfermagem 15, no. 2 (April 2007): 259–66. http://dx.doi.org/10.1590/s0104-11692007000200011.

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This study aimed to identify aspects that potentially increase the vulnerability of nursing workers to tuberculosis, through the verification of personal life, work and disease knowledge indexes. The sample is composed of 81 nursing workers involved with assistance in the night and day shifts at USP Teaching Hospital, who answered a questionnaire about life and work habits. The sample aggregated the indexes that increase vulnerability to tuberculosis: long professional experience in hospitals and work load longer than 12 hours. Data show that nursing auxiliaries and workers from the night shift in general have a higher number of vulnerability indexes.

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Bidmead, Elaine, Tilly Reid, Alison Marshall, and Veronica Southern. "“Teleswallowing”: a case study of remote swallowing assessment." Clinical Governance: An International Journal 20, no. 3 (July 6, 2015): 155–68. http://dx.doi.org/10.1108/cgij-06-2015-0020.

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Purpose – Telemedicine has enabled speech and language therapists (SLTs) to remotely assess swallowing difficulties (dysphagia) experienced by nursing home residents. The new technique, “teleswallowing”, was designed by the Speech and Language Therapy Service at Blackpool Teaching Hospitals NHS Foundation Trust. It allows prompt assessment, avoiding potential risks of aspiration pneumonia, malnutrition, poor rehabilitation, increased hospital stays and reduced quality of life (Hinchey et al., 2005; Langmore et al., 1998). The purpose of this paper is to report on a second pilot of teleswallowing and the concomitant adoption study. Design/methodology/approach – The adoption study employed qualitative methods, including consultations with senior managers, semi-structured interviews with nursing home matrons/managers and nurses, two focus groups and semi-structured interviews with SLTs. The project clinical lead kept an activity log, which was used to estimate resource savings. Findings – Over a three-month period, six SLTs and 17 patients in five nursing homes participated in teleswallowing assessments. Teleswallowing benefited both patients and participating nursing homes. Better use of therapist time and cost savings were demonstrated and evidence showed that the service could be successfully scaled up. Despite this, a number of barriers to service transformation were identified. Originality/value – This is the first implementation of teleswallowing in the UK, but it has been used in Australia (Ward et al., 2012). The approach to engaging stakeholders to understand and address barriers to adoption is novel. The value lies in the lessons learned for future innovations.

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Jiang, Zhigang, Siva Chandrasekaran, Gang Zhao, Jing Liu, and Yanan Wang. "Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program." Sustainability 12, no. 9 (April 25, 2020): 3522. http://dx.doi.org/10.3390/su12093522.

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The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China.

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Choi, Kyung Sook, Woo Sook Lee, Yeon Suk Park, Myunghee Jun, So Young Lee, Yeonwoo Park, Soo Young Park, and Zabler Bev. "The Effect of a Teaching Model for Improving Undergraduate Nursing Students' Cultural Competency." Journal of Korean Academic Society of Nursing Education 24, no. 1 (February 28, 2018): 100–109. http://dx.doi.org/10.5977/jkasne.2018.24.1.100.

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Purpose: This study evaluated the effect of a teaching model to improve cultural competency (TMCC) for Korean undergraduate nursing students. Methods: A nonequivalent control group pretest/posttest quasi-experimental study was conducted with a convenience sample of 168 undergraduate nursing students in South Korea. The experimental group of 121 seniors was taught a 13-week teaching model in order to improve cultural competence. A control group with 47 junior students underwent nursing major courses, but did not take this teaching model. Before and after the program, students' level of cultural competency was measured using the Questionnaire for Cultural Competence (QCC) consisting of three sub-scales: "awareness and desire," "encounter," and "nursing skill and knowledge." Results: After the experiment, the experimental group showed significantly higher improvement in the Questionnaire for Cultural Competence in the three sub-scales of "awareness and desire," "encounter," and "nursing skill and knowledge" than the control group (p=<.050). Conclusion: A teaching model to improve cultural competence was effective in improving Korean undergraduate nursing students' cultural competency. Further studies need to be repeated in order to identify the effectiveness of the teaching model to improve cultural competency with graduate or clinical nurses.

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Chi, Meixuan, Naijuan Wang, Qing Wu, Ming Cheng, Chenya Zhu, Xiaohua Wang, and Yunying Hou. "Implementation of the Flipped Classroom Combined with Problem-Based Learning in a Medical Nursing Course: A Quasi-Experimental Design." Healthcare 10, no. 12 (December 19, 2022): 2572. http://dx.doi.org/10.3390/healthcare10122572.

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Background: Medical Nursing is one of the most important core courses in nursing education, and the emergence of the flipped classroom has made up for the shortcomings of traditional teaching and improved the effectiveness of teaching. However, it is worth exploring how to maximize the effect of students’ self-study before class while making full use of classroom teaching to promote the cultivation of students’ abilities, so that the flipped classroom can have a maximal teaching effect. Therefore, this study explored the effect of a flipped-classroom teaching mode based on a small private online course (SPOC) combined with problem-based learning (PBL) in a course of Medical Nursing. Methods: Nursing undergraduates from the years 2018 (control group) and 2019 (experimental group), respectively, used the traditional lecture method and the flipped-classroom teaching mode based on a SPOC combined with PBL. The teaching effect was evaluated by teaching-mode-recognition evaluation, critical thinking measurement, and academic achievement. Results: The scores of teaching-mode recognition evaluated by the students in the experimental group were higher than those in the control group in the following five aspects: “helping to improve learning interest” (p = 0.003), “helping to improve autonomous learning ability” (p = 0.002), “helping to improve communication and cooperation ability” (p < 0.001), “helping to cultivate clinical thinking” (p = 0.012), and “helping to promote self-perfection and sense of achievement” (p = 0.001). Compared with the control group, the score on the “analytical ability” dimension of the Critical Thinking Disposition Inventory in the experimental group was higher (p = 0.030). The excellent rates of the final theoretical examination (p = 0.046) and comprehensive case analysis (p = 0.046) in the experimental group were higher than those in the control group. Conclusions: The flipped-classroom teaching mode based on a SPOC combined with PBL can promote students’ abilities of autonomous learning, communication and cooperation, and clinical and critical thinking; improves their academic performance; and is recognized and welcomed by them. However, to extend the flipped-classroom teaching model of a SPOC combined with PBL to other nursing education courses, more optimization and evaluation are required.

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Journal articles on the topic 'Nursing Study and teaching (Higher) Australia'

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