scholarly journals An academic kickstart

2021 ◽  
Author(s):  
Jessica Thorn
Keyword(s):  
Nursing Education ◽  
Developmental Change ◽  
Academic Literacy ◽  
Research Process ◽  
Study Strategies ◽  
Nursing Theory ◽  
Course Content ◽  
Language Resource ◽  
Scientific Report ◽  
Writing Instructors

In 2017 only 30 students out of 120 inthe nursing education program passed the examination assignment, a scientific report,on their first course. The coordinators of the course set out together withtheir liaison librarian to change the depressing scores. They developed change in the course content and assignments were made to strengthen the students’ academic literacy. The teachers offered lectures about the nursing profession,science and nursing theory, the research process, ethics, communication and scientific writing. The liaison librarian developed a set of five lectures, workshops and a reference quiz. The content of the five lectures is: •Brief library introduction •Reference management in Active Learning Classrooms •How to search for references and how to review scientific articles,lecture and workshop •How to search for scientific articles in Cinahl, lecture and workshop •An openfive-hour workshop together with librarians, Supplemental Instruction leaders1 and writing instructors from the Language Resource Center. Instead of diminishing the academic literacy demands,the course content has been increased with extended academic literacy training and the students’ tasks rely more than ever on scientific grounds. The changes were made to give all the students prerequisites to successfully pass the course carrying more knowledge with higher academic literacy and thus being better equipped for the rest of their education.This semester 90 of 120 students passed the scientific report examination on their first attempt. This session, An Academic Kickstart, will explain how the developmental change evolved and how the principles of andragogy and the implicit effort to locate the students’ point of departure have enhanced the students’ learning process and academic literacy. 1A Supplemental Instructor is a student who already has passed the course and help other students to understand the concepts of the course content and to find effective study strategies https://www.hv.se/en/student/jobb-och-karriar/si-leader

Nursing Theory in Curricula Today: Challenges for Faculty at all Levels of Education

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Patricia Donohue-Porter ◽  
Maryann O Forbes ◽  
Jane H. White
Keyword(s):  
Nursing Education ◽  
Research Methods ◽  
Nurse Educators ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Nursing Theory ◽  
Nursing Educators ◽  
Course Content ◽  
Nursing Science ◽  
Content Placement

Nursing educators are challenged to include nursing theory in all levels of curricula when faced with many influences and requirements competing for course content, placement, and credit. Some of the essential influences and content, such as quality, safety, evidence-based practice, and research methods are important. However, the critical emphasis on theory and its relationship to practice and research must be preserved. This article addresses the influences that may threaten this relationship at the baccalaureate, master’s, and doctoral levels of nursing education. Strategies are offered to ensure nurse educators continue to offer appropriate nursing theory content to advance both nursing science and practice.

The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Longitudinal Design ◽  
Study Strategies ◽  
High Achievers ◽  
Course Content ◽  
And Mathematics ◽  
Set Up ◽  
Approach Goals ◽  
Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

scholarly journals A comparison of three interactive examination designs in active learning classrooms for nursing students

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Linda Ahlstrom ◽  
Christopher Holmberg
Keyword(s):  
Nursing Education ◽  
Mixed Methods ◽  
Nursing Students ◽  
Active Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Free Text ◽  
Course Content ◽  
Undergraduate Nursing ◽  
Chi Squared

Abstract Background Despite the advantages of using active learning strategies in nursing education, researchers have rarely investigated how such pedagogic approaches can be used to assess students or how interactive examinations can be modified depending on circumstances of practice (e.g., in online education). Aims The aim was to compare three interactive examination designs, all based on active learning pedagogy, in terms of nursing students’ engagement and preparedness, their learning achievement, and instructional aspects. Methods A comparative research design was used including final-year undergraduate nursing students. All students were enrolled in a quality improvement course at a metropolitan university in Sweden. In this comparative study to evaluate three course layouts, participants (Cohort 1, n = 89; Cohort 2, n = 97; Cohort 3, n = 60) completed different examinations assessing the same course content and learning objectives, after which they evaluated the examinations on a questionnaire in numerical and free-text responses. Chi-squared tests were conducted to compare background variables between the cohorts and Kruskal–Wallis H tests to assess numerical differences in experiences between cohorts. Following the guidelines of the Good Reporting of a Mixed Methods Study (GRAMMS), a sequential mixed-methods analysis was performed on the quantitative findings, and the qualitative findings were used complementary to support the interpretation of the quantitative results. Results The 246 students who completed the questionnaire generally appreciated the interactive examination in active learning classrooms. Among significant differences in the results, Cohort 2 (e.g., conducted the examination on campus) scored highest for overall positive experience and engagement, whereas Cohort 3 (e.g., conducted the examination online) scored the lowest. Students in Cohort 3 generally commended the online examination’s chat function available for use during the examination. Conclusions Interactive examinations for nursing students succeed when they are campus-based, focus on student preparation, and provide the necessary time to be completed.

scholarly journals Critically Reflexive Theory: A Proposal for Nursing Education

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Jayne Josephsen
Keyword(s):  
Nursing Education ◽  
Critical Theory ◽  
Teaching And Learning ◽  
Content Standards ◽  
Health Care Leadership ◽  
Nursing Theory ◽  
Metacognitive Development ◽  
Curricular Framework ◽  
Critical Pedagogies ◽  
Comprehensive Curriculum

Nursing is a discipline in transition. As the complexity and acuity of patients increase, nurses are taking on a more comprehensive role in health care leadership and patient outcomes. As the discipline has evolved so has the curricular framework of nursing educational programs, moving from being based on a specific nursing theory, to a general metaparadigm, to the current focus on meeting curricular content standards developed by national accrediting agencies. When considering the skills needed to fully engage in critical thinking and patient advocacy there may be room for an additional curricular focus: that of metacognitive development based on critical theory and constructivism. The empowerment of students via metacognitive and self-evaluative practices also supports the critical theory pedagogy. If graduating nurses are presented with a cohesive and comprehensive curriculum that meets the need for competent and critically reflexive nurses the discipline of nursing can continue to expand in function and voice. The use of metacognition, constructivism, competency, and critical pedagogies in a unified and broad curricular framework allows for the development of these essential skills in contemporary nursing practice. This paper presents this innovative curricular framework that embodies these various teaching and learning perspectives.

scholarly journals PROGRESSIVE CARE OF AN AGING WOMAN: INTERACTIVE VIDEO SIMULATION CASES SPANNING 15 YEARS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S974-S974
Author(s):  
Laurie M Kennedy-Malone ◽  
Karen Amirehsani ◽  
Rachel Zimmer ◽  
Joshua Borders
Keyword(s):  
Nursing Education ◽  
Nurse Practitioner ◽  
Interactive Video ◽  
Health Resources ◽  
Authoring Tool ◽  
Interactive Simulation ◽  
Case Scenario ◽  
Course Content ◽  
Face To Face ◽  
Moderate Dementia

Abstract As a means of enhancing experiential educational opportunities for adult-gerontology nurse practitioner students who are prepared to manage the complex care of older adults, interactive simulation videos were developed using the eLearning authoring tool H5P to create learning experiences for students that can be used either in face to face classroom experiences or embedded in learning management systems. H5P is a web-based authoring tool that helps faculty build interactive course content. H5P activities provide instant feedback to students, allowing them to self-assess their understanding of the dynamic video simulation case. With funding through the Health Resources and Service Administration Advanced Nursing Education Workforce grant, four video simulation cases were developed that address emerging chronic care conditions in an older women who aged 15 years presenting initially with signs of hypothyroidism, progressed to early frailty, through moderate dementia and eventually along with her daughter face end of life health care issues. Partnering with the university instructional design experts, nurse practitioner faculty created questions that were inserted throughout the video as a means of keeping students engaged in problem-solving and decision making. A faculty handbook that described the case scenario with the interactive questions with suggested discussion questions was developed for each video simulation. The adult-gerontology primary care nurse practitioner competencies addressed in each case are identified in the handbook. Recommendations for the interactive question format will be presented and QR codes with access to direct viewing of the videos will be presented on the poster.

scholarly journals Rationalisation of Nursing Education in Limpopo province: Nurse educators’ perspectives

Curationis ◽  
2007 ◽  
Vol 30 (4) ◽  
Author(s):  
T.R. Makhuvha ◽  
M. Davhana-Maselesele ◽  
V.O. Netshandama
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
Nurse Educators ◽  
Ethical Issues ◽  
Qualitative Interviews ◽  
Critical Issue ◽  
Research Process ◽  
Limpopo Province ◽  
Process Data ◽  
The Government

Nursing education institutions are facing a challenge of realigning its functioning according to the changes that are taking place within the country. The intention of the government post apartheid was to correct the imbalances which were brought about by the apartheid government and the following regulations and policies influenced the change in nursing education, that is, Reconstruction and Development Programme (RDP), White Paper on Higher Education (WPHE), and the National Qualification Framework (NQF) (South Africa, 1995:6). In 1996 the government introduced the first democratic constitution of the Republic of South Africa (RS A) according to Act 108 of 1996. In the light of those increasing changes in nursing education, led by political change, the experiences of nurse educators is a critical issue facing nursing campuses. The purpose of this study was two-fold; namely: to explore and describe the experiences of nurse educators with regard to the rationalisation of nursing education and to use information obtained to describe guidelines for the effective rationalisation of a nursing college in the Limpopo Province. A qualitative, exploratory, descriptive and contextual research design was used. Qualitative interviews were conducted with nurse educators who worked in nursing colleges before and after 1994. Measures to ensure trustworthiness were applied and ethical issues were adhered to throughout the research process. Data was analysed following Tesch’s method (Creswell 1994:154-155). The research established that nurse educators experienced dissatisfaction in several areas relating to the rationalization of nursing education. Support was also expected from bureaucracy at higher level. This study developed guidelines to policy makers and nurse educators to ensure effective rationalisation process.

scholarly journals Use of Action Research in Nursing Education

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
Susan D. Moch ◽  
R. Todd Vandenbark ◽  
Shelley-Rae Pehler ◽  
Angela Stombaugh
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Action Research ◽  
Literature Review ◽  
Research Methodology ◽  
Research Process ◽  
Education Literature ◽  
Definition Of

Purpose.The purpose of this article is to describe action research in nursing education and to propose a definition of action research for providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education.Methods.The first part of this project involved a search of the literature on action research in nursing higher education from 1994 to 2013. Searches were conducted in the CINAHL and MEDLINE databases. Applying the criteria identified, 80 publications were reviewed. The second part of the project involved a literature review of action research methodology from several disciplines to assist in assessing articles in this review.Results.This article summarizes the nursing higher education literature reviewed and provides processes and content related to four topic areas in nursing higher education. The descriptions assist researchers in learning more about the complexity of both the action research process and the varied outcomes. The literature review of action research in many disciplines along with the review of action research in higher education provided a framework for developing a nursing-education-centric definition of action research.Conclusions.Although guidelines for developing action research and criteria for publication are suggested, continued development of methods for synthesizing action research is recommended.

What is EAP? — From Multiple Literacies to a Humanistic Paradigm Shift

2017 ◽  
Vol 7 (7) ◽  
pp. 497 ◽  
Author(s):  
Yulong Li
Keyword(s):  
Critical Literacy ◽  
Digital Literacy ◽  
Paradigm Shift ◽  
Academic Literacy ◽  
Academic Research ◽  
Research Process ◽  
Cultural Literacy ◽  
Multiple Literacies ◽  
Education Society ◽  
History Of

EAP researchers have proffered definitions of EAP; however, some of these are contradictory. Therefore, effectively defining the scope, aims, and pedagogy of EAP can prove problematic. This essay will extract the shared aspects from popular EAP approaches and then place them into the broader context of EAP development, language teaching and literacy history, and the changing history of the educational landscape. This will make it possible to thematise current EAP theories critically, to further defined the nature of EAP as a combination of multiple literacies, including academic literacy, disciplinary cultural literacy, critical literacy, and digital literacy. Without opportunities to experience the research process directly, the multiple literacies of EAP remain in the domain of classroom knowledge, failing to include preparation for the realities students will encounter when doing research. However, if EAP students, future academics, are well equipped with techniques for doing research and writing papers, but perform research to benefit themselves only, who will speak out for the needs of society? Therefore, in a Neo-liberalism influenced higher education society, EAP should not only be viewed as a utility but should stress the humanistic goals of academic research and the moral responsibilities of those who become academics. Current study suggests a theoretical and pedagogical shift bending towards humanistic EAP.

Integrating Research into an Undergraduate Accounting Course

2011 ◽  
Vol 26 (2) ◽  
pp. 287-303 ◽  
Author(s):  
James H Irving
Keyword(s):  
Active Learning ◽  
Research Process ◽  
Accounting Education ◽  
Research Experience ◽  
Journal Articles ◽  
Instructional Tools ◽  
Course Content ◽  
Accounting Practice ◽  
Level Of Knowledge ◽  
Theory Research

ABSTRACT Consistent with educational theory, research studies in accounting education substantiate claims of the benefits associated with active learning. This paper describes how I integrate research into an undergraduate accounting course using a pedagogical approach which fosters active learning. Throughout the course, students read and discuss excerpts from accounting journal articles related to class topics. These readings are intended to enhance students' understanding of the topics and develop their awareness of how accounting research and accounting practice are related. After becoming familiar with research articles and the research process, students are then challenged to complete a research study following the scientific method, in which they investigate research questions corresponding to the course content and test hypotheses using archival data. Results from a survey created to assess this research experience reveal that 94 percent of respondents indicated this project substantially improved their level of knowledge, skills, and abilities related to accounting. I supply instructional tools for faculty interested in implementing a similar program.

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