scholarly journals Nurse educators’ perceptions of the way nursing students protect patient privacy

2014 ◽  
Vol 48 (spe2) ◽  
pp. 171-177
Author(s):  
Otília Zangão ◽  
Mendes Felismina
Keyword(s):  
Nursing Students ◽  
Learning Process ◽  
Nurse Educators ◽  
Real Life ◽  
Care Process ◽  
Patient Privacy ◽  
Structured Interviews ◽  
Schools Of Nursing ◽  
Teaching Learning ◽  
The Way

The aim of this study was to assess the teaching-learning process related to patient privacy during the care process and the way nursing students’ protect patient privacy. Descriptive/correlational study using a qualitative approach and nonprobability sampling of 19 nurse educators from two schools of nursing. Data was collected using semi-structured interviews. Data analysis was undertaken using the SPSS version 20 and Alceste 2010 programs. The study complied with ethical standards. Two classes were assigned (protection of patient privacy and care process) with four subcategories (protection, empathy, relational competencies and technoscientific competencies).The findings show the need to adopt a reflective approach to the teaching-learning process by using experiential learning activities and real-life activities. We believe that intimacy and the protection of privacy should be core themes of nurse education and training.

scholarly journals DEVELOPING TEACHING LEARNING FOR INTEGRATED MANAGEMENT OF CHILDHOOD ILLNESS (IMCI): A QUALITATIVE STUDY IN ACEH INDONESIA

2017 ◽  
Vol 3 (5) ◽  
pp. 555-568
Author(s):  
Wirda Hayati ◽  
Sri Supar Yati Soenarto ◽  
Fitri Haryanti ◽  
Yayi Suryo Prabandari
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Learning Process ◽  
Nurse Educators ◽  
Integrated Management ◽  
Community Health Center ◽  
Childhood Illness ◽  
Clinical Instructors ◽  
Sick Children ◽  
Teaching Learning

Background: Integrated Management of Childhood Illness (IMCI) is an integrated guideline in dealing with infants and sick children at the community health center. However, many students cannot apply this guideline because they are not being exposed.Objective: This study aims to explore the perspectives of nurse educators and clinical instructors regarding the effectiveness of teaching learning process of IMCI in diploma nursing students.Methods: This was a qualitative study with interpretive approach. There were 9 informants selected using purposive sampling, which consisted of nurse educators and clinical instructors. Data collection was conducted in December 2016 - February 2017 using focus group discussions and in-depth interviews. Data were analyzed using Colaizzi process.Result: There were four themes emerged from data, namely 1) Competency of IMCI for Diploma Nursing Students, 2) Deepening of IMCI Material, 3) Learning methods of IMCI in the class and clinic should be active and structured, 4) Student confidence in the application of IMCI in clinical setting.Conclusion: The learning process of IMCI will have an impact on the improvement of knowledge, skills and attitude in the application of IMCI in the clinical setting.

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

Building Scholarship Capacity and Transforming Nurse Educators' Practice through Institutional Ethnography

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Lynn Malinsky ◽  
Ruth DuBois ◽  
Diane Jacquest
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
Institutional Ethnography ◽  
Ethnographic Study ◽  
Academic Scholarship ◽  
Canadian Association ◽  
Routine Work ◽  
Schools Of Nursing ◽  
Quality Of Nursing

Institutional ethnography can be viewed as a method of inquiry for nurse educators to build scholarship capacity and advance the quality of nursing practice. Within a framework of the Boyer (1990) model and the domains of academic scholarship in nursing described by the Canadian Association of Schools of Nursing (2006), we discuss how a team of nurse educators participated as co-researchers in an institutional ethnographic study to examine the routine work of evaluating nursing students and discovered a contradiction between what was actually happening and what we value as nurse educators. The discovery, teaching, application, and integration dimensions of scholarship are examined for links to our emerging insights from the research and ramifications for our teaching practices. The article illuminates the expertise that developed and the transformations that happened as results of a collaborative institutional ethnography.

scholarly journals The brain as a fundamental axis in learning process

2019 ◽  
Vol 5 (4) ◽  
pp. 38-45
Author(s):  
Luis Raul Meza Mendoza ◽  
María Elena Moya Martinez ◽  
Angelica Maria Sabando Suarez
Keyword(s):  
Learning Process ◽  
The Body ◽  
Traditional Scheme ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship ◽  
The Brain ◽  
Learning Schemes ◽  
New Strategies ◽  
The Way

Since the beginning of humanity, an attempt has been made to explain the way in which man acquires knowledge, the way in which he assimilates, processes and executes it in order to develop the teaching-learning process that people need throughout of his life, which forces to change the learning schemes using new study methodologies, such as neuroscience, which is a discipline that studies the functioning of the brain, the relationship of neurons to the formation of synapses creating immediate responses which transmits to the body voluntarily and involuntarily, in addition to controlling the central and peripheral nervous system with their respective functions. It is necessary to change the traditional scheme and implement new strategies that allow the teacher to venture into neuroscience, in order to individually understand the different learning processes that students do. As some authors of neuroscience say, the brain performs processes of acquisition, storage and evocation of information, which form new knowledge schemes that generate changes in the attitude of the human being, for this reason teachers are responsible for taking advantage of what It is known about the multiple functions of the brain and be clear about the various ways of acquiring knowledge.

scholarly journals Authentic Material and Automaticity for Teaching English

2017 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Widyastuti Widyastuti
Keyword(s):  
Science Education ◽  
Learning Process ◽  
Real Life ◽  
Text Structure ◽  
First Year ◽  
Teaching English ◽  
Authentic Material ◽  
English Fluency ◽  
Real Language ◽  
Teaching Learning

This article discusses how to make students of Science Education in first year feel interesting in English lesson, understanding the text well and can communicate English fluency. It has been suggested that Authentic Material and Automaticity Theory not only creates a friendly and fun condition in teaching reading but helps students to study comprehensibly so they are able to understand the text, structure, vocabulary easily, read fluently and they also can communicate in English. The authentic material can make the teaching learning process fun and eliminate boring because the topics and materials can be found in internet so it will be more visually and  interactive . Automaticity theory can solve the problem of students who must memorize words that make them feel boring and forget the words soon. The other benefit is the students can exposure the real language being used in a real context and stimulate studens’idea, encouarage them to relate themselves with real-life experiencesThese strategies can make the students understand easily and enjoy the teaching learning process. By combining authentic material and automaticity strategies for teaching English in science education, will develop readers (students) to become fully competent and fluent.

scholarly journals APRENDIZAJE PARA LA GENERACIÓN DE CONOCIMIENTO

2020 ◽  
Vol 13 (3) ◽  
pp. 279
Author(s):  
Laura Elizabeth Cervantes Benavides
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Metacognitive Abilities ◽  
The Moment ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
The Way

Facing the problems for understanding student learning and the way that makes the relationship and integration of learned knowledge easier, this work is presented, which objective is to identify in the teaching-learning process, at the moment in which the individual relates and integrates the knowledge it acquires. In this document, the assumption was made is, In greater depth of reflection, the student strengthens his cognitive and metacognitive abilities.

scholarly journals REAL LIFE EXPERIENCE IN INQUIRY-BASED EARTH AND SPACE SCIENCE INSTRUCTION

2019 ◽  
Vol 7 (5) ◽  
pp. 284-292
Author(s):  
Roldan D. Atienza
Keyword(s):  
Science Teachers ◽  
Learning Process ◽  
Real World ◽  
Life Experience ◽  
Life Experiences ◽  
Science Instruction ◽  
Real Life ◽  
Space Science ◽  
Global Issues ◽  
Teaching Learning

Science teachers play an important role in improving science literacy of their students. In achieving and building students’ interest and literacy about science, teachers must have an appropriate approach to be used in teaching. In teaching science, students must be active and participative in the learning process. Engaging students in variety of activities can help them in constructing their own knowledge by experiencing and observing results of the experiment. Teachers must provide real world experiences for students to engage with around global issues. This took the form of service-learning projects emphasizing issues of global concern, or working in teams to devise and debate solutions to real-world problems. Notably, these activities were student-centered and inquiry-based. Teachers also incorporated their own cross-cultural experiences into the classroom through informal conversation, discussions, around artifacts and photos, and lesson plans that incorporated knowledge gained and relationship built though their global experiences. The need for utilizing real life experiences in science teaching is a must in today’s classroom as the new generations of learners are ready to work with the different global issues and concerns of which can play an important role in the learning process. However, the utilization of real life experiences in science instruction grows as a measure when teachers are able to develop an engaging and positive learning environment for learners. With this, teachers should carefully plan how to utilize the students’ real life experiences efficiently and effectively in inquiry-based science instruction to enhance more the teaching-learning process. The focus of this study was to determine the real life experience in inquiry-based earth and space science instruction in public secondary schools in Batangas City. The descriptive method of research was applied in the study, with the questionnaire as the main data gathering instrument responded to by 102 science teachers. Based on the analysis, it was revealed that real life experiences in science areas were moderately utilized by the students while teachers applied inquiry-based learning activities along its phases of exploration, concept introduction, and concept application to a moderate extent. It was recommended that the proposed learning plans be used to enhance science instruction and an instrument or assessment tool may be developed to determine the impact of utilization of real life experiences in teaching-learning process.

scholarly journals The springs of didactogeny. The repulsive educational style

2021 ◽  
pp. 68-79
Author(s):  
Mihail Sleahtitchi ◽  
Keyword(s):  
Learning Process ◽  
School Environment ◽  
Professional Competence ◽  
Teaching Profession ◽  
Harmonious Development ◽  
Teaching Learning ◽  
The Relationship ◽  
Suitable Environment ◽  
The Way

By the way it presents itself, the repulsive educational style brings indisputable prejudices to the teachinglearning process, strongly affecting the entire construction of this process, especially the segment that covers the relationship between the teacher and the students. Having the ability to impose itself differently – as something reminiscent of an authoritarian or nomothetic behavioral, distant or impulsive, ultra-reactive or strict, oscillating or detached – the educational style in question is characterized by the fact that it contradicts the rights and duties incumbent on the position of a teacher. In his presence, the school environment collapses, ceasing to present a „suitable environment in which essential connections can be created for the multilateral and harmonious development of the student” or a „space in which the professional competence of the teacher is complementary to the developmental particularities of the student”. Moreover, through the conflicting energies he releases, he distorts the meaning of the teaching profession, obviously contributing to the establishment of didactogeny. Or, as it has been mentioned more than once, in various specialty sources, if the educational style does not resonate with the rights and duties of the pedagogical profession, the didactogeny is predetermined, simply, to become a reality, a state in fact, which must be associated with the big mistakes in the area of the teaching–learning process or, in other words, with the big deviations from what the professional deontology of the teacher means.

scholarly journals PELATIHAN PENULISAN BUKU AJAR BAGI GURU PKn SMA SE KOTA SEMARANG

2011 ◽  
Vol 2 (1) ◽  
pp. 94
Author(s):  
Titik Haryati ◽  
Rosalina Ginting ◽  
Suwarno Widodo ◽  
Kiki Aryaningrum ◽  
Bambang Kumoro
Keyword(s):  
High School ◽  
Key Words ◽  
Community Service ◽  
Learning Process ◽  
Teaching And Learning ◽  
Senior High School ◽  
Teaching Learning ◽  
The Way

Abstract There are still a few handouts created by the teachers. In fact, teachers feel lazy to make a handout to succeed their teaching and learning process, especially civic teachers who are still low in understanding how to make and design their own handout. A handout is an instrument that teachers supposed to writing it. By writing a handout, teacher can explore his material based on the problems faced in the class. That is way; the Team thought that we need to give them something to train them in writing their own teaching handout. This community service was given to civic teachers of senior high school who has the important role in tranfering knowledge about civic subject. This activity had some sessions, there were; lecturing, discussion, questions answer and feedback. It hopes that by understanding the way in designing a teaching handout, they will be encouraged to make their own handout to support their teaching learning process in the classroom. ?é?á Key words : a teaching handout, a civic subject ?é?á

The Methodological Context in Higher Education

2021 ◽  
pp. 15-36
Author(s):  
María-Mercedes Rojas-de-Gracia ◽  
Pilar Alarcón-Urbistondo
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Learning Process ◽  
Learning Situation ◽  
Rigorous Approach ◽  
Construction Of Knowledge ◽  
Teaching Learning ◽  
Collective Construction ◽  
The Way

Given the limited number of documents addressing methodological context in higher education with a rigorous approach, this chapter comprises a document drawn up in order to clarify methodological concepts. It emphasizes the importance of the teaching-learning process and the significance of placing the student at the center of all actions. The educator's mission changes from being a mere transmitter of information to being a conductor and organizer of the learning situation. To achieve this, several methods must be combined, requiring a balance between the theoretical and practical classes. Likewise, they can be benefited by carrying out complementary activities. This combination is intended to face the great challenges of higher education in the 21st century, which are driven by changes in the way students learn. The emergence of technologies means that the protagonist in the collective construction of knowledge is the student, responding to their digital and participatory demands.

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