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Development and evaluation of a teaching and learning approach in cross-cultural care and antidiscrimination in university nursing students

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NURSE EDUCATION TODAY 2013年第12期33卷 1592-1598页

作者： Allen, Jacqui Brown, Lucinda Duff, Carmel Nesbitt, Pat Hepner, Anne Deakin Univ Sch Nursing & Midwifery Burwood Vic 3125 Australia Deakin Univ Sch Psychol Burwood Vic 3125 Australia Bendigo TAFE Koorie Unit Bendigo Vic 3552 Australia

Background: Cross-cultural care and antidiscrimination are vital to ethical effective health systems. Nurses require quality educational preparation in cross-cultural care and antidiscrimination. Limited evidence-based research is available to guide teachers. Objectives: To develop, implement and evaluate an evidence-based teaching and learning approach in cross-cultural care and antidiscrimination for undergraduate nursing students. Design: A quantitative design using pre- and post-survey measures was used to evaluate the teaching and learning approach. Settings: The Bachelor of Nursing program in an Australian university. Participants: Academics and second year undergraduate nursing students. Methods: A literature review and consultation with academics informed the development of the teaching and learning approach. Thirty-three students completed a survey at pre-measures and following participation in the teaching and learning approach at post-measures about their confidence to practice cross-cultural nursing (Transcultural Self-efficacy Tool) and about their discriminatory attitudes (Quick Discrimination Index). Results: The literature review found that educational approaches that solely focus on culture might not be sufficient in addressing discrimination and racism. During consultation, academics emphasised the importance of situating cross-cultural nursing and antidiscrimination as social determinants of health. Therefore, cross-cultural nursing was contextualised within primary health care and emphasised care for culturally diverse communities. Survey findings supported the effectiveness of this strategy in promoting students' confidence regarding knowledge about cross-cultural nursing. There was no reported change in discriminatory attitudes. The teaching and learning approach was modified to include stronger experiential learning and role playing. Conclusions: Nursing education should emphasise cross-cultural nursing and antidiscrimination. The study descri

关键词： Evaluation teaching and learning Cross-cultural care and antidiscrimination University nursing education

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What interprofessional education teaching and learning approaches are being implemented in baccalaureate health professional curricula in wound care education? A scoping review

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NURSE EDUCATION IN PRACTICE 2024年 79卷 104080页

作者： Johnston, Sandra Parker, Christina N. French, Sally Mitchell, Jack Theobald, Karen Queensland Univ Technol Fac Hlth Sch Nursing Victoria Pk Rd Kelvin Grove Qld 4059 Australia Queensland Univ Technol Ctr Healthcare Transformat Victoria Pk Rd Kelvin Grove Qld 4059 Australia

Aim: This scoping review aimed to explore the interprofessional curriculum content and teaching approaches specific to wound care education in baccalaureate health courses internationally. Background: Interprofessional education is defined as occurring when future health practitioners learn with, from and about each other with the goal of improving health outcomes. The management of wounds is a global public health issue with the World Health Organization recognising wound care is best managed by an interprofessional team. The preparedness of health professional graduates to engage in interprofessional education is essential to design and deliver coordinated health services that are person-centred and improve health outcomes. There is a lack of evidence however about how to prepare baccalaureate students in an interprofessional context, specifically in wound care. Design: A scoping review was conducted using the framework of Arksey and O'Malley and reported using the PRISMA checklist for scoping reviews. Methods: A comprehensive search of the literature was conducted in MEDLINE (via EBSCOhost), CINAHL PLUS (via EBSCOhost), Pubmed and Embase databases published between 2012 and October 2023. Reference lists of included studies were also searched. Studies which were peer reviewed, written in English with a focus on interprofessional education in wound care were included in the review. The process of reviewing titles and abstracts was conducted by two independent reviewers. Data were extracted, key characteristics mapped and a narrative analysis of findings was reported. Results: Three studies were included in this review. All the reviewed papers reported collaborative learning activities between different health professional groups relating to wound care, although there was no consistent approach to what wound care content was delivered or how it was delivered. Only one study reported that the delivery of content was completed by staff from multiple professional group

关键词： Baccalaureate Health professionals Interprofessional education teaching and learning Wound care

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Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools

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MEDICAL TEACHER 2024年第11期46卷 1494-1501页

作者： Sullivan, Amy M. Hayes, Margaret M. Beltran, Christine P. Cohen, Amy P. Soffler, Morgan Cooper, Suzanne Wisser, William Schwartzstein, Richard M. Harvard Med Sch Sch Med Boston MA 02115 USA Beth Israel Deaconess Med Ctr Boston MA 02215 USA NYU Grossman Sch Med New York NY USA Harvard TH Chan Sch Publ Hlth Boston MA USA NYU Med Sch Valhalla NY USA Harvard Univ Kennedy Sch Govt Cambridge MA USA Harvard Grad Sch Educ Teaching & Learning Lab Cambridge MA USA

IntroductionCritical thinking (CT) is an essential set of skills and dispositions for professionals. While viewed as an important part of professional education, approaches to teaching and assessing critical thinking have been siloed within disciplines and there are limited data on whether student perceptions of learning align with faculty perceptions of *** and methodsThe authors used a convergent mixed methods approach in required core courses in schools of education, government, and medicine at one university in the Northeast United States. Faculty surveys and student focus groups (FG) addressed definitions, strategies, and barriers to teaching *** and conclusionsSixty-four (51.6%) faculty completed the survey, and 34 students participated in FGs. Among faculty, 54.0% (34/63) reported explicitly teaching CT;but students suggested teaching CT was predominantly implicit. Faculty-reported strategies differed among schools. Faculty defined CT in process terms such as 'analyzing';students defined CT in terms of viewpoints and biases. Our results reveal a lack of explicit, shared CT mental models between faculty and students and across professional schools. Explicit teaching of CT may help develop a shared language and lead to better understanding and application of the skills and dispositions necessary to succeed in professional life.

关键词： Medical education critical thinking mixed methods teaching and learning professional education

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Concept mapping: An aid to teaching and learning: AMEE Guide No. 157

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MEDICAL TEACHER 2023年第5期45卷 455-463页

作者： Torre, Dario German, Deborah Daley, Barbara Taylor, David Univ Cent Florida Coll Med Orlando FL USA Univ Wisconsin Dept Adult & Continuing Educ Milwaukee WI USA Gulf Med Univ Dept Hlth Profess Educ Ajman U Arab Emirates Univ Cent Florida Orlando FL 32816 USA

Concept maps are graphic representations that learners draw to depict their understanding of the meaning of a set of concepts. Concept maps can be a useful learning strategy in medical education. The purpose of this guide is to provide an understanding of the theoretical basis and instructional use of concept mapping in health professions education. The guide describes the key elements of a concept map and underscores the critical components of the implementation process, from the introduction of the activity to the use of different mapping techniques, based on purpose and context. This guide also examines the learning opportunities offered by collaborative concept mapping, including co-construction of knowledge, and provides suggestions for the use of concept mapping as an assessment for learning. Implications for the use of concept mapping as a tool for remediation are mentioned. Finally, the guide describes some of the challenges related to the implementation of this strategy.

关键词： Concept mapping graphic representation of a set of interrelated concepts teaching and learning

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A Multimodal learning Analytics Approach to Support Evidence-based teaching and learning Practices 20

A Multimodal Learning Analytics Approach to Support Evidence...

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20th IEEE International Conference on Advanced learning Technologies (ICALT)

作者： Shankar, Shashi Kant Tallinn Univ Tallinn Estonia

ISBN: (纸本)9781728160900

Multimodal learning Analytics (MMLA) aims to support evidence-based educational practices by collecting, processing, analyzing and sense-making of multimodal evidence of learning. MMLA is not widespread yet and there are few tailored MMLA solutions to meet the requirements of a specific learning scenario. This PhD project investigates the main challenges behind the limited development of MMLA solutions and proposes an MMLA infrastructure as the main contribution. The proposed infrastructure includes three components - a data value chain, a data model and a software architecture. The overall project follows the design-based research methodology where multiple iterations are involved to refine the contributions.

关键词： Evidence-based teaching and learning Educational Practices Multimodal learning Analytics Architecture Data Model Value Chain

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Female Lecturers' Perception of ICT Integration for teaching and learning in University of Ibadan, Nigeria

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INTERNATIONAL JOURNAL OF INFORMATION AND COMMUNICATION TECHNOLOGY EDUCATION 2016年第1期12卷 11-21页

作者： Adetimirin, Airen Univ Ibadan Dept Lib Archival & Informat Studies Ibadan Nigeria

Deployment of Information and Communication Technology (ICT) for teaching and learning affords learners' flexibility in learning such that they can learn as individuals or groups. The dissemination of information by lecturers to learners will also be facilitated by the use of ICT. The University of Ibadan designed a courseware development programme for 20 female lecturers to improve the use of technology for teaching and research. Data was collected using a questionnaire, interview and secondary data. Results revealed that the lecturers found the programme very relevant, appropriate but demanding. The major challenges were limited access to some of the technologies, fluctuation in internet connectivity and poor ICT literacy skills. Improvement in the level of ICT use requires the development of relevant infrastructure and ICT literacy training which were identified as critical for its successful deployment.

关键词： Information and Communication Technology (ICT) Lecturer Nigeria teaching and learning University

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Using Natural Selection Concept Inventories in College Biology Classrooms to Improve teaching and learning

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AMERICAN BIOLOGY TEACHER 2017年第2期79卷 91-94页

作者： Presley, Morgan L. Gehringer, Rebecca Hanuscin, Deborah L. Drury Univ 900 N Benton Ave Springfield MO 65802 USA Ozarks Tech Community Coll 1001 E Chestnut Expressway Springfield MO 65802 USA Univ Missouri Learning Teaching & Curriculum Columbia MO 65211 USA Univ Missouri Phys & Astron Columbia MO 65211 USA

The purpose of this study was to investigate how assessment instruments could be used in the college biology classroom for purposes other than researching instructional strategies (as they have been used in the past). Through participatory action research, a science educator and a biology faculty member examined how the CINS (Concept Inventory of Natural Selection) could be incorporated into the biology faculty member's classroom instruction. This paper shows that biology faculty members can use assessment instruments to build in-class activities and labs, to formatively assess student knowledge, and to confront student misconceptions. Several recommendations for incorporating assessment instruments in biology instruction and assessment are provided.

关键词： assessment instrument biology college teaching and learning natural selection

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Wired to wireless: teaching and learning is moving online

Wired to wireless: Teaching and Learning is moving online

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3rd International Conference on Education and Information Systems

作者： Kent, John R. Shaw, W. A. (Sam) Frandsen, Eleanor J. No Alberta Inst Technol Technol Management Team Edmonton AB Canada

ISBN: (纸本)9789806560338

Going from wired to wireless takes vision, planning, and implementation. A new or existing facility with a wireless environment allows faculty and learners to access resources anytime and anywhere. teaching and learning becomes more flexible, as do educational programs. The number of mobile computing users is increasing. A shift towards anywhere, anytime computing is in full swing. Faculty and students see added benefits to this evolution. The ability to use mobile computing devices on or off campus communicating via wireless is changing the way we teach and learn. In fact the training needs in the Renewable Resources Sector of Western Canada have been changing with the incorporation of wireless technology into their business model. A response to these training needs has been implemented within the Forest Technology Program at The Northern Alberta Institute of Technology. The "Forestry students are now working exclusively from mobile computers within a wireless network structure. In the field and in the classroom, infrastructure and training have been enhanced for wireless delivery. This change has been embraced by students, faculty, and employers and points the way for further deployment into other program areas."

关键词： wireless mobile computing teaching and learning access and security

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The concept and strategy of ICT integration in teaching and learning process at Bina Nusantara University - Jakarta

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International Conference on Engineering Education, Instructional Technology, Assessment, and E-learning

作者： Prabowo, Harjanto Bina Nusantara Jakarta Indonesia

ISBN: (纸本)9781402062612

This paper discusses ICT integration in leaching and learning process at Bina Nusantara University (UBiNus). The presentation starts with an introduction clarifying background of ICT implementation in higher education, e-Lerning definition and implementation models, and the internal factors that supporting UBiNus to integration ICT for teaching and learning process. Next, clarification of Multi Channel learning Model designed for classroom activities, e-learning activities, and self study. Initiatives policy describes class meeting, course materials, content development team, leaching certificate, and scoring policy. Programs related to MCL preparation for both lecturers and students, units, and IT supports are presented The paper also discusses learning Management System (LMS), infrastructure condition, and performances that will be achieved. It is concluded that ICT implementation in Bina Nusantara University supports not only administration and management activities, but also in teaching and learning activities.

关键词： teaching and learning multi channel learning ICT integration

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Some attitudes towards teaching and learning in Thai nursing education

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NURSE EDUCATION TODAY 2006年第3期26卷 253-257页

作者： Burnard, P Univ Cardiff Wales Cardiff Wales Royal Thai Army Nursing Coll Bangkok Thailand

This paper offers a discussion of some of the attitudes towards teaching and learning in Thai nursing education. It illustrates the strict, hierarchical set of relationships that exist between people throughout all aspects of Thai society. It then relates these relationships to those between teachers and students of nursing and how those relationships effect the ways in which students receive and deal with knowledge. Other attitudes towards learning, communication and student/lecturer relationships are also noted. It is hoped that the paper helps those, in other cultures, to reflect on their own practices. (c) 2005 Elsevier Ltd. All. rights reserved.

关键词： Thai nurse education teaching and learning attitudes towards education culture and education

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