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1.
Br J Educ Technol ; 2022 Mar 02.
Article in English | MEDLINE | ID: covidwho-2063592

ABSTRACT

Educators have indicated the need to foster students' ability to solve problems by acquiring up-to-date knowledge as well as promoting their competences for making decisions from diverse perspectives based on the acquired knowledge. Traditional courses mainly use lecture-based instruction without providing sufficient opportunities for students to practice and interact with the teacher; therefore, it is difficult to deliver such up-to-date knowledge via traditional instruction, not to mention fostering students' critical thinking. In this study, the Mobile technology-supported Decision, Reflection and Exercise (MDRE) model is proposed to address this problem. Moreover, a learning system is developed based on the proposed approach. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in a university with a two-group pretest posttest design to assess participants' learning achievement, critical thinking and learning satisfaction. The participants were two classes of undergraduate students. One class with 37 students was the experimental group learning with the MDRE learning approach, whereas the other class with 37 students was the control group learning with the conventional technology-based learning approach. Analysis of covariance was performed to evaluate the effect of the intervention on the target outcomes. It was found that the experimental group showed better learning achievement, critical thinking and learning satisfaction than the control group. This implies that the MDRE approach has good potential in helping learners think from diverse perspectives and promoting their learning performance and engagement, which is important in higher education aimed at fostering students' competence of acquiring up-to-date knowledge for solving problems.

2.
Int J Environ Res Public Health ; 19(15)2022 07 28.
Article in English | MEDLINE | ID: covidwho-1969223

ABSTRACT

Nursing staff who are competent to use personal protective equipment (PPE) correctly can protect themselves while providing safe, high-quality care to patients. Under pandemic conditions, the ability to wear PPE correctly is essential in clinical practice, but the acquisition of correct PPE-wearing procedures is difficult for most staff in the absence of live practice drills. This study aimed to test the mobile video online learning approach by integrating PPE contexts into a digital learning system. We conducted an experiment to verify whether the mobile video online learning approach could effectively improve nursing staff's learning achievement, learning anxiety, critical thinking skills, and learning self-efficacy. The study used a quasi-experimental design and was conducted with 47 nursing staff, divided into one group using a mobile video online learning approach and one group with a conventional learning approach. We used pre-and post-test examinations of learning achievements, learning anxiety, critical thinking, and learning self-efficacy. Results showed a significant effect of using the mobile video online learning method in helping nursing staff to decrease learning anxiety and improve knowledge about COVID-19 protection, increase learning achievement, critical thinking skills, and learning self-efficacy. These benefits are of interest to nursing workplace managers wishing to maintain professional standards during epidemics by improving the nursing staff's PPE knowledge and self-efficacy concerning PPE.


Subject(s)
COVID-19 , Education, Distance , Nursing Staff , COVID-19/epidemiology , COVID-19/prevention & control , Humans , Pandemics/prevention & control , Personal Protective Equipment
3.
Nurse Educ Today ; 109: 105256, 2022 Feb.
Article in English | MEDLINE | ID: covidwho-1586945

ABSTRACT

BACKGROUND: Key challenges for clinical education during the COVID-19 pandemic include how to continue teaching and learning, how to teach core clinical skills, and how to demonstrate professional and practical skills in various clinical situations. Therefore, nursing students need to learn how to assist with in-patient intubation, eliminate accumulated sputum overflow, and the basic techniques of sputum suction. OBJECTIVES: We proposed and investigated an approach to integrating online game-based learning with the watch-summarize-question strategy to improve nursing students' learning achievement, self-efficacy, learning engagement, and learning satisfaction in sputum suction skill training. DESIGN: A quasi-experimental study with pretest and posttest design. SETTINGS AND PARTICIPANTS: We randomly allocated 45 first-year nursing students to an experimental group (n = 21) or a control group (n = 24) at a school of nursing in a university. METHODS: The experimental group adopted the online game-based learning and watch-summarize-question strategy, while the control group used video-based learning. Participants were assessed on learning achievement of sputum suction skills, self-efficacy, learning engagement, and learning satisfaction before and after the intervention. RESULTS: The experimental group, which used the proposed approach, achieved statistically significant higher learning achievement, self-efficacy, learning engagement, and learning satisfaction than the control group. CONCLUSIONS: The integration of online game-based learning with the watch-summarize-question strategy demonstrated a positive impact on nursing students' sputum suction skill training. Nurse educators and researchers should consider integrating computer technology and teaching strategies to facilitate nursing education.


Subject(s)
COVID-19 , Education, Distance , Education, Nursing, Baccalaureate , Students, Nursing , Humans , Pandemics , SARS-CoV-2
4.
Nurse Educ Today ; 108: 105164, 2022 Jan.
Article in English | MEDLINE | ID: covidwho-1446982

ABSTRACT

BACKGROUND: In nursing education, knowledge and competence in conducting physical assessments are crucial. Therefore, physical assessment knowledge has become a fundamental and essential education program for nursing students. However, most of the current nursing courses are taught via a didactic teaching approach, making it difficult for students to think deeply about relevant issues due to the lack of interaction and context. This may, in turn, have an impact on learning effectiveness and clinical judgment. OBJECTIVE: A virtual patient (VP)-based social learning approach is proposed to enhance nursing students' performance and clinical judgment in education programs. DESIGN: A quasi-experiment method was adopted to evaluate the effectiveness of the proposed approach. PARTICIPANTS: A total of 40 senior nursing students participated in the study (VP-based social learning approach group = 20, control group = 20). METHODS: The study involved a pre- and post-test to examine students' learning achievements, self-efficacy, and communication skills. The experimental group adopted the VP-based learning approach, while the control group adopted the conventional didactic learning approach. ANCOVA was employed to compare the performances of the two groups. RESULTS: The experimental results indicate that using a VP for learning can enhance students' learning achievements, self-efficacy, and communication skills. In addition, based on the analysis of the results, students generally believed that learning with a VP makes learning more enjoyable. CONCLUSION: The VP-based social learning approach would be an effective strategy to train nursing students who have limited opportunities to experience real clinical situations, in particular during the COVID-19 pandemic.


Subject(s)
COVID-19 , Education, Nursing, Baccalaureate , Education, Nursing , Social Learning , Students, Nursing , Clinical Competence , Humans , Pandemics , SARS-CoV-2
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