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1.
Online braz. j. nurs. (Online) ; 19(4): [1-4], dez. 2020.
Article in English, Spanish, Portuguese | WHO COVID, LILACS (Americas) | ID: covidwho-2204417

ABSTRACT

OBJETIVO: Refletir sobre o ensino remoto como possibilidade de novas experiências e desafios em tempos de pandemia da Covid-19. MÉTODO: Análise reflexiva sobre as novas experiências e desafios no ensino remoto durante a pandemia da covid-19. RESULTADO: O ensino remoto traz a oportunidade de integrar aulas de maneira síncrona (em tempo real) através webconferência e atividades assíncronas (não se efetivam em tempo real) que possibilitam o uso de ferramentas interativas de aprendizagem estimuladas pelo professor, mediador do conhecimento, em especial da Enfermagem. CONCLUSÃO: Recomenda-se que o professor promova a interatividade permitindo que o aluno, usufruindo dos recursos disponíveis no ambiente virtual de aprendizagem, possa compor elementos dos conteúdos discutidos com experiências positivas de aprendizagem.


OBJETIVO: Reflexionar sobre la enseñanza remota como una posibilidad para nuevas experiencias y desafíos en tiempos de la pandemia del Covid-19. MÉTODO: Análisis reflexivo de nuevas experiencias y desafíos en educación remota durante la pandemia del covid-19. RESULTADO: La enseñanza remota brinda la oportunidad de integrar clases de forma sincrónica (en tiempo real) a través de conferencias web y actividades asincrónicas (no realizadas en tiempo real) que permiten el uso de herramientas de aprendizaje interactivas estimuladas por el docente, mediador del conocimiento, en especial de la Enfermería. CONCLUSIÓN: Se recomienda que el docente promueva la interactividad permitiendo al alumno, mediante el aprovechamiento de los recursos disponibles en el entorno virtual de aprendizaje, componer elementos del contenido discutido con experiencias positivas de aprendizaje.


OBJECTIVE: To reflect on remote teaching as a possibility for new experiences and challenges in times of the COVID-19 pandemic. METHOD: A reflective analysis on the new experiences and challenges in remote teaching during the COVID-19 pandemic. RESULTS: Remote teaching brings the opportunity of integrating classes in a synchronous manner (in real-time) through web conferences and asynchronous activities (not in real-time) which allows for the use of interactive learning tools stimulated by the professor, knowledge mediator, especially in Nursing. CONCLUSION: It is recommended that the professor promotes interactivity allowing the student, while enjoying the available resource in the virtual learning environment, to compose elements of the contents that are discussed with positive learning experiences.


Subject(s)
Humans , Universities , Coronavirus Infections , Educational Technology/education , Education, Distance , Education, Nursing , Pandemics , Faculty/education , Learning
2.
Psico USF ; 26(spe): 33-44, 2021. tab
Article in English | WHO COVID, LILACS (Americas) | ID: covidwho-2197459

ABSTRACT

This study aimed to estimate validity evidence based on the internal structure and accuracy of the adapted version of the Learning Strategies Assessment Scale for High School (EAVAP-EM), using Confirmatory Factor Analysis (CFA). Participants were 701 first- to third-year high school students (M = 16.1; SD = 1.0), from public and private institutions in the states of Paraná and São Paulo. The CFA indicated the presence of the three factors of the EAVAP-EM, with adequate internal consistency. The instrument also showed good fit indices. There were positive and significant correlations between the factors, with magnitude ranging from medium to large. Moreover, students reported making more use of metacognitive strategies. The results evinced significant advances regarding measures with good psychometric parameters to assess learning strategies, considering their relevance to the psychoeducational context (AU).


Objetivou-se no presente estudo estimar indicadores de validade com base na estrutura interna e precisão da versão adaptada da Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Médio (EAVAP-EM), por meio de uma análise fatorial confirmatória (AFC). Participaram 701 alunos do primeiro ao terceiro ano do Ensino Médio (M = 16,1; DP = 1,0), provenientes de instituições públicas e particulares dos estados do Paraná e de São Paulo. A AFC indicou a presença dos três fatores da EAVAP-EM, com consistência interna considerada adequada, sendo que o instrumento apresentou bons índices de ajuste. Houve correlações positivas e significativas entre os fatores, com magnitude variando de média a grande. Ainda, os estudantes reportaram fazer mais uso de estratégias metacognitivas. Os resultados evidenciam importantes avanços no que concerne a medidas com bons indicadores psicométricos para avaliação das estratégias de aprendizagem, considerando sua relevância ao contexto psicoeducacional (AU).


El objetivo del presente estudio fue estimar evidencias de validez a partir de la estructura interna y la precisión de la versión adaptada de la Escala de Evaluación de Estrategias de Aprendizaje para la Escuela Preparatoria (EAVAP-EM), mediante un Análisis Factorial Confirmatorio (AFC). Participaron 701 estudiantes de primero a tercer año de secundaria (M = 16.1; DS = 1.0), de instituciones públicas y privadas de las provincias de Paraná y São Paulo. El AFC indicó la presencia de los tres factores del EAVAP-EM, con consistencia interna considerada adecuada. El instrumento mostró índices de ajuste adecuados. Hubo correlaciones positivas y significativas entre los factores, cuya magnitud varió de moderada a alta. Además, los estudiantes informaron que hacen un mayor uso de las estrategias metacognitivas. Los resultados evidencian avances importantes en cuanto a medidas con buenos indicadores psicométricos para evaluar estrategias de aprendizaje, considerando su relevancia para el contexto psicoeducativo (AU).


Subject(s)
Humans , Male , Female , Adolescent , Adult , Psychometrics , Metacognition , Learning , Students/psychology , Reproducibility of Results , Education, Primary and Secondary
3.
JMIR Public Health Surveill ; 7(3): e24795, 2021 03 04.
Article in English | MEDLINE | ID: covidwho-2197883

ABSTRACT

BACKGROUND: COVID-19 presented great challenges for not only those in the field of health care but also those undergoing medical training. The burden on health care services worldwide has limited the educational opportunities available for medical students due to social distancing requirements. OBJECTIVE: In this paper, we describe a strategy that combines telehealth and medical training to mitigate the adverse effects of the COVID-19 pandemic. METHODS: A toll-free telescreening service, Telecoronavirus, began operations in March 2020. This service was operated remotely by supervised medical students and was offered across all 417 municipalities (14.8 million inhabitants) in the Brazilian state of Bahia. Students recorded clinical and sociodemographic data by using a web-based application that was simultaneously accessed by medical volunteers for supervision purposes, as well as by state health authorities who conducted epidemiological surveillance and health management efforts. In parallel, students received up-to-date scientific information about COVID-19 via short educational videos prepared by professors. A continuously updated triage algorithm was conceived to provide consistent service. RESULTS: The program operated for approximately 4 months, engaging 1396 medical students and 133 physicians. In total, 111,965 individuals residing in 343 municipalities used this service. Almost 70,000 individuals were advised to stay at home, and they received guidance to avoid disease transmission, potentially contributing to localized reductions in the spread of COVID-19. Additionally, the program promoted citizenship education for medical students, who were engaged in a real-life opportunity to fight the pandemic within their own communities. The objectives of the education, organization, and assistance domains of the Telecoronavirus program were successfully achieved according to the results of a web-based post-project survey that assessed physicians' and students' perceptions. CONCLUSIONS: In a prolonged pandemic scenario, a combination of remote tools and medical supervision via telehealth services may constitute a useful strategy for maintaining social distancing measures while preserving some practical aspects of medical education. A low-cost tool such as the Telecoronavirus program could be especially valuable in resource-limited health care scenarios, in addition to offering support for epidemiological surveillance actions.


Subject(s)
COVID-19 , Education, Medical/organization & administration , Students, Medical/psychology , Telemedicine/organization & administration , Brazil/epidemiology , Humans , Learning , Organizational Case Studies , Social Participation
4.
Can Fam Physician ; 68(10): 783-784, 2022 10.
Article in English | MEDLINE | ID: covidwho-2146619
5.
J Med Life ; 15(9): 1090-1095, 2022 Sep.
Article in English | MEDLINE | ID: covidwho-2146199

ABSTRACT

Due to the rapid spread of COVID-19, virtual education was proposed globally. This study aimed to examine the views and experiences of nursing students regarding quality, quantity, e-learning challenges, and solutions. This is a qualitative study using a purposive sampling method in which 42 nursing students were included. Data were collected through in-depth semi-structured face-to-face or telephone interviews and analyzed using content analysis. Concepts that were raised in the experience of nursing students were: "Incompatibility of educational processes", including ineffective teaching methods, limited interaction, limited feedback, low creativity, and educational injustice. "Loss of opportunities" including lack of clinical competence, concern for job opportunities, and lack of time management. "Imposed burnout", including forced labor and personal protection. "Personal helplessness", including lack of access to electronic facilities, struggles with the coronavirus, unemployment, and family conflicts. The enforcement of e-learning imposed restrictions on students with different conditions. Older students, those living in rural areas, students with work and family responsibilities, and people with limited electronic resources experienced challenges that require educational management based on challenges. Because e-learning goes beyond COVID-19 and given the continuing trend in e-learning in the coming years, it is necessary to address these challenges.


Subject(s)
COVID-19 , Students, Nursing , Humans , COVID-19/epidemiology , Pandemics , Educational Status , Learning
6.
Int J Environ Res Public Health ; 19(19)2022 Oct 10.
Article in English | MEDLINE | ID: covidwho-2142956

ABSTRACT

OBJECTIVE: The implementation of online teaching in the context of epidemic prevention and control has had an impact on the learning engagement of college students to some extent. This study aims to investigate the mechanisms that influence perceived social support and health behaviors on learning engagement, so as to make college students more focused on their studies by improving their physical and mental health as well as their ability to perceive social support. METHODS: A total of 538 college students from Henan Province, China, were studied using the Perceived Social Support Scale, Health Behavior Scale and Learning Engagement Scale, and the data were analyzed by IBM SPSS Amos 26.0 software (IBM SPSS Inc., Chicago, IL, USA). RESULTS: (1) The level of health behavior among college students was positively correlated with perceived social support ability (ß = 0.289, p < 0.001); both perceived social support and health behaviors predicted college students' learning engagement significantly (ß = 0.200, p < 0.01; ß = 0.406, p < 0.001). (2) College students' perceived social support partially mediated the relationship between health behaviors and learning engagement. CONCLUSION: One of the main ways to improve college students' learning engagement is to improve their health behavior and perceived social support. This study contributes to a better understanding of the relationships between health behaviors and learning engagement, as well as to the development of interventions to improve learning engagement among college students.


Subject(s)
Social Support , Students , Health Behavior , Humans , Learning , Mental Health
7.
BMC Med Educ ; 22(1): 800, 2022 Nov 17.
Article in English | MEDLINE | ID: covidwho-2139259

ABSTRACT

OBJECTIVE: To explore the application effect of the clinical basic integration teaching mode constructed by case studies and the MOOC platform in obstetrics and gynecology internship teaching in the face of public health emergencies. METHODS: One hundred ten clinical medical students of grade 2020 were selected as the experimental group, and 110 clinical medical students of grade 2021 were selected as the control group. The experimental group adopted the online teaching mode combined with case studies and the MOOC platform, while the control group adopted the offline traditional probation teaching method. Comprehensive test and questionnaire were used to evaluate and compare the teaching effect of the two groups of students. RESULTS: The experimental group was found to be superior to the control group in the quality assessment of complete medical record writing and the ability assessment of diagnosis and analysis of typical obstetrics and gynecology cases (P < 0. 05). However, the score of professional knowledge was lower than that of the control group (P < 0. 05). The results of questionnaire survey showed that the satisfaction of the experimental group in stimulating learning interest, enhancing problem solving ability, enhancing communication and clinical thinking ability, enhancing team cooperation awareness and independent innovation ability was higher than that of the control group (P < 0.01). The satisfaction of teacher-student interaction was also better (P < 0.05). However, in terms of strengthening theoretical understanding, the satisfaction of the experimental group was lower than that of the control group, but with no significant difference (P > 0.05). CONCLUSION: During the epidemic period, we designed a new online teaching mode, which can be applied to the probation teaching of obstetrics and gynecology. In our study, compared with traditional offline teaching, the new online teaching mode could improve students' ability of case writing and case analysis. However, more teaching practice is needed to complete this online teaching mode.


Subject(s)
Education, Distance , Gynecology , Internship and Residency , Obstetrics , Students, Medical , Humans , Gynecology/education , Learning , Obstetrics/education
8.
Public Health Nurs ; 39(6): 1255-1270, 2022 Nov.
Article in English | MEDLINE | ID: covidwho-2137203

ABSTRACT

BACKGROUND: The innovative Population Health Internship (PHI) addresses the evolving need for baccalaureate-prepared nurses to achieve population health competency. A comprehensive evaluation of the inaugural year of the PHI was conducted using the Centers for Disease Control and Prevention (CDC) Framework for Program Evaluation in Public Health and the Context, Input, Process, Product (CIPP) curricular evaluation model. Students and community agency partners-both key stakeholders-contributed to the evaluation. METHODS AND RESULTS: Quantitative data were used to address functional and outcome areas of the PHI for purposes of PHI logistics, student learning gains, and program impact and sustainability. Qualitative data were used to provide insights into challenges in instituting curricular change, complexity in student-agency communications, importance of student preparedness/attitude, issues of role confusion, misperceptions about the population health nursing role, student learning, and impacts on partner agencies and their populations. IMPLICATIONS: Educational implications include the importance of assessing both learning gains and student buy-in, the need for a long-term evaluation approach to accommodate for challenges related to radical curriculum change, and the importance of strong stakeholder support to facilitate mutually beneficial relationships and a positive learning experience.


Subject(s)
Education, Nursing, Baccalaureate , Internship and Residency , Population Health , Students, Nursing , Humans , Curriculum , Students , Learning , Education, Nursing, Baccalaureate/methods
9.
J Physician Assist Educ ; 33(4): 331-335, 2022 Dec 01.
Article in English | MEDLINE | ID: covidwho-2135702

ABSTRACT

ABSTRACT: The COVID-19 pandemic has disrupted almost every aspect of life globally, with higher education one of many direct targets. Institutions and educators have been faced with urgent crises of how to conduct business as usual while maintaining expectations of high standards and uncompromised goals. As physician assistant (PA) educators at Seton Hall University, we rallied and brainstormed approaches to daily instruction to keep students on track and faculty both effective and sane. We tapped technological resources offered by our university, learned countless new skills, and adapted classroom activities to online virtual platforms. Creativity and flexibility became the norm as we modified the way we did everything while remaining laser focused on the ultimate objectives. Our intention was to provide insight, motivation, and, at a minimum, an example of how to do things differently when faced with roadblocks. We were inspired by an editorial by Mary Jo Bondy, DHEd, MHS, PA-C, former CEO of the Physician Assistant Education Association, in which she called for collective innovation, collaboration, publication, and circulation of stories. With that charge, we assembled a detailed account of how a didactic team within our faculty maneuvered the challenges created by COVID-19, in hopes of adding to the arsenal of small triumphs in this uncharted territory.


Subject(s)
COVID-19 , Physician Assistants , Female , Humans , Physician Assistants/education , COVID-19/epidemiology , Pandemics , Faculty , Learning
10.
Behav Brain Sci ; 45: e297, 2022 Nov 18.
Article in English | MEDLINE | ID: covidwho-2133028

ABSTRACT

In addition to satisfying a predisposition for exploration, fiction with imaginary worlds may also appeal to morbid curiosity, an adaptive motivation to seek out information about dangerous situations. Most imaginary worlds contain narrative elements of danger, and immersion in such worlds may provide people with information that would be costly to acquire in the real world.


Subject(s)
Exploratory Behavior , Learning , Humans , Motivation
11.
Indian J Ophthalmol ; 70(9): 3239-3244, 2022 09.
Article in English | MEDLINE | ID: covidwho-2123965

ABSTRACT

The purpose of this article is to form a basic guide for beginning the cadaver dissection training programs focused on oculoplastic surgical procedures. Ours was a collaborative study between the departments of Ophthalmology and Anatomy in a tertiary care teaching institute. We formed a step-wise approach to begin the cadaver dissection focused on the oculoplastic surgical procedures. The basics of cadaver procurement, processing, and preparation for dissections were described. The operative requirements of trainees, surgical handling of cadavers, and basic oculoplastic surgical steps were discussed. The types of embalming (cadaver preservation process) and steps have been described in detail. We have emphasized the preoperative discussion about the proposed dissections using standard teachings and skull models for easier understanding. Additional helping tools like soft embalming and injectable substances for better intra-dissection understanding (intra-arterial, intravenous and orbital injections) have been described. Post-dissection cadaver handing and soft-tissue disposal protocols have also been described. Overall, the cadaver dissections provide holistic surgical learning for the residents, specialty trainees, and practitioners. This article may act as a basic step-wise guide for starting the cadaver-based oculoplastics lab dissection in various institutes and workshops.


Subject(s)
Dissection , Embalming , Cadaver , Humans , Learning
12.
BMC Med Educ ; 22(1): 782, 2022 Nov 12.
Article in English | MEDLINE | ID: covidwho-2115630

ABSTRACT

CONTEXT: The COVID-19 pandemic created a worldwide public health emergency, in which hospitals created new COVID departments and doctors from different disciplines had to work together. In the Netherlands, a large proportion of doctors in these departments were residents. With knowledge of the disease developing only gradually, the influx of COVID-19 patients called for adaptability, innovative work behavior, and intraprofessional collaboration (intraPC) between residents and between residents and medical specialists. RESEARCH GOAL: This study investigates how the delivery of COVID-19 care in hospital settings altered the way residents develop their sense of adaptability and intraPC during their training. METHODS: Sixteen semi-structured interviews were conducted with residents and medical specialists from various disciplines who worked at a COVID department or Intensive Care Unit (ICU) during the COVID pandemic in the Netherlands, focusing on adaptability and intraPC learning. Transcripts were analyzed using (thematic) template analysis. RESULTS: Four themes that influenced learning during COVID care were identified: collective uncertainty, social cohesion and a sense of safety, the need for adaptive performance and intraPC learning. During the first wave, collective uncertainty about the unknown disease and the continuation of the crisis urged residents to adapt in order to take care of patients with a disease that was as yet unknown. The combination of collective uncertainty, social cohesion and a sense of safety, and the presence of different disciplines in one department promoted residents' intraPC learning. However, intraPC learning was not always the matter of course due to the scope of the crisis and the huge numbers of new patients. CONCLUSION: Collective uncertainty affected the residents' adaptability. The combination of collective uncertainty, social cohesion, and the presence of different disciplines in one department promoted the residents' intraPC learning. An important facilitating factor for both adaptability and intraPC learning is a high level of social cohesion and safety. The physical and psychological proximity of supervisors is an important factor contributing to a safe learning environment. This study provides implications for practice for learning during postgraduate training in non-crisis settings.


Subject(s)
COVID-19 , Internship and Residency , Humans , COVID-19/epidemiology , Pandemics , Education, Medical, Graduate , Learning
13.
Int J Environ Res Public Health ; 19(22)2022 Nov 13.
Article in English | MEDLINE | ID: covidwho-2110107

ABSTRACT

Background: The Lions Quest Skills for Adolescence (LQSFA) is an evidence-based social and emotional learning program for school students. It is implemented as a teacher-led extracurricular activity for children aged 10-15 years. From 2019 to 2022, the United Nations Office on Drugs and Crime, in collaboration with Lions Clubs International Foundation, implemented the LQSFA in 41 schools in Croatia. Due to the COVID-19 lockdown measures, the intervention was adjusted into a hybrid modality (in-class and online). We evaluated the experience that the teachers had with the LQSFA in a hybrid modality. Methods: We used a focus-group discussion approach to evaluate the experience of five LQSFA teachers. Results: Three themes emerged: (1) the appreciation of evidence-based programs by the teachers, (2) the benefit of the LQSFA on the parents, and (3) the length of the online version of the questionnaire tool that was used to assess pre- and post-LQSFA experiences among students was too long. These results indicate that the LQSFA is undergoing a scaling on a national level in Croatia, even when implemented in a hybrid setting. Conclusions: Using an evidence-based program such as the LQSFA was rewarding for teachers, despite the challenges in the administrative adjustments regarding the online and in-person class teaching. LQSFA filled an important gap during COVID19-related stress.


Subject(s)
COVID-19 , Child , Humans , Adolescent , Croatia , COVID-19/epidemiology , Communicable Disease Control , Learning , Schools
14.
BMC Med Educ ; 22(1): 392, 2022 May 21.
Article in English | MEDLINE | ID: covidwho-1849717

ABSTRACT

BACKGROUND: Clinical experiences lie at the heart of undergraduate medical education (UGME). COVID-19 related disruptions in Medical Education impacted medical students substantially. As educators, efforts directed at developing new mediums to educate our medical students in the face of these new limitations were vital. The Virtual Ward (VW) pilot was an inaugural resident-driven, virtual educational opportunity aimed at supplement the learning of core internal medicine skills for undergraduate medical students. METHODS: Interested medical students were paired in groups of 5-6 with an internal medicine resident tutor. The McMaster University UGME core internal medicine topic list was provided to resident tutors to teach in an open, morning-report format in which students directed content selection. Following completion of the VW series, we distributed an online anonymous survey using a 5-point Likert scale to gauge the efficacy of the intervention and compare it to existing learning modalities offered by the UGME. RESULTS: In total, 166 medical students and 27 internal medicine resident tutors participated in the VW pilot. 46 (28%) medical students responded to the survey and 96% of survey respondents rated the sessions as being helpful to their learning. The majority rated VW superior to existing learning modalities and 94% thought VW should continue after COVID-related restrictions abate. CONCLUSIONS: VW is a novel educational platform that was very well received by learners. We propose VW may have a continued supplemental role post-pandemic to help with translation of knowledge to clinical skills and provide an additional avenue of mentorship for students.


Subject(s)
COVID-19 , Education, Medical, Undergraduate , Education, Medical , Students, Medical , COVID-19/epidemiology , Humans , Learning
15.
Int J Environ Res Public Health ; 19(21)2022 Nov 04.
Article in English | MEDLINE | ID: covidwho-2099542

ABSTRACT

The COVID-19 pandemic has brought about a sudden transformation at universities. The previous mode of teaching has been replaced by remote education, the effectiveness of which depends, among other things, on the technological infrastructure of universities and the digital competence of lecturers and students. The main objective of this study is to evaluate remote learning in higher education from the students' point of view. The uniqueness of the present research approach lies in the identification of four dimensions (socio-emotional, developmental, time-financial, and negative attitude) of students' evaluation of remote learning in higher education. The survey was conducted on 999 students studying remotely, including 518 women and 481 men. Most of the students surveyed had been studying remotely for 1-2 years and were studying full-time for their first degree. The research tool consisted of 16 mixed survey questions. Six of them were related to sociodemographic factors (including those related to the respondents' education), and eight were related to their experiences with and opinions about remote education, respectively. The remaining two questions were used to collect respondents' evaluations of the degree of importance to them of various advantages and disadvantages of remote education. The research showed that among the advantages of remote learning for students, the most important are saving time, the possibility of studying at a university far from home (another city, another country), the possibility of combining work and study, and reduced commuting costs. On the other hand, the disadvantages of remote learning of greatest importance to students include the loss of social ties due to lack of contact with peers, feelings of fatigue resulting from excessive use of information and communication tools, and greater susceptibility to various forms of distraction. In addition, the shape of students' education was relevant to the different dimensions of their evaluation of remote learning in higher education. The social-emotional size of remote learning is more important for students who study remotely in a blended mode (compared to uniform). The developmental dimension is essential for students who participate in remote learning activities for longer during the day. In addition, a more extended period of remote learning promotes the greater importance of the time-financial dimension when evaluating remote knowledge.


Subject(s)
COVID-19 , Education, Nursing, Baccalaureate , Male , Female , Humans , Poland , Pandemics , COVID-19/epidemiology , Learning , Education, Nursing, Baccalaureate/methods
16.
Int J Environ Res Public Health ; 19(21)2022 Oct 31.
Article in English | MEDLINE | ID: covidwho-2099496

ABSTRACT

INTRODUCTION: The COVID-19 pandemic has affected many areas of life, including the formation of nursing students. After the COVID-19 crisis, learning during clinical training created different challenges. Nursing schools are responsible for ensuring that structures are in place to facilitate coping in the changed clinical setting. This study aimed to analyze nursing students' perceptions during clinical training while caring for COVID-19 patients. MATERIAL AND METHODS: A qualitative phenomenological study that explored nursing students' perceptions of learning in clinical settings with COVID-19 patients was performed. A total of 15 semi-structured face-to-face interviews were conducted with nursing students who carried out their clinical practices in COVID-19 units during February and April 2022. RESULTS: Through content analysis, categorization, and the method of comparison constant, four categories emerged: feelings, challenges, coping methods, and clinical practices. The students had to learn to "work" with fear and uncertainty and self-manage the emotional burden using different coping techniques to deal with learning during their practices. Interacting with professors and clinical tutors during the clinical practice were positive experiences. CONCLUSIONS: This study constituted an opportunity to build new and adapted educational approaches for teachers to train nursing students to deal with their emotions and thoughts in future pandemic situations.


Subject(s)
COVID-19 , Education, Nursing, Baccalaureate , Students, Nursing , Humans , Students, Nursing/psychology , COVID-19/epidemiology , Pandemics , Education, Nursing, Baccalaureate/methods , Learning
17.
Nurs Educ Perspect ; 43(6): E109-E111, 2022.
Article in English | MEDLINE | ID: covidwho-2097466

ABSTRACT

ABSTRACT: The advent of COVID-19 required educational programs to rapidly transition courses to the remote environment. A postpartum hemorrhage simulation used within a traditional prelicensure bachelor of science in nursing program was rapidly transitioned to the remote virtual format to meet required social distancing guidelines. This quasi-experimental study examined student knowledge before and after participation in a remote virtual simulation (RVS) with a postanalysis of student confidence and satisfaction. RVS can increase student knowledge and provide adequate student satisfaction. However, hands-on learning appears to result in higher student confidence and satisfaction compared to RVS.


Subject(s)
COVID-19 , Education, Nursing, Baccalaureate , Students, Nursing , Pregnancy , Female , Humans , Learning , Personal Satisfaction
18.
Chaos ; 32(10): 103130, 2022 Oct.
Article in English | MEDLINE | ID: covidwho-2096919

ABSTRACT

We present a quantitative study of an online course developed during COVID19 sanitary emergency in Chile. We reconstruct the teaching-learning process considering the activity logs on digital platforms in order to answer the question of How do our students study? The results from the analysis evidence the complex adaptive character of the academic environment, which exhibits regularities similar to those found in financial markets (e.g., distributions of the daily time devoted to learning activities follow patterns like Pareto's or Zipf's law). Our empirical results illustrate (i) the relevance of economic notions in the understanding of the teaching-learning processes and (ii) the reliability of quantitative methods based on digital platforms to conduct experimental studies in this framework. We introduce in the present work a series of indicators to characterize the performance of professors, students' follow-up of the course, and their learning progress by crossing information with the results of assessments. In this context, the learning rate appears as a key statistical descriptor for the allocation of the student workload.


Subject(s)
COVID-19 , Workload , Humans , Reproducibility of Results , Students , Learning
19.
PLoS One ; 17(10): e0276745, 2022.
Article in English | MEDLINE | ID: covidwho-2089446

ABSTRACT

Transitioning from traditional in-person classroom formats to online instructional delivery methods and online student assessments during the COVID-19 pandemic was a significant challenge to effective teaching, learning, and evaluation. Although there is a growing literature assessing the relative efficacy of different online teaching techniques, previous literature has not analyzed, from the student perspective, what methods are preferred for evaluating performance in experiential learning courses. How students perceive assessment methods is critical because it can affect their learning experience and academic achievements. To better understand student preferences for assessment methods, the best-worst scaling approach was used in two online surveys of 218 undergraduate students enrolled in experiential learning-based programs during the COVID-19 pandemic. Analysis of student responses indicates students' highest levels of support for assessments that emphasize the development of critical thinking skills and professional skills, such as case studies. Most students would prefer assessments that are driving (develop different skills such as creative thinking) and realistic (develop skills transferable to the real world), while only a few (< 1%) prefer assessments that are fast (involve little time), frequent, safe (has preventive measures to eliminate cheating), or strategic (high probability of getting good grades).


Subject(s)
COVID-19 , Problem-Based Learning , Humans , Problem-Based Learning/methods , COVID-19/epidemiology , Pandemics/prevention & control , Students , Learning
20.
PLoS One ; 17(10): e0276660, 2022.
Article in English | MEDLINE | ID: covidwho-2089438

ABSTRACT

After the beginning of the COVID-19 pandemic in 2020, digital teaching had to be implemented by most universities at short notice and widely replaced classroom teaching. As a consequence, digital teaching further reduced direct social interaction for students. One year after the introduction of digital teaching formats at our university medical center (department of psychiatry and psychotherapy), teaching evaluation of students from summer semesters 2020 and 2021 (SS20, SS21) were compared. The main objective of this study was to objectify whether students evaluate digital teaching less favorably after one year of its implementation. Ratings of 311 medical students on (1) knowledge gain, (2) teaching contents and (3) subjective advantages of digital teaching were analyzed for the two separate cohorts SS20 (n = 175) and SS21 (n = 136). Students also rated their pandemic-related stress level, and if learning progress had been reduced by the pandemic in general. Significant knowledge gain was achieved for all included domains in psychiatry (all p < .001), and did not differ between SS20/SS21. Teaching contents in SS21 were rated worse in six out of eight domains compared to SS20 (p < .001 to .05). Also, subjective advantages of digital teaching vanished in most domains comparing the cohorts of SS21 and SS20 (p < .001 to .05). No differences were found for pandemic-related stress level and subjective learning progress. Limitations include the post-hoc design, possible bias from individual exam grades, and sampling bias. The present study showed that knowledge gain can be considered to be stable one year after the pandemic-related implementation of digital teaching. However, sustainability of this teaching format should be monitored critically: The subject of psychiatry and psychotherapy thrives on direct communication, which can be compromised when using digital formats only. In this light, implementation of more interactive formats in digital teaching is discussed.


Subject(s)
COVID-19 , Psychiatry , Students, Medical , Humans , Pandemics , COVID-19/epidemiology , Learning , Teaching
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