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Devassy SM, Scaria L, Metzger J, Thampi K, Jose J, Joseph B. Development of immersive learning framework (ILF) in achieving the goals of higher education: measuring the impact using a pre-post design. Sci Rep 2023; 13:17692. [PMID: 37848670 PMCID: PMC10582005 DOI: 10.1038/s41598-023-45035-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 10/14/2023] [Indexed: 10/19/2023] Open
Abstract
Emerging technological tools like Artificial Intelligence-based Chatbots, digital educational alternatives and market-driven educational systems pose a challenge to the fundamental aim of the higher education system; comprehensive education for well-being. Therefore, this research aims to devise and evaluate strategies to impart new-age competencies to innovate socially and morally appropriate solutions in a modern competitive innovative society. The 8-month-long immersive learning framework (ILF), was designed based on the volatility, uncertainty, complexity, and ambiguity (VUCA) paradigm. The framework was evaluated with 133 newly joined postgraduate students doing their science or arts programmes from a higher education institution in Kerala, India. The outcome variables included well-being, depressive symptoms, personality patterns, and sub-domains of philosophy of human nature. The follow-up scores showed a significant improvement in well-being (Mean difference: 1.15, p = 0.005), trustworthiness (Mean difference: 14.74, p = 0.000), strength of will (Mean difference: 10.11, p = 0.000), altruism (Mean difference: 12.85, p = 0.000), and independence (Mean difference: 11.93, p = 0.000). Depression scores did not improve significantly. However, the intervention shielded them from the adjustment issues that often accompany any transition. The ILF framework can help students develop their personal and professional selves if it is implemented collaboratively in a reflective setting. It can also instil moral rectitude and a prosocial mindset.
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Affiliation(s)
- Saju Madavanakadu Devassy
- Department of Social Work, Rajagiri College of Social Sciences (Autonomous), Rajagiri P.O, Kalamassery, Kochi, Kerala, 683 104, India.
- Rajagiri International Centre for Consortium Research in Social Care, Rajagiri College of Social Sciences (Autonomous), Kochi, Kerala, India.
| | - Lorane Scaria
- Department of Social Work, Rajagiri College of Social Sciences (Autonomous), Rajagiri P.O, Kalamassery, Kochi, Kerala, 683 104, India
- Rajagiri International Centre for Consortium Research in Social Care, Rajagiri College of Social Sciences (Autonomous), Kochi, Kerala, India
| | - Jed Metzger
- Social Work Department, Nazareth College, 4245 East Avenue, Rochester, NY, 14618, USA
| | - Kiran Thampi
- Department of Social Work, Rajagiri College of Social Sciences (Autonomous), Rajagiri P.O, Kalamassery, Kochi, Kerala, 683 104, India
- Office of International Relations, Rajagiri College of Social Sciences (Autonomous), Kochi, India
| | - Jitto Jose
- Department of Statistics, Rajagiri College of Social Sciences (Autonomous), Kochi, India
| | - Binoy Joseph
- Department of Social Work, Rajagiri College of Social Sciences (Autonomous), Rajagiri P.O, Kalamassery, Kochi, Kerala, 683 104, India
- Rajagiri Business School, Rajagiri Valley, Kochi, Kerala, India
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Maillet MA, Grouzet FME. Understanding changes in eating behavior during the transition to university from a self-determination theory perspective: a systematic review. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023; 71:422-439. [PMID: 34292133 DOI: 10.1080/07448481.2021.1891922] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Revised: 02/03/2021] [Accepted: 02/14/2021] [Indexed: 06/13/2023]
Abstract
Objective: The objective of this systematic review was to understand how and why eating behavior changes during the transition to university, and interpret findings from a self-determination theory perspective (Ryan & Deci, 2000). Methods: We searched six databases and identified 51 articles with findings involving changes in eating behavior during the transition to university. Results: During this transition, students eat less food, less healthy, and less regularly. These changes are mostly among students who move into a university residence or off-campus housing, with few changes in eating behavior among students who continue living at home. Yet, incoming students with food skills and experience living independently seem less likely to experience these changes. Conclusions: The university context offers challenges to eating healthy. Students' satisfaction of psychological needs may explain observed changes in habits, self-regulation, and motivation.
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Affiliation(s)
- Myles A Maillet
- Department of Psychology and Centre for Youth and Society, University of Victoria, Victoria, BC, Canada
| | - Frederick M E Grouzet
- Department of Psychology and Centre for Youth and Society, University of Victoria, Victoria, BC, Canada
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Abstract
Appropriate clinical practice sites with skilled preceptors are the backbone of family nurse practitioner (FNP) students' education. Faculty are also in need of practice sites to stay abreast of current clinical practice and maintain clinical hours for certification. The purpose of this article is to relate the process of developing a practice model to meet the needs of the FNP student and faculty. Academia and student life professionals collaborated to use an existing student health center on campus as an education site with an FNP nursing faculty member as a preceptor. This qualitative descriptive study presents reflections of the experience from the student perspective. Three main themes were identified: independence, confidence, and trust. Lessons learned from the faculty perspective are also reviewed. Benefits of the project ultimately outweighed barriers. The interdepartmental precepted practice experience completed its fourth successful year and maintains support through the university's student life division. The model may provide strategies, particularly for FNP programs and faculty in smaller universities, to increase and diversify clinical experiences and provide a faculty practice site.
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Celume MP, Besançon M, Zenasni F. Fostering Children and Adolescents' Creative Thinking in Education. Theoretical Model of Drama Pedagogy Training. Front Psychol 2019; 9:2611. [PMID: 30666221 PMCID: PMC6330275 DOI: 10.3389/fpsyg.2018.02611] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2018] [Accepted: 12/05/2018] [Indexed: 11/13/2022] Open
Abstract
Drama Pedagogy Training (DPT), as other drama-based pedagogies, has been related to several outcomes, including creativity enhancement. This enhancement is commonly proven through the measurement of different creative processes. In our review we systematize characteristics, activities and techniques of DPT that are assumed to be related to creativity in order to have a more comprehensive framework to identify the specific DPT elements that are involved in the enhancement of some of the creative processes of children and adolescents. To this end, we identified five creative processes in experimental studies using DPT: divergent thinking, fantasy and imagination, associative thinking, symbolization, and problem solving. These processes were cross referenced with DPT characteristics, activities, and techniques that were argued to be related to creativity enhancement. Our review will propose a model with two main categories and six elements as follows: (1) technical drama phases which emphasizes the role of narrative and embodiment through (a) corporal and vocal training and (b) main drama techniques (e.g., storytelling and improvisation and role-play), and (2) psycho-pedagogical framework which emphasizes the role of a dialogic space through (c) playfulness and a (d) collaborative, safe space. We also identified (e) feedback as an important element of DPT which belongs to both drama technical phases and psycho-pedagogical framework categories. Along with the model, we explain the creative outcomes associated to each of these elements as a means to attire the attention to drama-based pedagogies for the development of creativity in the educational setting.
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Affiliation(s)
- Macarena-Paz Celume
- Laboratoire Adaptations Travail-Individu, Ecole Cognition, Comportements et Conduites Humaines, Université Sorbonne Paris Cité, Université Paris Descartes, Boulogne-Billancourt, France
- Center for Interdisciplinary Research, Département Frontiéres du Vivant et de l’Apprendre, IIFR, Université Sorbonne Paris Cité, Université Paris Descartes, Paris, France
| | - Maud Besançon
- Laboratoire de Psychologie: Cognition, Comportement, Communication (LP3C, EA 1285), Université de Rennes 2, Rennes, France
| | - Franck Zenasni
- Laboratoire Adaptations Travail-Individu, Ecole Cognition, Comportements et Conduites Humaines, Université Sorbonne Paris Cité, Université Paris Descartes, Boulogne-Billancourt, France
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