1
|
Nikkerdar N, Sepidar Kish S, Golshah A, Khavid A. Efficacy of a smartphone application as an aid to enhance the instruction of radiographic differential diagnosis of maxillofacial bony lesions. J Dent Educ 2023; 87:702-710. [PMID: 36642940 DOI: 10.1002/jdd.13167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2022] [Accepted: 12/21/2022] [Indexed: 01/17/2023]
Abstract
OBJECTIVES The purpose of this study was to assess the efficacy of a smartphone application for instruction of radiographic differential diagnosis of maxillofacial bony lesions as an aid to enhance to traditional learning (lecture-based learning) for dental students. METHODS This quasi-experimental study evaluated 50 fifth-year dental students who were randomly divided into two groups. The two groups were matched in terms of grade point average to ensure their equal baseline knowledge level. The experimental group (n = 25) received instructions regarding differential diagnosis of maxillofacial bony lesions via a self-designed smartphone application, while the control group (n = 25) received lecture-based instruction of the same topic. The students participated in a written exam (10 questions) immediately and 2 months after the interventions. Each question had 3 differential diagnosis choices. The best answer choice was allocated a score of 0.5, while other answer choices were allocated a score of 0.25. Data were analyzed using repeated measures ANOVA, and Mann-Whitney U and Wilcoxon tests. RESULTS The mean score of the experimental group was significantly higher than that of the control group immediately after the intervention (p < 0.001) and also at 2 months (p < 0.001). The mixed effect linear model revealed that after controlling for the effect of age and sex, the mean score of the experimental group was still significantly higher than that of the control group immediately and at 2 months after the intervention (p < 0.001). CONCLUSIONS Smartphone-based mobile learning can effectively enhance the knowledge and practical skills of dental students in differential diagnosis of maxillofacial bony lesions as an aid to enhance to traditional learning.
Collapse
Affiliation(s)
- Nafiseh Nikkerdar
- Department of Oral and Maxillofacial Surgery, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Sahar Sepidar Kish
- Student Research Committee, Faculty of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Amin Golshah
- Department of Orthodontic, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Atefeh Khavid
- Department of Oral and Maxillofacial Surgery, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| |
Collapse
|
2
|
Song Y, Lee Y, Lee J. Mediating effects of self-directed learning on the relationship between critical thinking and problem-solving in student nurses attending online classes: A cross-sectional descriptive study. NURSE EDUCATION TODAY 2022; 109:105227. [PMID: 34972030 DOI: 10.1016/j.nedt.2021.105227] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Revised: 10/12/2021] [Accepted: 11/18/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND With the increased prevalence of online education due to the coronavirus 2019 pandemic and advancements in information technology, essential competencies, such as critical thinking, self-directed learning, and problem-solving ability, should be examined among student nurses taking online classes. OBJECTIVES Based on the findings of several studies suggesting that critical thinking does not affect problem-solving, this study aimed to examine the relationship among critical thinking, self-directed learning, and problem-solving in student nurses attending online classes, and to determine whether self-directed learning could mediate the relationship between critical thinking and problem-solving. DESIGN Cross-sectional, descriptive design. SETTING K University in South Korea. PARTICIPANTS In total, 138 junior and senior nursing students were enrolled. METHODS The critical thinking disposition scale for nursing students, self-directed learning scale, and problem-solving scale for college students were used to quantify participants' responses. RESULTS Our results revealed significant positive correlations among critical thinking, self-directed learning, and problem-solving. Furthermore, self-directed learning (β = 0.78, p < 0.001) had a significant mediating effect on the relationship between critical thinking and problem-solving ability (Z = 5.10, p < 0.001). CONCLUSION Developing and implementing appropriate self-directed learning programs are critical for improving problem-solving ability affected by critical thinking among student nurses engaged in online education.
Collapse
Affiliation(s)
- Yeoungsuk Song
- Kyungpook National University, College of Nursing, Research Institute of Nursing Science, Daegu, South Korea.
| | - Yoonmi Lee
- Kyungpook National University, College of Nursing, Research Institute of Nursing Science, Daegu, South Korea.
| | - Junghoon Lee
- Kyungpook National University, College of Nursing, Research Institute of Nursing Science, Daegu, South Korea
| |
Collapse
|
3
|
Qanash S, Al-Husayni F, Alemam S, Alqublan L, Alwafi E, Mufti HN, Qanash H, Shabrawishi M, Ghabashi A. Psychological Effects on Health Science Students After Implementation of COVID-19 Quarantine and Distance Learning in Saudi Arabia. Cureus 2020; 12:e11767. [PMID: 33409015 PMCID: PMC7779124 DOI: 10.7759/cureus.11767] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023] Open
Abstract
Background The 2019 novel coronavirus disease (COVID-19) pandemic has impacted the globe dramatically. It has affected daily life noticeably and the teaching process is one of the significantly affected aspects as the learning approach has been shifted to distance learning (DL). These new changes may affect student performance and emotional well-being. This study aimed to assess the psychological impact of the COVID-19 pandemic and distance learning on healthcare students. Method An online self-administered cross-sectional survey was distributed to healthcare students for the period between April 2020 to June 2020. The study included students from different universities in Saudi Arabia. Knowledge and perception of COVID-19 and the experience of distance learning during the pandemic period were assessed using a 5-point Likert scale. Psychological effect was evaluated using Four-Item Patient Health Questionnaire for Anxiety and Depression (PHQ-4). Results A total of 721 students completed the survey with the majority being females. Around 25% of students had experienced anxiety, while 35% had depression. Severe anxiety and depression were noted in over 6% of the participants. Younger age and female gender were more affected psychologically. Students with higher scores in PHQ-4 were strongly disagreeing that hand gloves and surgical masks may help in preventing COVID-19 transmission. Students with normal psychological assessment were more likely to favor DL, while students with moderate to severe anxiety and depression disagreed. Conclusion Healthcare students have alarmingly high levels of anxiety and depression during the COVID-19 pandemic. General knowledge of the pandemic is not associated with the psychological impact. DL is a convenient approach for students with normal PHQ-4 scores. Programs to help students overcome the psychological impact of COVID-19 are highly recommended.
Collapse
Affiliation(s)
- Sultan Qanash
- Internal Medicine, National Guard Hospital, King Abdulaziz Medical City, Jeddah, SAU.,Medicine, King Abdullah International Medical Research Center, Jeddah, SAU.,Medicine, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, SAU
| | - Faisal Al-Husayni
- Internal Medicine, King Abdullah International Medical Research Center, Jeddah, SAU.,Internal Medicine, National Guard Hospital, King Abdulaziz Medical City, Jeddah, SAU
| | - Shereen Alemam
- Respiratory Therapy, King Abdullah Medical City Specialist Hospital, Makkah, SAU
| | - Lina Alqublan
- Radiology, King Fahad Armed Forces Hospital, Jeddah, SAU
| | - Emad Alwafi
- Internal Medicine, National Guard Hospital, King Abdulaziz Medical City, Jeddah, SAU.,Internal Medicine, King Abdullah International Medical Research Center, Jeddah, SAU.,Medicine, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, SAU
| | - Hani N Mufti
- Medicine, King Abdullah International Medical Research Center, Jeddah, SAU.,Cardiac Surgery, King Faisal Cardiac Center, King Abdullah Medical City, Jeddah, SAU.,Medicine, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, SAU
| | | | | | - Ala'a Ghabashi
- Intensive Care, National Guard Hospital, King Abdulaziz Medical City, Jeddah, SAU
| |
Collapse
|
4
|
The Effectiveness of Workshop and Multimedia Training Methods on the Nurses' Decision-Making Skills Regarding Weaning From Mechanical Ventilation. Dimens Crit Care Nurs 2020; 39:91-100. [PMID: 32000241 DOI: 10.1097/dcc.0000000000000404] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND Nurses can safely and effectively wean patients from mechanical ventilation (MV) by the use of proper instruments and planning. OBJECTIVE The aim of this study was to compare the effectiveness of 2 training methods on the decision-making skill of intensive critical care (ICU) nurses with regard to weaning from MV. METHODS In this quasi-experimental study, 80 nurses working in ICUs participated in 1 of 2 educational groups in 2016. The interventions were workshop and multimedia training for decision-making skill regarding weaning from MV. The data were gathered from a questionnaire based on the Burns Weaning Assessment Program tool before and 1 month after the intervention. Data were analyzed by independent t test, the χ test, and the Fisher exact test using the software SPSS v. 17. RESULTS The decision-making skill with regard to awareness of weaning factors (physiological and respiratory) increased in both groups after the intervention (P ≤ .001), but the difference between the 2 groups was not statistically meaningful. Considering the mean scores before and after the intervention, the general skill of decision-making regarding weaning from MV was higher in the multimedia training group compared with the workshop training group (P ≤ .001). CONCLUSION The multimedia training method, which has been more successful, is recommended owing to its characteristics of virtual education, such as accessibility, flexibility, learner centeredness, and expansibility, as well as nurses' lack of time.
Collapse
|
5
|
Golshah A, Dehdar F, Imani MM, Nikkerdar N. Efficacy of smartphone-based Mobile learning versus lecture-based learning for instruction of Cephalometric landmark identification. BMC MEDICAL EDUCATION 2020; 20:287. [PMID: 32867758 PMCID: PMC7457473 DOI: 10.1186/s12909-020-02201-6] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/05/2020] [Accepted: 08/17/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Considering the increasing popularity of electronic learning, particularly smartphone-based mobile learning, and its reportedly optimal efficacy for instruction of complicated topics, this study aimed to compare the efficacy of smartphone-based mobile learning versus lecture-based learning for instruction of cephalometric landmark identification. METHODS This quasi-experimental interventional study evaluated 53 dental students (4th year) in two groups of intervention (n = 27; smartphone instruction using an application) and control (n = 26, traditional lecture-based instruction). Two weeks after the instructions, dental students were asked to identify four landmarks namely the posterior nasal spine (PNS), orbitale (Or), articulare (Ar) and gonion (Go) on lateral cephalograms. The mean coordinates of each landmark identified by orthodontists served as the reference point, and the mean distance from each identified point to the reference point was reported as the mean consistency while the standard deviation of this mean was reported as the precision of measurement. Data were analyzed using SPSS version 18 via independent sample t-test. RESULTS No significant difference was noted between the two groups in identification of PNS, Ar or Go (P > 0.05). However, the mean error rate in identification of Or was significantly lower in smartphone group compared with the traditional learning group (P = 0.020). CONCLUSIONS Smartphone-based mobile learning had a comparable, and even slightly superior, efficacy to lecture-based learning for instruction of cephalometric landmark identification, and may be considered, at least as an adjunct, to enhance the instruction of complicated topics. TRIAL REGISTRATION NUMBER This is not a human subject research. https://ethics. RESEARCH ac.ir/ProposalCertificateEn.php?id=33714&Print=true&NoPrintHeader=true&NoPrintFooter=true&NoPrintPageBorder=true&LetterPrint=true .
Collapse
Affiliation(s)
- Amin Golshah
- Department of Orthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Fatemeh Dehdar
- Faculty of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Mohammad Moslem Imani
- Department of Orthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Nafiseh Nikkerdar
- Department of Oral and Maxillofacial Radiology, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| |
Collapse
|
6
|
Soltanimehr E, Bahrampour E, Imani MM, Rahimi F, Almasi B, Moattari M. Effect of virtual versus traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw. BMC MEDICAL EDUCATION 2019; 19:233. [PMID: 31238927 PMCID: PMC6593487 DOI: 10.1186/s12909-019-1649-0] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2018] [Accepted: 06/04/2019] [Indexed: 05/04/2023]
Abstract
BACKGROUND This study aimed to compare the effect of virtual and traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw. METHODS This experimental study evaluated 39 dental students who had not received any instruction regarding radiographic interpretation of bony lesions of the jaw. They were randomly divided into two groups of virtual (n = 20) and traditional education (n = 19) and matched in terms of their grade point average (GPA). The virtual group received a virtual learning package while the traditional group received traditional classroom instruction for 6 one-hour sessions. Similar contents were taught to both groups by the same mentor. All students participated in a theoretical test with multiple-choice questions and an objective structured clinical examination (OSCE). Similar exams were also held 2 months later to assess knowledge retention. Data were analyzed using independent sample t-test and repeated measures ANOVA. RESULTS The mean scores of theoretical test (P < 0.05) and OSCE (P > 0.05) in the virtual education group (16.60 ± 0.91 and 15.13 ± 0.78) were higher than those in the traditional education group (14.89 ± 0.99 and 14.71 ± 0.92). In both methods of instruction, the mean scores of theoretical test and OSCE at 2 months were lower than the scores acquired immediately after instruction but this difference was not statistically significant (P > 0.05). Type of education had a significant effect on the theoretical test score (P < 0.001) but had no significant effect on the clinical score (P = 0.072). CONCLUSIONS Virtual learning was superior to traditional lecture-based method for enhancement of knowledge acquisition in radiographic interpretation of bony lesions of the jaw. However, to improve our students' reporting skills, we need to revise our virtual educational program so that the students have more opportunities to engage in reporting skills.
Collapse
Affiliation(s)
- Elham Soltanimehr
- Department of Pediatric Dentistry, School of Dentistry, Kermanshah University of Medical Sciences, Building No. 1, Kermanshah University of Medical Sciences (KUMS), Shahid Beheshti Boulevard, Kermanshah, Postal Code: 6715847141 Iran
| | - Ehsan Bahrampour
- Department of Oral and Maxillofacial Radiology, School of Dentistry, Kermanshah University of Medical Sciences, Building No. 1, Kermanshah University of Medical Sciences (KUMS), Shahid Beheshti Boulevard, Kermanshah, Postal Code: 6715847141 Iran
| | - Mohammad Moslem Imani
- Department of Orthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Building No. 1, Kermanshah University of Medical Sciences (KUMS), Shahid Beheshti Boulevard, Kermanshah, Postal Code: 6715847141 Iran
| | - Farshad Rahimi
- Department of Orthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Building No. 1, Kermanshah University of Medical Sciences (KUMS), Shahid Beheshti Boulevard, Kermanshah, Postal Code: 6715847141 Iran
| | - Banafsheh Almasi
- School of Dentistry, Kermanshah University of Medical Sciences, Building No. 1, Kermanshah University of Medical Sciences (KUMS), Shahid Beheshti Boulevard, Kermanshah, Postal Code: 6715847141 Iran
| | - Marzieh Moattari
- Nursing Department, Medical School, Islamic Azad University, Yazd Branch, Safaieh St, Yazd, Postal code: 8916871967 Iran
| |
Collapse
|
7
|
Hvalič Touzery S, Skinder Savić K. Odnos študentov zdravstvene nege do e-izobraževanja. OBZORNIK ZDRAVSTVENE NEGE 2015. [DOI: 10.14528/snr.2015.49.4.59] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Uvod: E-izobraževanje je v terciarnem izobraževanju vse bolj pomembno, kljub temu pa tovrsten način učenja ni povsod uspešno implementiran. Na uspešnost uvajanja e-izobraževanja v študij pomembno vpliva pripravljenost na tovrstno obliko izobraževanja in odnos študentov do njega. Namen raziskave je bil proučiti naklonjenost študentov zdravstvene nege do e-izobraževanja.
Metode: Kvantitativno raziskavo s spletnim anketiranjem smo izvedli v marcu 2014, na priložnostnem vzorcu (n = 92) študentov Fakultete za zdravstvo Jesenice. Koeficient Cronbach alfa je bil 0,966. Podatke smo obdelali s SPSS 20.0. Uporabili smo frekvenčno analizo, t-test za neodvisne vzorce, enosmerno analizo variance, korelacijsko, faktorsko in regresijsko analizo.
Rezultati: Prednosti e-izobraževanja so najvišje ocenjene s strani študentov, ki so v e-učilnici sodelovali pri treh predmetih (p = 0,000). Odnos do e-izobraževanja je povezan z računalniško pismenostjo študentov (p < 0,05). Na odnos študentov do e-izobraževanja statistično značilno pozitivno vplivajo njegove prednosti (0,211< β
Collapse
|
8
|
Button D, Harrington A, Belan I. E-learning & information communication technology (ICT) in nursing education: A review of the literature. NURSE EDUCATION TODAY 2014; 34:1311-23. [PMID: 23786869 DOI: 10.1016/j.nedt.2013.05.002] [Citation(s) in RCA: 99] [Impact Index Per Article: 9.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2013] [Revised: 04/27/2013] [Accepted: 05/02/2013] [Indexed: 05/06/2023]
Abstract
OBJECTIVES To examine primary research articles published between January 2001 and December 2012 that focused on the issues for students and educators involved with E-learning in preregistration nursing programs. The literature was systematically reviewed, critically appraised and thematically analyzed. BACKGROUND E-learning is arguably the most significant change to occur in nursing education since the move from hospital training to the tertiary sector. Differences in computer and information literacy for both students and educators influence the success of implementation of E-learning into current curricula. DATA SOURCES Online databases including CINAHL, MEDLINE, OVID, the ProQuest Central, PubMed, ERIC and Science Direct were used. METHODS The criteria used for selecting studies reviewed were: primary focus on electronic learning and issues faced by nursing students and/or nurse educators from undergraduate preregistration nursing programs; all articles had to be primary research studies, published in English in peer reviewed journals between January 2001 and December 2012. RESULTS Analysis of the 28 reviewed studies revealed the following three themes: issues relating to E-learning for students; use of information technologies; educator (faculty) issues involving pedagogy, workload and staff development in E-learning and associated technology. CONCLUSION The review highlighted that commencing preregistration nursing students required ongoing education and support surrounding nursing informatics. This support would enable students to progress and be equipped with the life-long learning skills required to provide safe evidence based care. The review also identified the increased time and skill demands placed on nurse educators to adapt their current education methodologies and teaching strategies to incorporate E-learning.
Collapse
Affiliation(s)
- Didy Button
- Flinders University Faculty of Health Sciences, School of Nursing and Midwifery, Academic Staff, Sturt Building, Bedford Park, Adelaide, South Australia, Australia.
| | - Ann Harrington
- Flinders University Faculty of Health Sciences, School of Nursing and Midwifery, Academic Staff, Sturt Building, Bedford Park, Adelaide, South Australia, Australia.
| | - Ingrid Belan
- Flinders University Faculty of Health Sciences, School of Nursing and Midwifery, Academic Staff, Sturt Building, Bedford Park, Adelaide, South Australia, Australia.
| |
Collapse
|
9
|
Petty J. Interactive, technology-enhanced self-regulated learning tools in healthcare education: a literature review. NURSE EDUCATION TODAY 2013; 33:53-59. [PMID: 22818225 DOI: 10.1016/j.nedt.2012.06.008] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2012] [Revised: 05/29/2012] [Accepted: 06/12/2012] [Indexed: 06/01/2023]
Abstract
INTRODUCTION Learning technology is increasingly being implemented for programmes of blended learning within nurse education. With a growing emphasis on self-directed study particularly in post-basic education, there is a need for learners to be guided in their learning away from practice and limited classroom time. Technology-enabled (TE) tools which engage learners actively can play a part in this. The effectiveness and value of interactive TE learning strategies within healthcare is the focus of this paper. OBJECTIVES To identify literature that explores the effectiveness of interactive, TE tools on knowledge acquisition and learner satisfaction within healthcare with a view to evaluating their use for post-basic nurse education. DESIGN A Literature Review was performed focusing on papers exploring the comparative value and perceived benefit of TE tools compared to traditional modes of learning within healthcare. DATA SOURCES The Databases identified as most suitable due to their relevance to healthcare were accessed through EBSCOhost. REVIEW METHODS Primary, Boolean and advanced searches on key terms were undertaken. Inclusion and exclusion criteria were applied which resulted in a final selection of 11 studies for critique. FINDINGS Analysis of the literature found that knowledge acquisition in most cases was enhanced and measured learner satisfaction was generally positive for interactive, self-regulated TE tools. However, TE education may not suit all learners and this is critiqued in the light of the identified limitations. CONCLUSIONS Interactive self regulation and/or testing can be a valuable learning strategy that can be incorporated into self-directed programmes of study for post-registration learners. Whilst acknowledging the learning styles not suited to such tools, the concurrent use of self-directed TE tools with those learning strategies necessitating a more social presence can work together to support enhancement of knowledge required to deliver rationale for nursing practice.
Collapse
Affiliation(s)
- Julia Petty
- Early Years Division, School of Health Sciences, City University, London, EC1A, United Kingdom.
| |
Collapse
|
10
|
Johnston AN, Massa H, Burne TH. Digital lecture recording: A cautionary tale. Nurse Educ Pract 2013; 13:40-7. [DOI: 10.1016/j.nepr.2012.07.004] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2011] [Revised: 06/05/2012] [Accepted: 07/08/2012] [Indexed: 10/28/2022]
|
11
|
Koch J, Salamonson Y, Du HY, Andrew S, Frost SA, Dunncliff K, Davidson PM. Value of Web-based learning activities for nursing students who speak English as a second language. J Nurs Educ 2011; 50:373-80. [PMID: 21449529 DOI: 10.3928/01484834-20110331-02] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2009] [Accepted: 11/23/2010] [Indexed: 11/20/2022]
Abstract
There is an increasing need to address the educational needs of students with English as a second language. The authors assessed the value of a Web-based activity to meet the needs of students with English as a second language in a bioscience subject. Using telephone contact, we interviewed 21 Chinese students, 24 non-Chinese students with English as a second language, and 7 native English-speaking students to identify the perception of the value of the intervention. Four themes emerged from the qualitative data: (1) Language is a barrier to achievement and affects self-confidence; (2) Enhancement intervention promoted autonomous learning; (3) Focusing on the spoken word increases interaction capacity and self-confidence; (4) Assessment and examination drive receptivity and sense of importance. Targeted strategies to promote language acculturation and acquisition are valued by students. Linking language acquisition skills to assessment tasks is likely to leverage improvements in competence.
Collapse
Affiliation(s)
- Jane Koch
- School of Nursing and Midwifery, University of Western Sydney, Parramatta Campus, Penrith, NWS 2751, Australia.
| | | | | | | | | | | | | |
Collapse
|
12
|
Cobb SC. Social presence, satisfaction, and perceived learning of RN-to-BSN students in Web-based nursing courses. Nurs Educ Perspect 2011; 32:115-119. [PMID: 21667794 DOI: 10.5480/1536-5026-32.2.115] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
The purpose of this study was to assess social presence in online nursing courses and its relationship to student satisfaction and perceived learning. The Social Presence scale and the Satisfaction scale were administered via an Internet survey to students (n = 128) in an online RN-BSN program. Results indicated a strong relationship among satisfaction, social presence, and instructor performance. All subdomains of social presence correlated highly with the satisfaction subdomains, except the communication factor. A strong relationship was found between perceived learning and social presence and comfort with the online course. Overall social presence, instructor performance, and the subdomains of social presence predicted a significant amount of total variance in overall satisfaction and perceived learning. No significant relationships were found between the demographic factors and overall social presence or perceived learning. Results of this study can assist nurse educators in providing optimal online educational experiences for students.
Collapse
Affiliation(s)
- Susan C Cobb
- Thomas Edison State College, Treton, New Jersey, USA. [corrected]
| |
Collapse
|
13
|
Koch J, Andrew S, Salamonson Y, Everett B, Davidson PM. Nursing students' perception of a Web-based intervention to support learning. NURSE EDUCATION TODAY 2010; 30:584-590. [PMID: 20045583 DOI: 10.1016/j.nedt.2009.12.005] [Citation(s) in RCA: 39] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2009] [Revised: 11/12/2009] [Accepted: 12/03/2009] [Indexed: 05/28/2023]
Abstract
Tailoring information to the needs of the learner is an important strategy in contemporary education settings. Web-based learning support, informed by multimedia theory, comprising interactive quizzes, glossaries with audio, short narrated Power Point(R) presentations, animations and digitised video clips were introduced in a first year Bachelor of Nursing biological sciences subject at a university in metropolitan Sydney. All students enrolled in this unit were invited to obtain access to the site and the number of hits to the site was recorded using the student tracking facility available on WebCT, an online course delivery tool adopted widely by many educational institutions and used in this study. Eighty-five percent of students enrolled in the subject accessed the learning support site. Students' perception of the value of a learning support site was assessed using a web-based survey. The survey was completed by 123 participants, representing a response rate of 22%. Three themes emerged from the qualitative data concerning nursing students' perception of the web-based activities: 'enhances my learning', 'study at my own pace', and 'about the activities: what I really liked/disliked'. Web-based interventions, supplementing a traditionally presented nursing science course were perceived by students to be beneficial in both learning and language development. Although students value interactive, multimedia learning they were not ready to completely abandon traditional modes of learning including face-to-face lectures. The findings of this study contribute to an understanding of how web-based resources can be best used to support students' learning in bioscience.
Collapse
Affiliation(s)
- Jane Koch
- School of Nursing and Midwifery, University of Western Sydney, Sydney, Australia.
| | | | | | | | | |
Collapse
|
14
|
Kiteley RJ, Ormrod G. Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes. NURSE EDUCATION TODAY 2009; 29:623-629. [PMID: 19261358 DOI: 10.1016/j.nedt.2009.01.010] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2008] [Revised: 12/23/2008] [Accepted: 01/24/2009] [Indexed: 05/27/2023]
Abstract
E-learning approaches are incorporated in many undergraduate nursing programmes but there is evidence to suggest that these are often piecemeal and have little impact on the wider, nurse education curriculum. This is consistent with a broader view of e-learning within the higher education (HE) sector, which suggests that higher education institutions (HEIs) are struggling to make e-learning a part of their mainstream delivery [HEFCE, 2005. HEFCE Strategy for E-Learning 2005/12. Bristol, UK, Higher Education Funding Council for England (HEFCE). [online] Available at: <http://www.hefce.ac.uk/pubs/hefce/2005/05_12/> Accessed: 30 May 07]. This article discusses some of the challenges that face contemporary nurse education and seeks to account for reasons as to why e-learning may not be fully embedded within the undergraduate curriculum. These issues are considered within a wider debate about the need to align e-learning approaches with a shift towards a more student focused learning and teaching paradigm. The article goes on to consider broader issues in the literature on the adoption, embedding and diffusion of innovations, particularly in relation to the value of collaboration. A collaborative, team-based approach to e-learning development is considered as a way of facilitating sustainable, responsive and multidisciplinary developments within a field which is constantly changing and evolving.
Collapse
Affiliation(s)
- Robin J Kiteley
- Department of Behavioural and Social Sciences, University of Huddersfield, Queensgate, Huddersfield, UK.
| | | |
Collapse
|
15
|
Tse MM, Lo LW. A Web-Based e-Learning Course: Integration of Pathophysiology into Pharmacology. Telemed J E Health 2008; 14:919-24. [DOI: 10.1089/tmj.2008.0006] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022] Open
Affiliation(s)
- Mimi M.Y. Tse
- School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong
| | - Lisa W.L. Lo
- School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong
| |
Collapse
|