Policy agendas across the developed world privilege systems transformation, notably shifting the balance of service provision from hospital to community settings. Primary and community health ...services have pivotal roles in the United Kingdom’s longstanding policy ambition of healthcare services transformation, and it is imperative that undergraduate nursing students comprehend community settings as valuable learning environments, places of care and community nurses’ roles therein. However, limited community placement learning opportunities means nursing students may be inadequately prepared to work in community settings at the point of initial registration. High fidelity simulated learning is well established within undergraduate nursing curricula. Currently, this learning approach predominantly focuses on acute and secondary care nursing and takes place in simulation centres. Within undergraduate nursing curricula there is limited evidence to support that community-based simulation is utilised with the result that students may struggle to recognise the value of learning opportunities in the community environment. This underpins the rationale for the development of this educational initiative which reflects current health policy agenda of care being provided closer to home. In addition, the new pre-registration ‘Future nurse: Standards of proficiencies’ (NMC, 2019) acknowledge that registered nurses need to be able to care for people in their own home and in the community setting. This paper describes the co-development and implementation of a pilot, community nursing focused, simulated learning resource within an undergraduate adult field nursing programme in Wales, UK.
How one university co-developed and implemented a community focused simulation resource for undergraduate nursing students.
•Implementation of a community simulation resource for students to safely experience the ‘real world’ of community nursing.•Support students to build upon prior learning and facilitate future active learning in a community setting.•Highlighting the importance of integrating theory with practice in the context of care delivery in the community.
Passively listening to a lecture (deWinstanley & Bjork, 2002), skimming a textbook chapter, or googling for an answer to a homework problem is not conducive to deep and lasting high-order learning. ...At the same time, presenting complex concepts in problem-based classes might overload students’ working memory capacity. Effective student learning necessitates students to process information in their working memories, as well as storing information, facts and skills, in their long-term memories. Students must then be able to retrieve this information into their working memory in the future, in order to apply the information to new situations. That is, students must be able to recognize the characteristics of a future situation or problem and correctly retrieve the appropriate information stored in their long-term memory (Kirschner, Sweller, & Clark, 2006) to tackle the issue. Using the framework of Cognitive Load Theory, this article proposes an instructional model that promotes five strategies for learning and teaching; i.e. spacing, retrieval practice, elaboration, interleaving, and concrete examples, to effectively help students store and retrieve information from their long-term memory.
The use of information communication technologies (ICTs) tools for eLearning has immense prospects in teaching and learning especially in the Sciences. Despite the Fiji governments' focus and efforts ...towards introduction of ICTs in school, not all science teachers seem to make use of ICTs. This study investigated how well-grounded these science teachers are in the use and implementation of eLearning tools in their pedagogical practices. A cross-sectional survey design was used with random sampling of 150 participants from 42 public secondary schools in nine designated districts in Fiji. The independent variables used were "computer technology usage," "internet usage," "perception," "implication of eLearning on science education," "teacher training experiences" and "institutional eLearning status" while the dependent variable was "readiness & motivation" for eLearning. The findings reveal that all six independent variables are positively correlated to "readiness & motivation" of the science teachers for acceptance of eLearning with "perception" and "implication of eLearning on science education" having the strongest correlation. Utilizing the multiple regression technique, a best fit model is proposed for eLearning readiness.
This paper presents a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The strategy aimed at generating conditions ...fostering individual and collective learning in educational complex adaptive systems, and led the design of the course through an iterative and adaptive process informed by evidence emerging from course dynamics. The data collected indicate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. Even though challenged, students felt highly motivated and enjoyed working on course activities. Their perception of progress and expertise were always high, and the academic performance was on average very good. The strategy fostered collaboration and allowed students and tutors to deal with complex situations requiring adaptation.
A classroom in an inclusive school is the main place where the learners’ diversity is accepted, appreciated and worked with. However, a classroom is part of a wider school system and also general ...educational system from which the diversity support is derived. For successful implementation of inclusion in practice, suitable conditions must be created. In this paper we introduce The Support System for Pupils with Diverse Abilities which was created within the six-year research project which was realized at the Masaryk University in Brno. We are going to introduce the individual areas of the whole system and subsequently, we are going to focus on the conditions of inclusive education at the classroom level.
As part of the ongoing enhancement and assurance of quality in the UK higher education sector, universities have been required by the Higher Education Funding Council of England to prepare learning ...and teaching strategies since 1999. As part of an institutional strategy development process, an investigation of currently available strategies was carried out. The research reported here uses a critical discourse approach to analyse a sample of UK learning and teaching strategies. The results show a set of highly impersonalized texts, where staff are largely absent and students are objectified. Such findings raise questions about whether the learning and teaching strategy discourse disengages the very people who 'make and shape' policy, thus inhibiting institutional enhancement of learning and teaching practices. (HRK / Abstract übernommen).
O presente ensaio tem por objetivo apresentar uma reflexão sobre as potencia lidades do mapa conceitual como estratégia de ensino/aprendizagem e ferramenta ava liativa. Revisitar o referencial ...teórico relativo à temática possibilitou contemplar a utili dade do mapa conceitual sob diferentes perspectivas: daquele que ensina e daquele que aprende. Valer-se dos mapas conceituais como estratégias de ensino/aprendizagem, também e concomitantemente como ferramenta avaliativa, é criar possibilidades para a organiza ção do conhecimento pela promoção de experiências educativas que provoquem não somen te reflexão, busca de compreensão e processamento profundo da informação, mas tam bém o desenvolvimento da autorregulação, da metacognição e do aprender a aprenderThis essay has the purpose of reflecting upon the potential benefits of con ceptual map as teaching and learning strategies and an evaluative tool. To revisit the the oretical framework of this theme made it possible to analyze the utility of conceptual map under different perspectives: the teachers´ and the students´. It became clear that the use of conceptual map as teaching and learning strategies, as well as an evaluative tool, leads to knowledge organization by means of promotion of learning experiences which not only generate reflection, comprehension and deep processing of information, but also contributes to the development of metacognition, self-regulation and learning to learn processes
Aktivno učenje i korištenje strategija, metoda i postupaka koji ga potiču, temelj su suvremene nastave. Prema prijedlogu Nacionalnog kurikuluma nastavnoga predmeta Priroda i društvo (2016), znanja, ...vještine i stavovi stečeni u ovome predmetu trebali bi učeniku omogućiti razumijevanje i snalaženje u svijetu oko sebe. To se može postići aktivnim učenjem i poučavanjem, u učionici ili izvan nje. U našem školskom sustavu, unatoč brojnim činjenicama koje upućuju na prednosti aktivnoga učenja i poučavanja, još uvijek prevladava tradicionalna nastava. Ciljevi ovog rada i istraživanja bili su procijeniti u kojoj mjeri učitelji razredne nastave primjenjuju strategije aktivnoga učenja i poučavanja u nastavi Prirode i društva te slažu li se percepcija studenata i tvrdnje učitelja o tome koliko učitelji koriste aktivne oblike učenja i poučavanja. U istraživanju je sudjelovalo 116 učitelja razredne nastave iz dvanaest škola s područja Varaždinske, Krapinsko-zagorske i Koprivničko-križevačke županije i 106 budućih učitelja. Rezultati su pokazali da je najčešće korištena strategija direktnog poučavanja, a najrjeđe strategija aktivnoga učenja uz primjenu suvremene informacijsko-komunikacijske tehnologije. Studenti procjenjuju učestalost korištenja svih strategija aktivnoga učenja i poučavanja rjeđom nego što to procjenjuju sami učitelji. Dobiveni rezultati ukazuju na potrebu promjene odgojno-obrazovnog sustava, koja treba biti usmjerena k većoj uključenosti aktivnih oblika učenja i poučavanja u nastavi.
The long-term goal of engineering education is to prepare students to work as engineers. Being a practical profession, laboratories play a crucial role in illustrating concepts and principles as well ...as improving technical skills. In the last decades the use of online resources (simulators and remote labs) has been growing, either as a complementary and/or as an alternative way of developing experimental competences. In the scope of the VISIR+ Project, this work presents the first results of a didactical implementation using simultaneously the remote laboratory VISIR (Virtual Instrument Systems in Reality), simulation and calculus in a Math Course at the Federal University of Santa Catarina (UFSC). The preliminary results indicate that the use of several resources increases students' performance, boosting their learning and competence development.
It is common for Chinese students to sit quietly during classroom lectures, attentively following teachers’ instructions without interacting or asking questions, viewed as passive engagement. This ...study aims to understand further the passive engagement of Chinese students in relation to classroom questioning, just-in-time feedback and collaborative activities. With objectives to formulate strategies to enhance Chinese students' engagement in a large class learning environment without undermining the cultural dimension of "face".
Engaging in collaborative educational activities between teachers and students can be challenging in a large classroom learning environment. Within the Chinese context, Confucian-heritage culture may further exacerbate the challenges teachers face. Chinese students often appear passive when responding to questions. In this situation, educators may receive insufficient student feedback to modify and optimise their teaching and learning approaches.
A qualitative research method, with an interpretative phenomenological approach was employed in a self-financed institute of higher education in Hong Kong.
Eight nursing graduates were invited to participate in two focus group interviews to generate teaching and learning strategies. In addition, individual in-depth interviews were conducted with twelve nursing teachers recruited through a snowballing sampling strategy. The narratives were coded, categorised, themed, analysed and interpreted through thematic analysis.
Chinese students are concerned with "losing face" and the fear of being teased by their peers in a collectivist culture. Based on these findings, three teaching and learning strategies for engaging students in classroom questioning and collaborative activities were generated. These strategies include using digital learning platforms, the promotion of communication and fostering interpersonal relationships.
In higher education, academic managers and teachers must critically reflect on teaching and learning strategies tailor-made to different cultural and contextual settings. Collaborating on pedagogical reforms can provide solid guidance and insight on implementing student-centred learning for Chinese students in large class learning environments while respecting the cultural dimension of "face".
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