The Analysis of the Team Working Facilitating Factors among nurses Working in Training Centers affiliated with the University of Jondi SHapour in Ahvaz

2017 ◽  
Vol 24 (4) ◽  
pp. 247-255 ◽  
Author(s):  
Oldooz Behnia ◽  
Mohammad HosseinPour ◽  
Kourosh Zarea
Keyword(s):  
Team Working ◽  
Facilitating Factors ◽  
The University

Developing e-learning for interprofessional education

2005 ◽  
Vol 11 (1_suppl) ◽  
pp. 102-104 ◽  
Author(s):  
Tunde Varga-Atkins ◽  
Helen Cooper
Keyword(s):  
Undergraduate Students ◽  
Interprofessional Education ◽  
Developmental Stages ◽  
First Year ◽  
Team Working ◽  
Content Development ◽  
E Learning ◽  
Development Evaluation ◽  
Online Format ◽  
The University

An evidence-based, interprofessional educational course involving first-year undergraduate students studying medicine, nursing, physiotherapy and occupational therapy has been piloted at the University of Liverpool. Part of the content was developed in an online format. To capture the development process and the e-learning writing experience, a focus group was arranged for the content writers. The session was audio-recorded and tapes were transcribed. All the data were subjected to thematic analysis. Twenty-three sub-themes were identified in the 72 comments. These were grouped under six themes, corresponding to the developmental stages of e-learning. The highest number of comments fell under the theme of preparation, followed by content development, evaluation, general design and structure, and finally delivery. Team working contributed to the success of the writing process, reflecting the theme of working interprofessionally.

scholarly journals Are We Ready to Go Live with Our Team Projects?

10.28945/3482 ◽  
2016 ◽  
Author(s):  
Janice Whatley
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Project Work ◽  
Technology Project ◽  
Working Lives ◽  
Team Projects ◽  
Team Working ◽  
Information Technology Project ◽  
The University ◽  
University Setting

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Project work forms a large part in work undertaken by graduates when they enter the workforce, so projects are used in higher education to prepare students for their working lives and to enable students to apply creativity in their studies as they present a solution to a problem, using technical skills they have learned in different units of study. Projects, both at work and in higher education, may be completed in teams, thus providing experience and the opportunity to develop team working skills. The team projects presented in this paper have been provided by external organisations, so that students work in a team on a real life problem, but with the support of their tutors, in the university setting. In this way the projects more closely resemble the sorts of problems they might encounter in the workplace, giving an experience that cannot be gained by working on tutor devised problems, because the teams have to communicate with an external client to analyse and solve an authentic problem. Over the three years that the Live Projects have been running, feedback indicates that the students gain employability skills from the projects, and the organisations involved develop links with the university and benefit from output from the projects. A number of suggestions for improving the administration of the Live Projects were suggested, such as providing clients with information on timescales and providing students with more guidance on managing the projects.

scholarly journals Appraisal as an effective means of assessing student performance in Clinical Legal Education at the University of Portsmouth

2018 ◽  
Vol 25 (1) ◽  
pp. 196
Author(s):  
Pat Heather Feast
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Effective Means ◽  
Legal Education ◽  
Appraisal System ◽  
Team Working ◽  
Constructive Criticism ◽  
The Law ◽  
The University ◽  
Giving Feedback

<p>The aim of this paper is to advance the notion that using the workplace model of appraisal is an effective method of assessing students who undertake clinical legal education (CLE). It is the belief of the team working in the law clinics at the University of Portsmouth that appraisal provides students with both praise and constructive criticism and the necessary information to enable them to improve their performance while working in the University of Portsmouth clinics. Giving feedback on a regular basis via the appraisal system motivates the students to strive for improvement and helps them to meet the challenges of achieving excellence. At the University of Portsmouth, staff, students and, in some cases, the representatives of our partner organisations work together in our appraisal system to tackle any barriers to student success within our CLE progammes.</p>

Online Intercultural Exchanges Through Digital Storytelling

2020 ◽  
pp. 757-773 ◽  
Author(s):  
Ana Sevilla-Pavón ◽  
Anna Nicolaou
Keyword(s):  
Digital Storytelling ◽  
Project Based Learning ◽  
Team Working ◽  
University Of Technology ◽  
Intercultural Exchange ◽  
Resources And Capabilities ◽  
Skills Learning ◽  
The University ◽  
Career Skills ◽  
Teaching Pedagogies

This article focuses on the affordances of a digital storytelling project in developing students' language, digital and other skills: learning and innovation, creativity, critical thinking, problem solving, team working, and life and career skills. The project was undertaken by university English for Specific Purposes students and was conducted within an Online Intercultural Exchange between the Cyprus University of Technology and the University of Valencia. Its design was based on a Project-Based Learning (PBL) methodology. It incorporated active learning and multimodal resources and capabilities. The need for transforming language teaching pedagogies was borne in mind, as it is necessary for responding to an era of changes which requires students to be active producers of content, innovative, motivated and engaged in their own learning. The qualitative and quantitative findings were drawn from data gathered by means of an evaluation questionnaire administered to students upon completion of the project.

Adopting a Strategy for Enhancing Generic Skills in Engineering Education

2014 ◽  
Vol 28 (3) ◽  
pp. 185-192 ◽  
Author(s):  
Evangelia Krassadaki ◽  
Kleanthi Lakiotaki ◽  
Nikolaos F. Matsatsinis
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Engineering Students ◽  
Academic Staff ◽  
Skills Development ◽  
Generic Skills ◽  
Team Working ◽  
High Level ◽  
The University ◽  
Academic Year

It is remarkable how often academic staff discover students' weaknesses in expressing their thoughts in written and oral contexts, and in team working. To examine these weaknesses, a study was conducted in 2009–2010 and 2010–2011 of students taking an engineering course. Students self-reported an initial high level of weakness in both communication skills (writing and speaking), while expressing higher levels of confidence in their team working skills. This suggested that there was significant potential for improvement in both forms of communication skills and a lower potential for the improvement of team-working skills. On that basis the Technical University of Crete organized short training workshops based on experiential learning methods, during the academic year 2012–13. Other factors taken into account were the lack of awareness of such skills in traditionally-organized Greek universities; the inability to redesign all courses, currently dependent on a content-based curriculum, on a competency basis; and findings in the international literature, which highlight specific generic skills of engineering students as essential to their studies and future career prospects. The aim was to enhance the three skills of writing, speaking and team working. Participation was voluntary and open to students from all schools in the university. This paper assesses this initiative and analyses the contribution of the workshops to skills development.

scholarly journals “Pacience is an Heigh Vertu”: Managing the Canterbury Tales Project Via Textual Communities

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Kyle Dase ◽  
Nicole Atkings
Keyword(s):  
Positive Impact ◽  
Canterbury Tales ◽  
Second Phase ◽  
Institutional Pressures ◽  
Team Working ◽  
Textual Communities ◽  
The Canterbury Tales ◽  
The University ◽  
Successes And Challenges ◽  
Reflective Essay

This article functions as both a reflective essay and a pedagogical account of the second phase of the Canterbury Tales Project and the various successes and challenges that unfolded throughout that process. Our focus is how the project both managed the transcription team working locally at the University of Saskatchewan and facilitated transcription workshops abroad. We detail our training process and the transcription workflow as facilitated via the Textual Communities environment. We also examine and evaluate the causes of the project’s challenges—often the result of institutional pressures or technological changes—and our reactions to those challenges, emphasizing successful strategies. Finally, we proffer future changes for the project that we believe would have made considerable positive impact if implemented from the outset of phase two and still have potential as helpful resources now. It is our hope that in detailing our process we can help other large DH projects mimic our successes and, perhaps even more importantly, avoid any pitfalls that challenged us.

scholarly journals The MAGPIE model

2013 ◽  
Vol 11 (2) ◽  
pp. 47-59
Author(s):  
Alison Warren ◽  
Ann Taylor ◽  
Mairead Cahill ◽  
Marie O’Donnell
Keyword(s):  
Health Service ◽  
Focus Groups ◽  
Professional Education ◽  
Professional Activity ◽  
Practical Application ◽  
Team Working ◽  
The University ◽  
Physiotherapy Students ◽  
Case Based

Inter Professional Education (IPE) is not commonplace within Ireland. This paper presents the development and practical application of an IPE placement experience initiated by the University of Limerick. Several factors contributed to its development, including the establishment of posts based within several universities and the health service specifically to facilitate placement education. The MAGPIE model (Meet, Assess, Goal-Set, Plan, Implement and Evaluate) was used as a platform for the case-based IPE sessions involving Occupational Therapy and Physiotherapy students. Each student experienced 10.5 hours of discussion-based inter-professional activity within a placement and presented an inter-professional case study. The IPE experience was evaluated via focus groups involving students, practice educators and placement facilitators. Strengths of the experience included increased motivation, improved team working skills and development of a greater understanding of professional roles. Recommendations to enhance future case-based IPE sessions are identified.

scholarly journals Are We Ready to Go Live with Our Team Projects?

10.28945/3481 ◽  
2016 ◽  
Vol 13 ◽  
pp. 159-169
Author(s):  
Janice Whatley
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Technical Skills ◽  
Employability Skills ◽  
Project Work ◽  
Working Lives ◽  
Team Projects ◽  
Team Working ◽  
The University ◽  
University Setting

Project work forms a large part in work undertaken by graduates when they enter the workforce, so projects are used in higher education to prepare students for their working lives and to enable students to apply creativity in their studies as they present a solution to a problem, using technical skills they have learned in different units of study. Projects, both at work and in higher education, may be completed in teams, thus providing experience and the opportunity to develop team working skills. The team projects presented in this paper have been provided by external organisations, so that students work in a team on a real life problem, but with the support of their tutors, in the university setting. In this way the projects more closely resemble the sorts of problems they might encounter in the workplace, giving an experience that cannot be gained by working on tutor devised problems, because the teams have to communicate with an external client to analyse and solve an authentic problem. Over the three years that the Live Projects have been running, feedback indicates that the students gain employability skills from the projects, and the organisations involved develop links with the university and benefit from output from the projects. A number of suggestions for improving the administration of the Live Projects were suggested, such as providing clients with information on timescales and providing students with more guidance on managing the projects.

scholarly journals Service-Learning, Movies, and Infectious Diseases: Implementation of an Active Educational Program in Microbiology as a Tool for Engagement in Social Justice

2021 ◽  
Vol 12 ◽  
Author(s):  
M. Linares ◽  
N. López-Ejeda ◽  
P. Álvarez ◽  
E. Culebras ◽  
E. Díaz ◽  
...  
Keyword(s):  
Service Learning ◽  
Infectious Diseases ◽  
Social Institutions ◽  
Community Needs ◽  
Team Working ◽  
The Social ◽  
Personal Competencies ◽  
University Lecturers ◽  
The University ◽  
Social Entities

Service-Learning is an educational methodology that allows student learning while addressing community needs. A program in microbiology and infectious diseases was implemented in Universidad Complutense de Madrid, Spain. University lecturers, clinical microbiologists, doctorate students, and undergraduates from several Bachelor Degrees and courses worked in an interdisciplinary team along with social institutions that attend disadvantaged persons. Using commercial movies that deal with infectious diseases, the students learn clinical microbiology, prepare divulgation materials, visit social centers to accompany, and help others to know about illnesses and prevention. The program was developed through two academic years and involved 58 voluntary students, 13 teachers and tutors, and 4 social entities as community partners. Postsurvey evaluation of the program revealed a highly satisfactory achievement of goals: acquiring scientific and personal competencies by university students, including critical analysis and science diffusion, solving problems or collaborative team working, and contributing, together with the tutors, to the social responsibility of the university.

scholarly journals Barriers and Facilitators of Implementing WHO Safe Surgery Checklist: A Cross-Sectional Study in Public Hospitals of Iran

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Milad Khodavandi ◽  
Edris Kakemam ◽  
Shabnam Ghasemyani ◽  
Rahim Khodayari-Zarnaq
Keyword(s):  
Cross Sectional Study ◽  
Public Hospitals ◽  
Barriers And Facilitators ◽  
Sectional Study ◽  
Cross Sectional ◽  
Safe Surgery ◽  
Team Working ◽  
Facilitating Factors ◽  
Important Barrier ◽  
The Mean

Background: The implementation of WHO safe surgery checklist (SSC) was proposed by the Ministry of Health and Medical Education in the operation rooms of Iranian hospitals in 2011, but was canceled after several years due to some challenges in implementation. Objectives: This study aimed to investigate the barriers and facilitators of the effective implementation of the SSC. Methods: This cross-sectional study was performed in public hospitals of Tabriz city in 2019. The study population consisted of operation room working for staff, and the purposive sampling was used. The research tool was a researcher-made questionnaire designed through literature review and included three parts of demographic variables, barriers, and facilitating factors. Data were analyzed with SPSS-22. Results: The mean of barriers to implementation of the SSC was 3.03 out of 5. The most important barrier to implementing the checklist was the weakness in team working (3.18), while checklist barriers were the least important (2.98). The mean score of facilitating factors was 3.46. Among the facilitators, the highest score was for team working facilitators with a score of 3.47 and the lowest score was for the facilitators associated with the checklist with a score of 3.37. Conclusions: This is one of the first studies that explored the barriers to and facilitators of SSC implementation in Iranian hospitals. We identified weak team working as the most important barrier to implementing the checklist. These results help policymakers and hospital managers to implement the checklist more effectively.

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