scholarly journals Development of a tool to monitor paramedic clinical placements: a case study of innovation overcoming tradition

2019 ◽  
Vol 16 ◽  
Author(s):  
Sonja Maria ◽  
Amanda Hlushak ◽  
Adam Diamond
Keyword(s):  
Learning Experience ◽  
Clinical Placement ◽  
Student Responses ◽  
Online Tool ◽  
Clinical Placements ◽  
Online Tools ◽  
Competency Based ◽  
Second Year ◽  
Support Students

IntroductionThis paper discusses a trial of the use of CompTracker© – an online platform used to link the student, preceptor and academic in a time sensitive manner during student clinical placement – within a cohort of 330 first and second year paramedic students studying at an Australian university. CompTracker© allows for preceptors to identify and assess clinical competencies, and for the student to reflect after each case is completed on placement. The tool was initially piloted, and then remodeled on several attempts to improve its overall functionality and relevance for the placement learning experience. The study aims to educate and inform other health disciplines that may have an interest in using online tools for competency tracking and education in diverse workplaces. MethodsMultiple surveys were conducted over a 3-year period, using both Likert 5-point scales and open-ended questions, to evaluate 330 first and second year students’ and 261 preceptors’ experiences. ResultsOf the 54 student responses, 92% felt the tool was useful and 67% felt it was easy to use. Within the preceptor results, 63 ± 2% preferred CompTracker© over traditional paper-based methods. ConclusionCompTracker© can be used to support students and preceptors in clinical placement. The flexibility of this online tool makes it adaptable to most clinical workplaces, and should be considered in any workplace that requires the use of competency-based clinical assessment and used in place of traditional paper-based portfolios.

scholarly journals The Learning Environment of Student Nurses During Clinical Placement: A Qualitative Case Study of a Student-Dense Ward

2021 ◽  
Vol 7 ◽  
pp. 237796082110523
Author(s):  
Siri Vestby Bøe ◽  
Jonas Debesay
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Qualitative Case Study ◽  
Collective Responsibility ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Student Community ◽  
Good Learning

Introduction Ensuring the quality of clinical placements has long been a challenge in nursing education. This is partly due to a growing aging population requiring health services, and an increased need for nursing workforce. Both in Norway and internationally, there is a rise in the use of student-dense models, wherein several students are placed together on the same ward at the same time where the supervision of the students is the collective responsibility of the nurses. Objective The aim of this study was to explore factors that promote or inhibit learning in a student-dense ward when used as a model for clinical placement in hospitals. We examined how clinical placement is experienced in a student-dense ward, as well as how learning is facilitated. Methods A qualitative case study design was used to capture the learning environment on the student-dense ward in a comprehensive way. We used focus group interviews, in-depth interviews, and observations with students and employees at a major hospital in Norway. Results Our findings showed that the orientation days and the teaching activities in student-dense wards, the feedback students receive, the clinical facilitator's role and the student community were factors that had particular importance for good learning environments in this placement model. Conclusions To ensure the quality of clinical placements, more attention should be paid to these factors in the planning, organization, and facilitation of new and existing student-dense wards. It is paramount to provide students with thorough written feedback and to secure the clinical facilitators with enough time to conduct student supervision when organizing clinical placement as student-dense wards.

Content Areas

2011 ◽  
pp. 24-49
Author(s):  
Lisa Dawley
Keyword(s):  
Learning Experience ◽  
Lesson Plan ◽  
Deep Understanding ◽  
Learning Objectives ◽  
Content Areas ◽  
Online Tool ◽  
Online Tools ◽  
Specific Learning ◽  
Over Time

The strengths and weaknesses of each tool are discussed in detail, and educators are taught to match the strengths of the specific tool to the learning objectives they seek to achieve in their courses. Multiple examples of objectives and online learning activities are provided to help instill a deep understanding of the power of each online tool. This leaves you with a long-term ability to adapt your own curriculum over time, because you have learned options for using a variety of online tools to achieve specific learning objectives. Finally, each chapter includes a sample lesson plan that demonstrates how to integrate the tool into the learning experience. These ideas and activities provide tried and true suggestions for creating an online environment that engages and empowers learners for success. And when your students are successful in learning, you are successful in teaching.

Capricornia Allied Health Partnership (CAHP): a case study of an innovative model of care addressing chronic disease through a regional student-assisted clinic

2014 ◽  
Vol 38 (5) ◽  
pp. 483 ◽  
Author(s):  
Kerrie-anne Frakes ◽  
Sharon Brownie ◽  
Lauren Davies ◽  
Janelle B. Thomas ◽  
Mary-Ellen Miller ◽  
...  
Keyword(s):  
Chronic Disease ◽  
Service Delivery ◽  
Allied Health ◽  
Clinical Placement ◽  
Model Of Care ◽  
Future Health ◽  
Clinical Model ◽  
Clinical Placements ◽  
Health Partnership

Faced with significant health and workforce challenges, the Central Queensland Hospital and Health Service commenced an innovative student-assisted clinical model of care ‐ The Capricornia Allied Health Partnership (CAHP) in 2010. The clinic supports pre-entry allied health student clinical placements to: (1) address service delivery gaps for previously underserved people with chronic disease; (2) facilitate hospital avoidance and early discharge from the local hospital; (3) provide an attractive clinical placement opportunity for allied health students that will potentially lead to future recruitment success, and (4) demonstrate leadership in developing interprofessional skills of future health workforce trainees. This case study details the conceptual background of the initial model, the key features of the clinical placement and service delivery model, and discusses the current and future evaluation of the clinic.

scholarly journals Implementation of Facebook study groups as supplements for learning management systems in adult ODL environments

2012 ◽  
Vol 7 (1) ◽  
pp. 1-11
Author(s):  
Ishan Sudeera Abeywardena ◽  
Tham Choy Yoong
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
Participation Rate ◽  
Pilot Project ◽  
Study Groups ◽  
Online Tool ◽  
Postgraduate Students ◽  
Face To Face ◽  
Learning Management ◽  
Support Students

As an open and distance learning (ODL) institution, Wawasan Open University (WOU) employs a blended approach for delivering courses to its undergraduate and postgraduate students, who are entirely adult learners. In this approach, the use of a learning management system (LMS) is absolutely crucial for student support as well as the enhancement of the whole learning experience to compensate for the lack of face-to-face interaction between the students and the academics. WawasanLearn, the open source, Moodle-based LMS system used by WOU, is a comprehensive online tool that enables students and academics to effectively interact in a virtual environment. However, analysis of data from several semesters shows that the rate of student interaction on WawasanLearn is low with respect to the sharing of knowledge. In order to qualitatively and quantitatively identify the factors contributing to the student participation rate in WawasanLearn, a survey was conducted among the undergraduate students studying in various disciplines including science and technology, business administration, liberal studies, education, languages and communication. Feedback regarding the manner of support students expect from WawasanLearn was gathered from close to 550 students throughout Malaysia. Another purpose of the survey was to identify whether and why students are drawn to participate more frequently in social networking platforms such as Facebook (facebook.com). As a result of the findings of the survey, a pilot project was implemented to study the use of Facebook groups as study groups for supplementing WawasanLearn. These study groups were run in parallel to WawasanLearn for seven course modules over two consecutive semesters. This paper discusses the findings of this pilot project with respect to the implementation of Facebook groups as supplements to the LMS in an adult ODL environment.

scholarly journals Evidence-based practice work file: A learning strategy for occupational therapy students during clinical placements: a descriptive cross-sectional study

2019 ◽  
Author(s):  
Susanne Johnson ◽  
Else Britt Bruset ◽  
Kari Margrete Hjelle ◽  
Malin Mongs ◽  
Unni Sveen
Keyword(s):  
Occupational Therapy ◽  
Teaching And Learning ◽  
Evidence Based Practice ◽  
Clinical Placement ◽  
Evidence Based ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Occupational Therapy Students ◽  
Second Year ◽  
Ebp Implementation

Abstract Background: Healthcare professionals and students are expected to work according to evidence-based practice (EBP). The EBP work file, an online learning tool that covers all steps in the EBP process, is an approach to teaching and learning EBP. The aim of this study was to examine possible differences in occupational therapy students’ self-reported attitude, skills, use and implementation of EBP during their second-year clinical placement by comparing students who applied the EBP work file with students who did not use it.Methods: A descriptive, cross-sectional comparative study was conducted. The sample comprised three cohorts (1, 2 and 3) of second-year occupational therapy students from Western Norway University of Applied Sciences and two cohorts (4 and 5) from Oslo Metropolitan University. Five cohorts in total took part in the study (n = 126 students). The students answered two questionnaires (“EBP Beliefs Scale” and “EBP Implementation Scale”) after completing their second-year clinical placement. The analysis was based on descriptive statistics and calculation of the frequencies, percentages, means and standard deviations of all participating students’ scores on the two questionnaires. ANOVA with Bonferroni correction was conducted to analyse differences between the mean totals of the questionnaires. Results: The response rate was 57.3%. The average scores were 56.8 on the EBP Beliefs Scale and 15.8 on the EBP Implementation Scale. Students from cohort 5 (who had extra instruction and assignments via the EBP work file) had statistically lower scores than students form cohort 1 on the Implementation Scale. These students believed that EBP results in the best clinical care for patients, but they lacked confidence in their ability to use EBP. Conclusions: Additional EBP work-file assignments were insufficient to support students in the implementation of EBP during clinical placements. It is important to teach students EBP skills and to demonstrate how they can use this competency in their work with patients. Including clinical instructors in EBP teaching and learning seems essential.

scholarly journals A dramaturgical perspective of online university student behaviours in a second year psychology class

2020 ◽  
Vol 24 (1) ◽  
Author(s):  
Dawn Marie Gilmore
Keyword(s):  
Social Learning ◽  
Learning Experience ◽  
University Student ◽  
Online Teachers ◽  
Collaborative Technologies ◽  
Psychology Class ◽  
Second Year ◽  
Online University Students ◽  
Social Networking Tools

This study applies dramaturgical sociology, specifically Goffman’s approach to region behaviour, to explore where students spend their time doing class related tasks in spaces other than the LMS. The context for this research is a case study of a second year psychology class at an Australian university. Data was collected about students’ front stage setting (the LMS) and backstage setting (students’ experiences on Facebook).  Over a 12-week semester 126 students were observed in the LMS. During the semester, 21 students completed fortnightly questionnaires about where they spent their time and with whom. At the end of the semester, 14 students participated in online interviews. The findings that emerged from the data illustrated how the characteristics of the audience in each setting, as well as the timing of communication and duration of each setting, may have impacted a student’s social learning experience.  This knowledge can help online teachers to understand the characteristics of a setting that might determine where students prefer to situate their learning experience. While this paper uses a dramaturgical perspective of online university students in a second year psychology class, the students’ experiences can generally be used to understand how LMS’s, social networking tools, and collaborative technologies support and impede social learning experiences in higher education.

scholarly journals Students as Producers: The Postgraduate Teaching Assistant Pilot Project

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Ann Foley Finnan ◽  
Claire Louise Gibbs ◽  
Marion Waite ◽  
Jan Davison-Fischer
Keyword(s):  
Teaching Assistants ◽  
Learning Experience ◽  
Pilot Project ◽  
Teaching Staff ◽  
Postgraduate Students ◽  
Postgraduate Teaching ◽  
The Impact ◽  
Support Students

This paper reports on a pilot project in which two postgraduate students were supported to function in the role of teaching assistants (TAs) as part of their learning experience. The project embraced the notion of students as producers rather than consumers. Using a reflective approach, this case study was jointly written by TAs and their teaching staff. It incorporates feedback from other students collected through an anonymous module feedback survey, which was analysed by attribution to themes. The role of TAs benefitted others students, staff, and the TAs; the project is a strong affirmation of the principle of treating students as producers. The impact of the role on both the students undertaking the TA role and the tutors was profound, and student experience was enhanced as a result. TAs can assist in bridging student-teacher communication gaps and support students’ learning through sharing their knowledge by creating resources. This article is written from the perspectives of both the TAs and the tutors.

scholarly journals To What Extent Do Teachers of Gifted Students Identify Inner and Intermodal Relations in Knowledge Representation?

2021 ◽  
Vol 8 (1) ◽  
pp. 55-80
Author(s):  
Davut Gül ◽  
Bayram Costu
Keyword(s):  
Design Research ◽  
Learning Experience ◽  
Gifted Students ◽  
Educational Design ◽  
Multimodal Texts ◽  
Primary School Teachers ◽  
Descriptive Case Study ◽  
Educational Design Research ◽  
Online Tools

Gifted students get bored of reading authoritative and descriptive multimodal texts. They need coherent, explanatory, and interactive texts. Moreover, because of the pandemic, gifted students took courses online, and teachers had to conduct their lessons on digital online tools with multimodal representations. They posted supplementary teaching materials as multimodal texts to the students. Hence, teachers of gifted students should pay attention to inner and intermodal relations to meet the needs of gifted students and support their learning experience. The research aims at examining to what extent teachers of gifted students identify inner and intermodal relations because before designing these relations, the teacher should recognize these types of relations. The educational descriptive case study was applied. Six experienced primary school teachers were involved. The data were analyzed via content analysis. The results showed that teachers just identified the primitive level of inner and intermodal relations. The conclusion can be drawn that several educational design research should be increased to construct professional development courses for teachers about this issue. Learning and applying inner and intermodal relations are crucial for teachers of gifted students, in addition to having curiosity, they have a high cognitive level in different areas, thus they demand advanced forms of multimodal texts.

scholarly journals Evidence-based practice work file - A learning strategy for occupational therapy students during clinical placements: a descriptive cross-sectional study

2020 ◽  
Author(s):  
Susanne Johnson ◽  
Else Britt Bruset ◽  
Kari Margrete Hjelle ◽  
Malin Mongs ◽  
Unni Sveen
Keyword(s):  
Occupational Therapy ◽  
Teaching And Learning ◽  
Evidence Based Practice ◽  
Clinical Placement ◽  
Evidence Based ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Occupational Therapy Students ◽  
Second Year ◽  
Ebp Implementation

Abstract Background Healthcare professionals and students are expected to work according to evidence-based practice (EBP). The EBP work file, an online learning tool that covers all steps in the EBP process, is an approach to teaching and learning EBP. The aim of this study was to examine possible differences in occupational therapy students’ self-reported attitude, skills, use and implementation of EBP during their second-year clinical placement by comparing students who applied the EBP work file with students who did not use it. Methods A descriptive, cross-sectional comparative study was conducted. The sample comprised three cohorts (1, 2 and 3) of second-year occupational therapy students from Western Norway University of Applied Sciences and two cohorts (4 and 5) from Oslo Metropolitan University. Five cohorts in total took part in the study (n = 126 students). The students answered two questionnaires (“EBP Beliefs Scale” and “EBP Implementation Scale”) after completing their second-year clinical placement. The analysis was based on descriptive statistics and calculation of the frequencies, percentages, means and standard deviations of all participating students’ scores on the two questionnaires. ANOVA with Bonferroni correction was conducted to analyse differences between the mean totals of the questionnaires. Results The response rate was 57.3%. The average scores were 56.8 on the EBP Beliefs Scale and 15.8 on the EBP Implementation Scale. Students from cohort 5 (who had extra instruction and assignments via the EBP work file) had statistically lower scores than students form cohort 1 on the Implementation Scale. These students believed that EBP results in the best clinical care for patients, but they lacked confidence in their ability to use EBP. Conclusions Additional EBP work-file assignments were insufficient to support students in the implementation of EBP during clinical placements. It is important to teach students EBP skills and to demonstrate how they can use this competency in their work with patients. Including clinical instructors in EBP teaching and learning seems essential.

Chat and Instant Messaging

2011 ◽  
pp. 121-143 ◽  
Author(s):  
Lisa Dawley
Keyword(s):  
Instant Messaging ◽  
Learning Experience ◽  
Lesson Plan ◽  
Deep Understanding ◽  
Learning Objectives ◽  
Online Tool ◽  
Online Tools ◽  
Specific Learning ◽  
Over Time

The strengths and weaknesses of each tool are discussed in detail, and educators are taught to match the strengths of the specific tool to the learning objectives they seek to achieve in their courses. Multiple examples of objectives and online learning activities are provided to help instill a deep understanding of the power of each online tool. This leaves you with a long-term ability to adapt your own curriculum over time, because you have learned options for using a variety of online tools to achieve specific learning objectives. Finally, each chapter includes a sample lesson plan that demonstrates how to integrate the tool into the learning experience. These ideas and activities provide tried and true suggestions for creating an online environment that engages and empowers learners for success. And when your students are successful in learning, you are successful in teaching.

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