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The learning scenarios about the nursing knowledge production
Suzelaine Tanji, Carmen Maria dos Santos Lopes Monteiro Dantas da Silva, Lígia de Oliveira Viana, Neiva Maria Picinini Santos
Revista de Enfermagem UFPE On Line , 2009,
Abstract: Objective: to identify the meanings learning in nursing students. Methods: this is a descriptive qualitative study, in a Private University Center, located in Rio de Janeiro city. The subjects were 38 students of the first period of the nursing course. Data collection occurred in January 2009 with the implementation of a questionnaire. Data were described in thematic units. Results: the results were analyzed and presented in five thematic units: the scenario of learning as an area of articulation between theory and practice, the scenario of learning as an area of expansion of knowledge, the scenario of learning as a space for reflection, the scene of learning as swap space - interaction. Conclusion: all units are strongly interlinked themes in learning, in a fair part of the training.
Editorial: E-learning and Knowledge Management in the Early Years: Where Are We and Where Should We Go  [cached]
Hui Li,Jennifer Masters
Knowledge Management & E-Learning : an International Journal , 2009,
Abstract: E-learning and knowledge management are increasingly accepted as established practices in the field of early childhood education. Living in the age of Web 2.0, young children can learn through experience, application, and conversation in community, physically or virtually, with peers, parents, teachers, and other adults, beyond the classroom and across the media. These concepts are of growing interest in communities of practice and knowledge networks. Although most early childhood educators recognize and practice some kinds of e-learning, most have yet to master the basic theory and practice of knowledge management. What does e-learning mean for young children? How do we apply knowledge management in early childhood setting? These questions are of great importance and a special collection such as this issue will be beneficial to take stock of the ongoing practices as well as to explore future directions in the field. This issue will combine knowledge management and e-learning with early childhood education to provide a valuable arena for the discussion and dissemination of this topic and related studies.
A Study of Rhetoric Teaching Content of Junior-High Chinese Textbooks
Su-Ling Hwang
Journal of Textbook Research , 2009,
Abstract: In the recent two decades, parents, students and teachers of junior-high-schools have a common sense that students are learning more andmore Chinese rhetorical devices. However, there is no reliable information on the change in rhetoric teaching in junior-highs. Therefore, the researcher decided to analyze the rhetoric teaching content of Taiwan junior-high Chinese textbooks to understand the change of rhetoric teaching. A total number of 66 junior-high Chinese textbooks based on 7 official curriculum standards/guidelines, published from 1968 to 2008, were analyzed. The result confirmed the general impression that there was a trend showing quantitative increase and qualitative change in rhetoric teaching content in junior-high textbooks. Compared to their parents, today junior-high students learn many more rhetorical devices, but less rhetoric on wording and sentence-making from their textbooks. The researcher suggested that empirical studies should be conductedto provide a solid knowledge base for rhetoric teaching and learning.
Nursing students gain tools for knowledge utilisation through a work and research integrated learning assignment – a qualitative study  [cached]
Albert Westergren,Ellinor Edfors
Journal of Nursing Education and Practice , 2013, DOI: 10.5430/jnep.v3n1p60
Abstract: Background: By integrating education, research and collaboration with society, in a learning assignment, the level of nursing students learning can be enhanced. Aim: The purpose of this study was to explore nursing students’ experiences of participating in a work and research integrated learning assignment during their clinical practice courses. Methods: At the end of their nursing training, in their sixth semester, five nursing students were recruited to the study and interviewed after which the texts of interviews were analysed using content analysis. The participants had been involved in two studies, one during their second semester, where the risk of falling was assessed, and one during their sixth semester where the risk for under nutrition was assessed. Results: The students experienced that the two assignments enhanced their learning in how to work as a foreman/supervisor, how to inform and engage in dialogue, about using risk assessment, and further, gave them the opportunity to meet the people behind the diagnosis. Through assignments they could also identify the need for knowledge within the study focus, for instance, the risks for falling or the risk of undernourishment. Further, they described how they tried to live up to the ethical standards and that they had learned about using a scientific approach in their work. Conclusion: It is possible to integrate Research, Education and Collaboration in a learning assignment during Nursing education (RECN-assignment) by allowing nursing students to participate in an actual research project during their work integrated learning courses. Such an approach enhances nursing students learning about research and the area being studied in the actual research project.
Action-Oriented Study Circles Facilitate Efforts in Nursing Homes to “Go from Feeding to Serving”: Conceptual Perspectives on Knowledge Translation and Workplace Learning  [PDF]
Albert Westergren
Journal of Aging Research , 2012, DOI: 10.1155/2012/627371
Abstract: Background. Action-oriented study circles (AOSC) have been found to improve nutrition in 24 nursing homes in Sweden. Little, however, is known about the conceptual use of knowledge (changes in staffs’ knowledge and behaviours). Methods. Qualitative and quantitative methods, structured questionnaires for evaluating participants’ (working in nursing homes) experiences from study circles ( ?? = 5 9 2 , 71 AOSC) and for comparisons between AOSC participants ( ?? = 7 4 ) and nonparticipants ( ?? = 1 1 5 ). Finally, a focus group interview was conducted with AOSC participants (in total ?? = 1 2 ). Statistical, conventional, and directed content analyses were used. Results. Participants experienced a statistically significant increase in their knowledge about eating and nutrition, when retrospectively comparing before participating and after, as well as in comparison to non-participants, and they felt that the management was engaged in and took care of ideas regarding food and mealtimes to a significantly greater extent than non-participants. The use of AOSC was successful judging from how staff members had changed their attitudes and behaviours toward feeding residents. Conclusions. AOSC facilitates professional development, better system performance, and, as shown in previous studies, better patient outcome. Based on a collaborative learning perspective, AOSC manages to integrate evidence, context, and facilitation in the efforts to achieve knowledge translation in a learning organisation. This study has implications also for other care settings implementing AOSC. 1. Background Promoting nutritional health equity among at risk older populations in nursing homes is of importance. Effective interventions that reduce the risk of undernutrition can help to ensure that people stay healthier in old age. Findings from a couple of studies indicate inequity between the nutritional care provided to patients in hospitals and elderly people in nursing homes. Two surveys conducted in 2007 indicate that patients in hospitals and at risk of undernutrition are more likely to get oral supplements (43–54%) [1] than elderly persons at risk of undernutrition in nursing homes (14–19%) [2]. It is plausible that appropriate nutritional care for older people in nursing homes requires educational interventions. This study is a part of a larger project that has shown, in a before–during–after controlled trial, that by implementing action oriented study circles (AOSC) for the staff in nursing homes, knowledge translation (KT) regarding eating and nutrition was achieved in terms of
Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students
Riera, José Ramón Martínez;Cibanal, Juan Luis;Mora, María Jesus Pérez;
Texto & Contexto - Enfermagem , 2010, DOI: 10.1590/S0104-07072010000400003
Abstract: to assess role-playing as a methodology in the teaching-learning process for the nursing degree. to identify the attitude of nursing students towards role-playing. to analyze the response of students to their teaching-learning process after role-playing. relationship is one of the main functions of nursing care in all fields, as it contributes to developing and coping with the various stimuli of life through therapeutic communication, which helps nurses know their role and how to behave according to the situation. third-year students from the nursing school of the "x". academic years 2006-2007 and 2007-2008. the reflexive nature of qualitative research is based on symbolic interactionism. the subject category chosen is role-playing and it is sorted into the subcategories and codes. findings from the analysis of the summaries have allowed us to see what actually happens when using role-playing as a teaching-learning tool in nursing, why and what the consequences are.
Knowledge, Communication and E-learning in Higher Education Perception and Differences of Traditional and Modern Academic Status  [cached]
Silvia-Adriana Tomescu
EIRP Proceedings , 2010,
Abstract: The aim of the present analyze is to underline the importance of a systemic approach of knowledge communication in eLearning academic sphere, in order to improve the efficiency and quality of research. Atthe same time, we intend to notice and shape the evolution of both teacher and learner status in higher education. The rhetoric about knowledge is often associated with organization and transfer of information. To provide students with a modern understanding of the shared values” in higher education has become an important objective. The teachers have to adapt new forms of e-delivery of discipline content, form and inform about e-resources for learning. We have to develop national strategies and add value to the role ofuniversity as a key factor in e-learning. The knowledge transfer at academic level, can be fully realized only when information encounters in the student the optimal set of tools designed to facilitate learning, and an individual style of thinking, so as to analyze fundamental questions and to be able to validate or invalidate the information. The teacher status evolves from content expert to metacognition expert, from guide in valuable information search to knowledge communicator. The present analyze reflects some aspects of the consequences that new forms of communication evolved during transition from traditional to e-academic environment.
Global Perspectives on E-learning: Rhetoric and Reality  [PDF]
Murat ATAIZI
The Turkish Online Journal of Distance Education , 2005,
Abstract: Global Perspectives on E-learning: Rhetoric and Reality Carr-Chellman, A. A. (Ed) (2005). Global Perspectives on E-learning. Rhetoric and Reality. 1-4129-0489-7, 280p.Thousand Oaks, CA: Sage Pub. Inc. Reviewed by Murat ATAIZIAnadolu University,Eskisehir, TURKEY This book is edited by Alison A. Carr-Chellman who is associate professor of education at Pennsylvania State University , and one of the leading figures in the field of e-learning. Total of sixteen authors contributed to the sections. Authors are varying from doctoral students to professors emeritus, but all of them are experienced in the field of e-learning and distance education. The book presents a collection of papers from international case studies and its divided into five main parts based on geographic location, and each of them brings case studies of online education on e-learning and discusses the rhetoric that surrounds this form of teaching and learning from Asia, Europe, North America, Oceania, and Africa. The first part of the book examines online education in Asia : Analysis of China , Taiwan , and India . The China chapter explains that the Dianda system there is one of the world's largest education systems, combining radio-television university system. The author examines the political rhetoric and discusses the impacts on the way China adopts the new online learning technologies. The Taiwan chapter examines the digital gap, internet usage, and the government and IT industries roles to development of e-learning in Taiwan . The India chapter begins with distance education through correspondence courses that has been with us since the 1960s. The author examines the state of traditional and distance education in India , and identifies the viability and importance of online education given the current social, economic, and infrastructural status que. The second part of the book is on online education in Europe : Analysis of Ireland , the United Kingdom , International Study Circles, and Turkey . Ireland chapter focuses on the potential and promise of information and communication technologies (ICTs) in the context of online education and differential participation in the Republic of Ireland in the information age. The author emphasizes the importance of Ireland 's national strategy on ICTs and its impacts on innovative and social practice discourse. After examining the e-learning in the United Kingdom the author discusses overcoming social exclusion and financial benefits of distance learning. In addition to social exclusion topic, access and retention are presented two related topics
Use of Social Media to Support Nursing Students’ Learning in Zambia  [PDF]
Ruth Wahila, Lonia Mwape, Kestone Lyambai, Marjorie Kabinga-Makukula
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.98092
Abstract: This studyseeks?to explore the use of social mediato support the learning of nursing students in Zambia. Data was collected from the WhatsApp and email conversation chats involving 76 nursing students at the University of Zambia School. The content of the conversation chats was analyzed in terms of common themes, patterns and interrelationships.It was established that nursing students can take a leading role in empowering themselves by taking charge of their continued learning by using social media responsibly. Key findings that emerged from the WhatsApp and e-mail discussions are: Knowledge enhancement and sharing of best practices were?significant in the WhatsApp Group, Virtual Classroom community, was significantly stronger in the WhatsApp group, WhatsApp group had a minimally more positive placement experience, other measures (social capital/knowledge application/learning dimension community) did not differ significantly. The use of social mobile media is not only limited to professional nurses but also nursing students. As the training of nurse professionals evolves?in the midst of high technology use, more and more students may seek to prefer the use of social mobile media as a tool for continuous learning. In comparison to the email platform, students in the WhatsApp were able to maintain conversations up to the end of the allocated period of the study. The information gathered from this project can be useful to fostering a unified understanding of professional knowledge and a feeling of belongingness among nursing students.
Constructing the challenge of digital didactics: the rhetoric, remediation and realities of the UK Digital Curriculum
Neil Selwyn
Seminar.net , 2008,
Abstract: This paper uses Bolter and Grusin’s remediation approach in investigating the manner in which new forms of digital media are re-casting the communicative and epistemological import of knowledge, teaching and learning. Given the considerable disparity between the rhetoric and realities of the educational implementation of information technologies to date the paper argues that particular attention should be paid to the refashioning of existing forms of pre-digital didactics in current forms of digital didactics. These themes are pursued through an examination of the UK government’s ongoing ‘Digital Curriculum’ project as a case study of remediation of didactics in the digital age.
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