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The educational role of the nurse  [PDF]
Antigoni Fountouki,Dimitrios Theofanidis
To Vima tou Asklipiou , 2012,
Abstract: In the present times when the concept of health is threatened by various dangers and medicine is characterized by rapid growth, nurses have the responsibility to inform the public, to apply preventative measures to practice, to provide education about new methods of treatment and rehabilitation and to support not only ill, but also health people. In the field of health education, nurses are regarded as important health care professionals who also play the role of instructor. Aim: the aim of this review is to present the educational role of the nurse and the basic principles that determinate the effectiveness of health education as they stem from motivation, counselling and behavioural change. Material and Method: Data was collected through selected articles and book chapters mainly for the period 2001-2010 as these were found in Greek (ΙΑΤRΟΤΕΚ) and international databases (PubMed, CΙΝΑΗL) using combinations of the following key-words: patient education, health education, role of nurses.Results: In order to provide health education, the nurses need to have general knowledge, special pedagogic skills of communication and high motivation. Health Education uses a variety of methods and techniques in order to achieve its goals e.g. lectures, individual teaching and the use of new technologies in the community, school or hospital. Conclusions: Despite the problems and existing deficiencies, nurses could provide health education in a systematic way. Nurses as health professionals have the ability to meet this goal, since the benefits for health and society are of vast importance.
Utilization of the Teaching Strategies among Nurse Tutors in Malawi Nursing Colleges  [PDF]
Noel D. Mbirimtengerenji, Oluyinka Adejumo
Open Journal of Nursing (OJN) , 2015, DOI: 10.4236/ojn.2015.53031
Abstract: Background: There are numerous teaching strategies that suit the pedagogical learning, but not all can yield the desired outcome and be properly applied by nurse tutors in both classroom and clinical area. Therefore, identifying the utilization of the teaching strategy for nurse tutors is very detrimental in nursing education. Methods: Descriptive exploratory design which utilized both qualitative and sequential quantitative methods was applied to Iterated Purposive Probability Sampling (IPPS) of 10 nursing colleges in Malawi. This was done to 129 student and 82 nurse tutors in two structured questionnaires, 40 in-depth interviews and 10 focus groups. There were 56 variables for the teaching strategy under five ranked Likert scale and the Cronbach’s Alpha was found to be 0.964 without standardisation and it was 0.963 after standardisation. Results: Direct teaching strategies like the lecture method are very common although nurse tutors prefer to combine with other interactive instructions. There is statistical association of use of role play and group discussion methods and nurse tutor work experience with odds ratios of OR ≤ 1.624; CI(0.576 ± 4.579); p ≥ 0.359 and OR ≤ 1.397; CI(0.882 ± 2.306); p ≥ 0.147 respectively. The ability to use different teaching strategies competently is still very limited among nurse tutors in Malawi nursing colleges. This compromises quality of learning among nursing students in the colleges. Conclusion: Developing a new teaching strategy that could combine the different attributes in the variety of the teaching instructions can promote the quality of nursing education in Malawi.
Teaching-learning sequences: A comparison of learning demand analysis and educational reconstruction
Jouni Viiri,Antti Savinainen
Latin-American Journal of Physics Education , 2008,
Abstract: Teaching-learning sequences (TLS) for science teaching have been designed for over two decades and there is a growing interest in them amongst the science education community. Several theoretical frameworks have been utilized in designing TLSs. In this paper we outline two such frameworks: learning demand and educational reconstruction. We compare the learning demand and the educational reconstruction frameworks, present some concrete examples from two studies where these frameworks have been used, and present some general recommendations for developing TLSs.
The development of an interdisciplinary nurse educator doctoral program: Issues for consideration and goals for success  [PDF]
Marietta P. Stanton, Donna R. Packa
Open Journal of Nursing (OJN) , 2012, DOI: 10.4236/ojn.2012.23037
Abstract: The nursing shortage is exacerbated by the faculty shortage, as faculty approach retirement age and too few faculty exist to replace them. Masters-prepared nurse with limited preparation for teaching may be unable to attend traditional educational programs because of work and family commitments. Without further academic preparation, these nurses are illprepared for the faculty role. The College of Nursing partnered with the College of Education to develop a nurse educator degree program to prepare nurses for the faculty role. Blended and online courses are provided by the Colleges of Nursing. The EdD. in Instructional Leadership for Nurse Educators degree can be completed in three years of coursework followed by dissertation research.
Transitioning From Nursing Practice to a Teaching Role
Barbara K. Penn,Laurie Dodge Wilson,Robert Rosseter
Online Journal of Issues in Nursing , 2008,
Abstract: The national dialogue about the expanding nurse faculty shortage has piqued the interest of many nurses in practice and motivated them to pursue a teaching role. Thought eager to share their clinical expertise as nurse educators, many of them have questions about what is required to transition from the clinical practice setting to the academic environment, even on a part-time basis. This article provides practical advice on how to find teaching opportunities in higher education and make the role transition successfully. The authors address types of faculty appointments, educational qualifications needed for teaching, considerations in taking a faculty position, beginning a faculty position and learning about the academic work environment, and faculty development opportunities. They conclude by paying special attention to the essential skills needed to become a nurse educator and flourish in a teaching role.
Challenges of Nurse Tutor Utilization of the Teaching Aids  [PDF]
Noel D. Mbirimtengerenji, Oluyinka Adejumo
Open Journal of Nursing (OJN) , 2015, DOI: 10.4236/ojn.2015.55055
Abstract: Introduction: Nursing is the largest healthcare profession in Malawi with more than 11,000 registered nurses (RNs), nurse technicians and midwives (NTM) practicing in hospitals and other settings like nursing colleges nationwide. Student preparation is mostly done by nursing tutors in all the nursing colleges using numerous types of teaching aids. Methods: Descriptive exploratory design which utilized both qualitative and sequential quantitative methods was applied to Iterated Purposive Probability Sampling (IPPS) of 10 nursing colleges in Malawi. This was done to 129 students and 82 nurse tutors in two structured questionnaires, 40 nurse tutors in-depth interviews and 10 students focus groups. There were 32 variables for the teaching aids under five ranked Likert scale and the Cronbach’s Alpha was found to be 0.932 without standardisation and it was 0.952 after standard-disation. Results: Although nurse tutors show that they use manikins to teach (0.011 < p = 0.05), students seem not to agree on the utilization of the manikins during teaching both in class and at the clinical area (0.05; p = 0.05). There is also increased discrepancy between students and nurse tutors on internet utilization as the teaching aid as the Beta Coefficient value was (B = 0.202) for the nurse tutors and (B = 1.061) for the students basing on their experience. Use of patient as a teaching aid is very common in Malawi and both the nurse tutors and students agree that it is the realistic and best way in teaching and has a strong binary logistic regression with a model outcome of (OR = 1.431; 95%CI (0.890 ± 2.304); p = 0.139). Conclusion: There is a need to develop the teaching strategies that would be conducive with the current scarcity of the teaching aids. Use of patients if ethically followed remains the most effective and efficient teaching aid in developing countries.
Magda? Ioana,Bontea Timea
Acta Didactica Napocensia , 2011,
Abstract: Many teachers and people in educational institutions consider it necessary prepare children for living in a computerized society. The Internet offers an incredible number of opportunities for teachers. The Web offer of e-learning open source platforms reached an impressive configuration. In this article, we present an educational software for developing digital skills conducted on the open source platform Moodle. The educational software has been developed for the grade’s XII students of a technical profile. It covers the unit Databases, namely, the Access application. The contents are particularly adapted for the students of Technical Colleges. We will also present a pedagogical research that demonstrates effectiveness of such an approach. We conducted the research at Technical College "Iuliu Maniu", Carei, Satu-Mare County. The research hypothesis was: Using a software to develop skills of using Microsoft Access application leads to much better results among students from technological high-schools. Our research proves that the use of an educational software and computer assisted instruction in teaching and learning contributes to a significant increase of efficiency of education.
The Use of Synchronous Videoconferencing Teaching to Increase Access to Specialist Nurse Education in Rural KwaZulu-Natal, South Africa  [cached]
Jennifer Chipps
Knowledge Management & E-Learning : an International Journal , 2010,
Abstract: In KwaZulu-Natal more than 50% of the population lives in the rural area but most of the health workers are based in urban centres where teaching hospitals and high incomes are common. Nursing provides the backbone of health care in the public sector. Specialist nurses such as advanced midwives or specialist HIV nurses are in short supply. Teaching via live synchronous videoconference (VC) provides an opportunity to extend specialist education to nurses at rural hospitals. Aim: The aim of the study was to review and evaluate the current use of videoconference education for nurses in KwaZulu-Natal. Methodology: A review the literature on VC education in nursing using bibliometric review strategies was conducted and two nurses’ education courses conducted via videoconferencing was evaluated against a set of criteria developed and validated by the Department of TeleHealth at the University. Results: 81 publications addressing videoconference nurse education were found, most being published after 2000. Over half were descriptive studies, but were still valuable for informing this study. Based on the evaluation of the two courses against the set of criteria, the two courses were aligned sufficiently well with the measurement criteria. Additionally, the delivery of the courses via videoconferencing allowed for the identification of potential cost savings. Discussion: This evaluation indicates that these two courses have been successfully implemented using VC. In the light of the potential savings of time and money, VC can be used to teach specialist nursing courses to rural nurses. Recommendations to improve the VC courses included orientation training for presenters and encouraging more research regarding the effectiveness of VC as a teaching modality for clinical nurses in rural areas. Conclusion: More attention should be given to developing the infrastructure and skills to make this technology available and commonly used in health services in under-resourced public health services and hospitals. Additional research is also suggested.
The Teaching and Learning Cycle: Integrating Curriculum, Instruction, and Assessment
Donna L. Jones
Christian Perspectives in Education , 2008,
Abstract: The philosophies of educators and government entities guide the teaching and learning cycle of curriculum, instruction, and assessment. The educator’s worldview plays an important part in developing these concepts which is demonstrated throughout history. Studying the history of the educational philosophers reveals their beliefs about curriculum, instruction, and assessments and the effects on education today. It shows the importance of integrating all three concepts in the educational process creating the teaching and learning cycle.
Network of educational investigation: Teaching innovatio  [cached]
Rosana de Pablo Redondo
World Journal on Educational Technology , 2011,
Abstract: The new educational reality, with the introduction of the European Higher Education Area (EHEA; and new requirements for education require a rethinking of the teaching process, which will use new technologies as key instruments. However, the concept of educational innovation goes beyond the widespread use of Information Technologies (IT). Structural changes are needed in educational institutions, which must be reorganized according to a new paradigm.This paper presents the strategic transformation developed by the National University of Distance Education (UNED); which involves the introduction of new instruments, new methodologies for current and prospective students and a new network organizational structure that facilitates global access to content and new methodologies. We emphasize Teaching Innovation Network, with special attention to the Educational Innovation in Finance. It shows a real example of combination of institutional change and educational initiatives. It combines efforts towards a better service and attention to students and the rest of the university community. And last, but not least, this new paradigm it is not only feasible but efficient because improvements outweigh organizational implications and economic costs
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