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The Effect of e-learning Approach on Students’ Achievement in Biomedical Instrumentation Course at Palestine Polytechnic University  [cached]
Abdallah Arman,Taha El-Arif,Abdul-latif Elgazzar
Communications of the IBIMA , 2009,
Abstract: E-learning is widely used in universities and other organizations all over the world, either to support classroom learning or on its own. The Palestine Polytechnic University (PPU) is no exception. Usually, a special kind of web-based content management system is used for running e-learning courses. These systems hold all the course content and information of the students and also provide the interactive tools to support learning process. While using such systems makes the e- learning experience much easier, it also induces some problems like the heterogeneous previous knowledge of the students. The attitude of students towards e-learning or learning content management systems is also an important factor in e-learning. There have not been any major surveys in the PPU in that regard. With newly developing multimedia technologies, incorporating simultaneous presentations of narration, images, and text, the possibilities for instruction are vast. Yet, how and when should educators use these technologies in the most effective ways to enhance learning? This is the driving question behind this research: What is the effectiveness and usefulness of using multimedia in e-learning approach in teaching the Biomedical Instrumentation course for students of Biomedical Engineering Program in the Palestine Polytechnic University? In this study, an experimental group of (14) students was examined after studying a course using e-learning approach. The instructional design approach was used. I have used the El-Gazzar Instructional Design Model (2002) since it was proved to be simple and efficient. The course was implemented using MOODLE-LMS. The students’ achievement was examined before and after the experiment. The research results proved that there is a significant increase in gain in achievement. The e-learning has achieved efficiency greater than (80%) in achievement. Also, the e-learning has achieved efficiency greater than (1.2) measured with respect to Black’s Gain Ratio in achievement. Also, the e-learning has achieved efficiency greater than (0.6) measured with respect to McGugian’s Gain Ratio in achievement. The e-learning has achieved larger effect size (more than 0.14) on achievement.
Evaluating the distribution of courses in Turkey's bachelor's of science in nursing curricula that contain the concept and foundations of transcultural nursing  [cached]
Gülbu Tanr?verdi,Sibel Karaca Sivrikaya,Hacer ?etin
International Journal of Human Sciences , 2009,
Abstract: Aim: The aims of this manuscript are to examine the presence of transcultural Nursing concept and foundations in Turkey's Bachelor's Of Science In Nursing curricula.Methods: Tis study was planned as a descriptive study during the 2004-2005 academic year in Turkey's Bachelor's of Science in Nursing Curricula. The manuscript data were collected by internet, mail, fax and telephone calls. Percentage was used in the statistical evaluation.Results: According to findings none of the 66 Bachelor's of Science in Nursing curriculum programs had "transcultural Nursing" as a required course. There was only one nursing school that did have the course as an elective. However, There was courses like Socio-Anthropology, Medical Anthropology, Health Sociology and Anthropology which has the elements of transcultural nursing concept are included in BSN programs.Conclusions: Based on the findings it is recommended that Turkey's university curriculum programs in Nursing College and Health Colleges to be reevaluated for the inclusion of a transcultural Nursing Course.
Women's health education in undergraduate nursing courses
Alencar, Neiva Gomes de;Batista, Sylvia Helena Souza da Silva;Ruiz-Moreno, Lídia;
Revista Latino-Americana de Enfermagem , 2007, DOI: 10.1590/S0104-11692007000200025
Abstract: this article aimed to analyze the women's health education in the nursing courses in s?o paulo, sp, brazil, characterizing faculty members and the pedagogical processes implemented. a questionnaire was carried out with 17 professors responsible for the teaching. it was possible to observe good qualification of the faculty members, in its majority with teaching experience superior to five years. in addition, most of the professors have teaching education with partial dedication to teaching and research or work per hour. the denomination "women's health nursing assistance" is adopted by the majority of courses. the pedagogical processes tend to extend conceptual references, keeping expositive classes as the main teaching strategy and written tests are the most applied evaluation method. the teaching of woman's health presents, therefore, a more critical perspective about woman's health with the participation of graduate professors and learning situations that integrate both the transmission and the active construction of knowledge.
Effect of High Fidelity Simulation on Nursing Students’ Knowledge in Palestine  [PDF]
Nida Jawabreh, Ahmad Ayed, Ahmad Batran
Open Journal of Nursing (OJN) , 2019, DOI: 10.4236/ojn.2019.94033
Abstract: Simulation-based teaching ingredients actual patient encounters with high fidelity simulators, mimicking real-time patient scenarios in a realistic, controlled environment. This study examined the effect of the simulation on nursing students’ knowledge of adult nursing course before and after simulation sessions. An experimental, one-group (pretest-posttest) design was used. A convenience sample of nursing students enrolled in adult nursing course (n = 102) attended the 8 simulation scenarios. A paired t-test indicated that posttest mean knowledge of adult nursing course was higher than pre-course; however, simulation is significantly effective in helping to improve nursing students’ knowledge.
Profile of students registered in nursing auxiliary and technician courses of the Nursing Worker Professionalization Project (PROFAE) in Rio de Janeiro - Brazil
Oliveira, Beatriz Guitton Renaud Baptista de;Porto, Isaura Setenta;Ferreira, Márcia de Assun??o;Castro, Joyce Beatriz de Abreu;
Revista Latino-Americana de Enfermagem , 2007, DOI: 10.1590/S0104-11692007000100019
Abstract: this paper aims to present a profile of students registered in the professional training courses for nursing auxiliaries and complementation courses for nursing technicians of the nursing worker professionalization project - profae. this quantitative study was carried out in the state of rio de janeiro, brazil, from august 2004 to january 2005, through the application of 1,400 questionnaires. data analysis used descriptive statistics, with simple frequencies and percentages. after tabulation, data were divided in the following categories: sociodemographic data, educational background, family profile, habits, professional activity, salary range, expectations about profae and nursing, difficulties to participate in the project and the teaching-learning process. students/workers graduated from the profae program tend to improve the quality of hospital and outpatient care, contributing to labor market dynamics in the health sector.
Health education: analysis of its teaching in undergraduate nursing courses
Almeida, Alva Helena de;Soares, Cássia Baldini;
Revista Latino-Americana de Enfermagem , 2011, DOI: 10.1590/S0104-11692011000300022
Abstract: from the perspective of collective health, this study aimed to analyze how the teaching of health education in undergraduate nursing courses is processed contemporarily. the educational institutions were selected so as to represent the public and private sectors. the subjects, teachers responsible for developing the theme, were identified from the indications of the coordinators of the courses. an exploratory, descriptive, analytical, study with a qualitative approach was developed, which utilized documental analysis and a semi-structured interview based on a script, the analysis of which followed the steps of content analysis and identification of thematic nuclei. the results showed that the teaching developed remains largely linked with the biomedical preventive model and that the concepts of critical education and ‘popular’ educational practices are scarce, due to the deficient political education of the teachers, and more broadly, as a consequence of coping with an academic context of the implementation of the neoliberal ideas.
The Effect of Using V Diagrams on the Achievement of Student in Basic Chemistry Laboratory Courses
Dilek ?EL?KLER,M. Handan GüNE?,Tohit GüNE?,K?v?lc?m ?END?L
Journal of Kirsehir Education Faculty , 2008,
Abstract: In this study, importance of V-diagrams for experimental learning, using of it for integration of theoretic knowledge with laboratory observations and how the V-diagrams can be prepared have been explained. The aim of the present study is to investigate the effects of V-diagrams on the learning achievement of acids and bases, simple gas Laws, solutions and solubility, effect of temperature on solubility, effect of concentration on reaction rate, hydrolysis of salts electrolysis and chemical kinetics, in chemistry laboratory of second year mathematic trainer teachers. The subjects were divided into two groups: experimental (N=67) and control (N=67). Before the application, both groups received a pre-test. The results of the test showed no significance difference between the experimental and control groups (t= 0.225; p= 0,823). The post-test achievement scores of the experimental group using V-diagrams in teaching showed a significant difference in favor of the experimental group (t= 16.880; p=0.000)
Decision-making in Emergency Nursing, Emergencies and Disasters: Margins of autonomy and responsibility.  [PDF]
Antonio Jesús Valenzuela Rodríguez
Páginasenferurg.com , 2009,
Abstract: Fear of achieving higher levels of nurse autonomy must be overcome for a new environment of relationships, change,communication and respect within the multidisciplinary team.The progressive achievement of new skills, the handling of evidence and the implementation of models and ways of working based on the nursing process,through encouraged training courses into the company and by the possibility of resource management in line and technology, foster as the ideal setting for Emergency Nursing, Emergency and Disaster acquires its own identity and development.
Development and evaluation of a virtual learning environment in professional nursing courses
Aguiar, Raymunda Viana;Cassiani, Silvia Helena De Bortoli;
Revista Latino-Americana de Enfermagem , 2007, DOI: 10.1590/S0104-11692007000600005
Abstract: this study aimed to: develop and evaluate a virtual learning environment in the theme administering medications in a professional nursing course in curitiba/pr, brazil. the program's elaboration was divided in three phases: 1- virtual learning environment development guide. phase 2, corresponded to implementation and assessment of its use. phase 3, learning evaluation. the program evaluations demonstrate that it is in accordance to the educational goals intended to develop and implement an educational technology. the assessment on learning showed that the students answered correctly 85% of the questions discussed. the possibility of elaborating new educational technologies can be helpful in the teaching/learning process, as well as in the development of future nursing professionals.
Using quality and safety education for nurses principles to enhance foundational nursing courses: Outcomes from an innovative curriculum project  [cached]
Susan McLennon,Barbara Manz Friesth,Sue Lasiter
Journal of Nursing Education and Practice , 2012, DOI: 10.5430/jnep.v3n4p1
Abstract: Background: Shortcomings of traditional methods used to prepare undergraduate nursing students for the increasingly complex demands of the current healthcare environment have been cited by national organizations as rationale for the revision of nursing program curricula. In this curriculum project, two undergraduate nursing courses, in which students were simultaneously enrolled, were enhanced to meet emerging national standards for nursing education. Objectives: The aims of this project were to: 1) integrate the didactic and psychomotor skill components of the two courses into congruent modules with a focus on application in complex health care settings, 2) increase the emphasis on self-directed and collaborative learning to prepare students for inter-professional practice, and 3) implement learning experiences that incorporate the knowledge, skills, and attitudes necessary for professional role development. Methods: Guided by recommendations from the Quality and Safety Education for Nurses project and the American Association of Colleges of Nursing document Essentials for Baccalaureate Education, several enhancements were implemented. First, enhancements were piloted in the fall semester with a small group of students enrolled in the two courses. In the following semester, the full project was implemented for all students (n=126) and course faculty (n=12). Specific strategies included the development of a set of 24 proprietary skills videos, a group cultural competence project, an unfolding case study, and adding clinical situations to support learning in context in the classroom and during psychomotor skills training. Outcomes were evaluated with student and faculty surveys and a faculty focus group. Descriptive statistics were used to summarize survey data and a content analysis was performed on data from the focus group. Results: Overall, the faculty and students evaluated the curriculum enhancements positively with 57% to 88% rating most of the items as “strongly agree” or “agree”. From the focus group, faculty perceived that the enhancements were “more organized…it just flowed”, and “it made clinical a little easier. Faculty thought students were “taking more ownership…of their own learning.” Implications and Conclusions: Students and faculty thought that course changes encouraged self-directed learning and successfully merged clinical application with didactic and psychomotor skills classes. These findings may be useful for others planning course changes that enhance self-directed learning, and that want to merge clinical application within the
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