Effective online teaching and learning practices for undergraduate health sciences students: An integrative review

Learner nurses are socialised into the professional nursing culture through a formal
undergraduate nursing programme, where the professional values of nursing are instilled in them
throughout their four-year training. During the four years, learner nurses are prepared by nurse
educationalists (nurse educators and clinical supervisors) and professional nurses to become
professional to render a quality nursing service. This is in spite of the pressures and challenges
related to the ever-changing socio-economic and political climate that influence the health
context within which these nurses practice. The researcher became aware of a growing number
of complaints from various stakeholders in the nursing profession in the Western Cape about the
unprofessional conduct of learner nurses. Nurse educators and professional nurses in practice
also complained that learner nurses had not developed professionalism by the end of their 4th
years of the nursing programme. Perceptions of nursing professionals were that graduate nurses
did not conduct themselves in a professional manner after they had completed the formal
undergraduate nurses training programme. From these problems, it became evident that a clear
framework for professionalism should be developed for nurse educationalists and professional
nurses to facilitate professionalism in undergraduate learner nurses for nursing practice in the
Western Cape. The purpose of this study was to develop a conceptual framework for nurse
educationalists and professional nurses with which they can facilitate professionalism in
undergraduate learner nurses of the nursing practice in the University of the Western Cape. The
study departed within the paradigm of the professionalism taxonomy of Brown and Ferrill (2009)
and Dickoff, James and Wiedenbach (1968).

A conceptual framework for nurse educationalists and professional nurses to facilitate professionalism among undergraduate learner nurses for nursing practice in the Western Cape

Contemporary accounts of learning emphasise the importance of immediate social partners such as teachers and co-workers. Yet, much of our learning for work occurs without such experts. This paper provides an understanding of how and why new home care workers use scaffolding to learn and enact safe manual handling techniques in their workplaces, and suggests how their learning may be supported in the absence of direct supervision. A qualitative approach was adopted for this inquiry, in which newly recruited workers were directly observed and interviewed in their workplaces following classroom training. When learning without direct supervision, these workers were found to use the scaffolding in person-dependent ways. They constructed, engaged with, and subsequently dismantled their scaffolding as personally required, rather than relying on their teacher to decide how and when these forms of learning support should be used and withdrawn. Consequently, a range of scaffolds should be provided in the workplaces of these individuals, without rigid stipulations about how and when they are to be accessed. That is, the learners themselves should be encouraged to decide on the type and frequency of their interaction with the scaffolding provided, and to access or withdraw this support as required.

/pdf/learning-in-the-absence-of-direct-supervision-person-2un9vg9xjo.pdf

Learning in the absence of direct supervision: person-dependent scaffolding

Adult Learning-Focused Professional Development for Dental Hygiene Clinical Instructors by Meghan Ann McGuinness MA, Binghamton University, 2000 BS, Binghamton University, 1998 AAS, Broome Community College, 1997 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education

/pdf/adult-learning-focused-professional-development-for-dental-r9u4d94mzk.pdf

Adult Learning-Focused Professional Development for Dental Hygiene Clinical Instructors

Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees by Jolly Isaac MSN, Leelabai Thackersey College of Nursing, Mumbai, 2000 BSN, Bharati Vidyapeeth College of Nursing, Pune, 1996 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2015 Abstract A new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy.A new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy. Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees by Jolly Isaac MSN, Leelabai Thackersey College of Nursing, Mumbai, 2000 BSN, Bharati Vidyapeeth College of Nursing, Pune, 1996 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2015 Dedication This study is dedicated foremost to the almighty Lord and savior Jesus Christ whose love and grace sustains me every day. To my husband, Peter, who was my greatest support and strength throughout this period of study. My daughters, Malaika and Jessica, for their understanding, love, and patience when I had to spend long hours for my study. My parents, my siblings, and in-laws for their support and prayers. Acknowledgments My sincere gratitude to my chair Dr. Ramirez and other committee members Dr.Laura Meyer and Dr.Caroline Crawford for their support and counsel throughout the doctoral process. My mentor and ex-boss Dr. Roxanne Nematollahi who encouraged me to enroll in the doctoral program. To Susan Ward and Beth Rodabaugh who helped me with getting approvals at the workplace and for their unwavering support. To my CEO for granting the permission to do the study at my workplace. To my colleague Francess Vicente who helped me to design an e-learning assessment so that it could be administered through the LMS and for coaching me on how to pull out reports from the LMS. To my fellow workers who consented to be participants for my study and took time from their very busy schedules to do the tests. God Bless you all for being an important part of this doctoral journey, which has molded and polished me to be a better scholar, academic writer, practitioner, and much more.

/pdf/comparing-basic-computer-literacy-self-assessment-test-and-48kmyuo6ll.pdf

Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees

This paper reviews the foundational litera- ture of contemporary e-learning, with a focus on scaffolding, instructional design, and engagement. These concepts are then considered in two limited case studies, each involving e-learning and adult learners—in particular, nurse-learners. The first case study describes the use of  a scaffolding model called Introduction, Connect, Apply, Reflect, and Extend (ICARE) in e-learning for nursing education. The second is a reflection on the use of engagement strategies for the purposes of discourse and learning in a different online nursing context. Because nursing educators were among the early adopters of e-learning, they are important mentors to others who are adopting e-learning strategies at this time. Additionally, the paper is a crossroads publication: it reminds the reader of the imperative to review theory and emerging evidence related to e-learning and to bring key findings to the actual practice of e-learning in order to benefit the adult student. This commitment to theory and practice will enable the evolution of e-learning for all learners, including returning adult learners and working professionals. Keywords: scaffolding, instructional design, interaction, best practices, engage- ment, adult education, working profes- sionals, e-learning.

/pdf/the-use-of-scaffolding-and-interactive-learning-strategies-3yta6uaxgg.pdf

The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education

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The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education