Academic literature on the topic 'Nursing Study and teaching Australia Evaluation'
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Journal articles on the topic "Nursing Study and teaching Australia Evaluation"
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Macdiarmid, Rachel, Rhona Winnington, and Eamon Merrick. "Exploring case based clinical learning in graduate-entry nursing." Pacific Journal of Technology Enhanced Learning 2, no. 1 (December 18, 2019): 29–30. http://dx.doi.org/10.24135/pjtel.v2i1.57.
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 The Master of Nursing Science (MNSc) has been developed as a Graduate Entry to Nursing (GEN) programme. It is an accelerated, intensive two-year degree involving the completion of 1100 clinical practice hours to meet New Zealand Nursing Council registration requirements, together with achieving a level of critical thinking that will support excellence in clinical practice. GEN programmes are well known to attract diverse, motivated graduates often with successful careers that want a change of direction (Stacey, Pollock & Crawford, 2016; Pellico, Terrill, White & Rico, 2012).
 In 2019 the MNSc was in its first iteration, therefore the three lecturers involved had scope to consider the design and delivery of the learning to best support student understanding and engagement. Together with institutional teaching and learning development mentors we brainstormed different approaches to teaching and learning. There is dearth of evidence regarding the development of clinical reasoning and critical thinking for post-graduate nursing students in Australasia. The aim was to develop teaching approaches that encouraged students to engage with the content and foster the development of critical thinking and clinical reasoning. Meyers and Nulty’s (2009) adoption of Biggs (2003) 3P Model of learning and teaching influenced the development of content across multiple discrete units of study. An evolving case study approach supported with podcasts was developed. The first evolving case study focused on a client with a rural New Zealand address and health status common to his age group and life experience. The podcasts aligned with the weekly development of the case. International content experts participated in topics as varied the management of analgesia, history of consent, and assisted dying and others.
 To iteratively explore and understand the effectiveness of this teaching approach the authors concurrently undertook research. Informed by educational design research (EDR) methodology we explore the process of constructing an authentic learning experience for students. Educational design research (EDR) evolved from design-based research and is recognised as being practical and eminently suitable to explore a small teaching and learning project (Jetinikoff, 2015; McKenney & Reeves, 2018). The aims of this research were to 1) explore and describe the process of constructing an authentic learning experience enabled by technology; and 2) understand and reflect on student learning using an evolving case-study with podcasted content. The research team is currently undertaking the reflection, adaption, and evaluation stage of the EDR methodology. The results of this and the theory stage will be resented at SoTEL. In this presentation, the analysis of the teaching teams’ reflections will be explored. Key to our discussion with the audience will be sharing our reflections and in turn seeking their advice to explore how to engage students in technology enhanced delivery in a fast-paced course.
 
 
 
 
 
 
 References:
 Biggs, J.B. (2003). Teaching for quality learning at university. (2nd ed.). Maidenhead: Open University Press.
 Jetnikoff, A. (2015). Design based research methodology for teaching with technology in English. English in Australia, 50(3), 56-60.
 McKenney, S., & Reeves, T. (2018). Conducting Educational Design Research (2nd ed.). Routledge: https://ebookcentral.proquest.com/lib
 Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34, (5), 565–577.
 Pellico, L.H., Terrill, E., White, P., & Rico, J. (2012). Integrative review of graduate entry programs. Journal of Nursing Education, 51(1), 29-37. http://dx.doi:10.3928/01484834-20111130-01.
 Stacey, G. Pollock, K., & Crawford, P. (2016). The rules of the game in graduate entry nursing: A longitudinal study. Nurse Education Today, 36, 184-189. http://dx.doi:10.org/10/1016/j.nedt.2015.09.016
 
 
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Thalluri, Jyothi, and Joy Penman. "Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." Issues in Informing Science and Information Technology 16 (2019): 197–210. http://dx.doi.org/10.28945/4297.
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Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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Chunyan Li, and Siyuan Tang. "Evaluation and Study on Medical Nursing Teaching Based on Neural Network." International Journal of Digital Content Technology and its Applications 7, no. 6 (March 31, 2013): 887–95. http://dx.doi.org/10.4156/jdcta.vol7.issue6.100.
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Hall, Catherine E. A. "Toward a model of curriculum analysis and evaluation — Beka: A case study from Australia." Nurse Education Today 34, no. 3 (March 2014): 343–48. http://dx.doi.org/10.1016/j.nedt.2013.04.007.
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Virik, Kiran, and Paul Glare. "Profile and Evaluation of a Palliative Medicine Consultation Service Within a Tertiary Teaching Hospital in Sydney, Australia." Journal of Pain and Symptom Management 23, no. 1 (January 2002): 17–25. http://dx.doi.org/10.1016/s0885-3924(01)00371-2.
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Campbell-Grossman, Christie, Bunny Pozehl, and Lani Zimmerman. "Nursing Students’ Evaluation of Classroom Teaching: Developing and Testing an Instrument." Journal of Nursing Measurement 4, no. 1 (January 1996): 49–57. http://dx.doi.org/10.1891/1061-3749.4.1.49.
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Although literature on instruments measuring classroom teaching is abundant, it is difficult to find an established tool that meets the specific evaluation needs of faculty teaching in a contemporary nursing college. This methodological study developed and tested an instrument for student completion that assessed the effectiveness of a faculty member’s classroom teaching in a modern curriculum. The items were developed from a literature review and feedback from content experts. Four midwestern nursing schools participated in the assessment of the instrument’s reliability and validity. A coefficient alpha of .98 was reported for internal consistency (N = 233) and r = .85 (p < .001) for test-retest reliability (n = 35). Factor analysis revealed one dominant factor that measured effective traits/methods in classroom teaching. This factor’s eigenvalue of 28.95 accounted for 60% of the total variance.
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Vilaplana, Josep Maria Gutiérrez, Alessandra Zampieron, Lourdes Craver, and Alessandra Buja. "EVALUATION OF PSYCHOLOGICAL OUTCOMES FOLLOWING THE INTERVENTION ‘TEACHING GROUP’: STUDY ON PREDIALYSIS PATIENTS." Journal of Renal Care 35, no. 3 (September 2009): 159–64. http://dx.doi.org/10.1111/j.1755-6686.2009.00113.x.
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Barbosa, Sayonara de Fatima Faria, and Heimar de Fatima Marin. "Web-based simulation: a tool for teaching critical care nursing." Revista Latino-Americana de Enfermagem 17, no. 1 (February 2009): 7–13. http://dx.doi.org/10.1590/s0104-11692009000100002.
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The objectives of this study were to develop, to implement and to evaluate a web-based simulation for critical care nursing, as a tool for teaching nursing students at the undergraduate level. An adapted methodology was used to develop teaching material in a web-based learning environment, consisting of three evaluation phases (ergonomic, pedagogical and usability), carried out by web-designers/programmers, nursing teachers/nurses, and undergraduate nursing students. The research tools used were three different evaluation forms, based on a five-point Likert scale, which were applied after using the simulation. The results garnered from the forms show positive analyses in every evaluation, with special emphasis on the encouragement of learning in the pedagogical evaluation period. In the usability evaluation, the highlight was on the students' satisfaction in using the environment and how easy it was to navigate. This shows the feasibility of using this simulation to improve the learning process.
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S. Carlson, Joanne. "Orientation, Evaluation, and Integration of Part-Time Nursing Faculty." International Journal of Nursing Education Scholarship 12, no. 1 (January 1, 2015): 83–90. http://dx.doi.org/10.1515/ijnes-2015-0036.
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AbstractThis study helps to quantify and describe orientation, evaluation, and integration practices pertaining to part-time clinical nursing faculty teaching in prelicensure nursing education programs. A researcher designed Web-based survey was used to collect information from a convenience sample of part-time clinical nursing faculty teaching in prelicensure nursing programs. Survey questions focused on the amount and type of orientation, evaluation, and integration practices. Descriptive statistics were used to analyze results. Respondents reported on average four hours of orientation, with close to half reporting no more than two hours. Evaluative feedback was received much more often from students than from full-time faculty. Most respondents reported receiving some degree of mentoring and that it was easy to get help from full-time faculty. Respondents reported being most informed about student evaluation procedures, grading, and the steps to take when students are not meeting course objectives, and less informed about changes to ongoing curriculum and policy.
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BI, P., P. J. TULLY, S. PEARCE, and J. E. HILLER. "Occupational blood and body fluid exposure in an Australian teaching hospital." Epidemiology and Infection 134, no. 3 (September 30, 2005): 465–71. http://dx.doi.org/10.1017/s0950268805005212.
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To examine work-related blood and body fluid exposure (BBFE) among health-care workers (HCWs), to explore potential risk factors and to provide policy suggestions, a 6-year retrospective study of all reported BBFE among HCWs (1998–2003) was conducted in a 430-bed teaching hospital in Australia. Results showed that BBFE reporting was consistent throughout the study period, with medical staff experiencing the highest rate of sharps injury (10·4%). Hollow-bore needles were implicated in 51·7% of all percutaneous injuries. Most incidents occurred during sharps use (40·4%) or after use but before disposal (27·1%). Nursing staff experienced 68·5% of reported mucocutaneous exposure. Many such exposures occurred in the absence of any protective attire (61·1%). This study indicated that emphasis on work practice, attire, disposal systems and education strategies, as well as the use of safety sharps should be employed to reduce work-related injuries among HCWs in Australia.
Dissertations / Theses on the topic "Nursing Study and teaching Australia Evaluation"
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Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
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Baume, Georges Jean Roger. "Tourism and hospitality management education in Australia : development of a conceptual framework and model for the 21st century." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phb3471.pdf.
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Bibliography: leaves 305-335. Investigates the rapid expansion, growth, and perceived quality and viability of tourism and hospitality management education. Argues that there are doubts as to whether tourism and hospitality management education is changing according to the needs of industry and the requirements of future managers. An analysis of tourism and hospitality programs in Australian colleges and universities is conducted. Results from the analysis support the proposition for a change of direction in graduate tourism and hospitality management education, and demonstrate a general agreement in terms of content and structure.
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Bird, Michele Marie. "Evaluation of a nursing residency program." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/808.
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Recruitment and retention of professional nurses are crucial issues for hospital departments of nursing. Recognizing the necessity to bridge the gap that persists between nursing education and nursing services, hospitals have designed programs to assist new nurses make the transition to current nursing practice. By helping individuals make the transition to current nursing practice it is hoped that staff nurses will be retained.
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Hung, Chi-chiu Stephen, and 洪志超. "An evaluation study on the integration of theory and practice of nursing curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960170.
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Guimond, Mary Elizabeth. "Evaluation of a simulation-enhanced obstetric clinical experience on learning outcomes for knowledge, self-efficacy, and transfer." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4572.
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Simulation using computerized patient mannequins may be a useful mechanism to teach safe and effective nursing care, thus improving the quality of education for nurses. As nursing program enrollments grow, clinical placement is becoming more difficult and may not offer consistent learning opportunities that reinforce safe and effective nursing practice. This study applied Ford, Smith, Weissbein, Gully, and Salas' (1998) model of learning transfer as the theoretical framework to design a simulated obstetric clinical learning experience to augment the current clinical practice model, an approach that may lead to an improved educational experience. The purpose of this study was to compare learning outcomes of two clinical teaching strategies for obstetric clinical content for undergraduate nursing students: standard clinical instruction and a simulation-enhanced clinical experience. A mixed-method approach was used. A randomized cluster design was chosen to compare the learning outcomes for students participating in a simulation-enhanced clinical experience versus students participating in a traditional clinical rotation. From the study population of 124 students, 40 participated in the simulation-enhanced clinical group, with the remainder of students serving as controls. Four instruments (Obstetric Nursing Self-Efficacy instrument, Goal Orientation Scale, Proxy Measure, and examination knowledge items) were used to measure student characteristics or achievement of outcomes. Learning outcomes for self-efficacy, knowledge, skills, and transfer were compared between the groups using ANCOVA, independent sample t-test, and chi-square analyses. A qualitative descriptive analysis of clinical evaluations for all students was also conducted. Demographic characteristics between the groups were not statistically different.; The analysis of covariance (ANCOVA) revealed no difference in ONSE posttest scores between the groups after adjusting for goal orientation and ONSE pretest scores. An alternative ANCOVA for sequence (time in semester when the simulation occurred) and group was not significant. However, after adjustment for the covariate of ONSE pretest scores, ONSE posttest scores varied with sequencing (p less than] .05); students who had the simulated experience during the first half of the semester (M=67.27) scored higher than those in the second half (M=60.89) when pretest scores were used as a covariate. No differences were found between the experimental and control groups for knowledge or skills. The narrative analysis revealed broad variation in comments on the clinical evaluation form among clinical instructors. Attitude, knowledge attainment, skill acquisition, helpfulness, and professional role attributes were common themes related to student clinical performance. The findings from the study contribute to a growing body of literature evaluating the efficacy of simulation to augment clinical nursing practice experience. Data suggest there is little difference in learning outcomes for students participating in a simulation-enhanced clinical group versus the traditional clinical rotation. This finding supports that at least 15% of clinical hours could occur in a simulated clinical environment. A model driven method of simulation design and delivery could support learning in a way that will allow for efficient and effective use of simulation to support safe and effective obstetric nursing care.<br>ID: 029049841; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 141-149).<br>Ph.D.<br>Doctorate<br>Nursing
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Rennert, Karin I. "An evaluation of intervention designed to teach communication strategies to care-givers of nursing home residents." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29787.
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This study evaluated the ability of nursing home staff to implement communication strategies as a result of inservice education. Seventeen subjects, from two occupational groups (patient care aides, and rehabilitation staff), were observed twice each during routine interactions with the nursing home residents. The measurement tool consisted of 11 communication behaviours, which were scored according to degree of use. There were two categories of strategies: those that could be used in all situations, and those that were appropriate only for some situations. Results were mixed: the experimental group (N=5), who attended the inservice, showed an increase in the use of latter category of communication strategies, while the control group (N=12) decreased their use of the same strategies. In the former category of strategies, no difference was found between the experimental and control groups. The discussion focused on possible sources of confound, and recommendations for further research.<br>Medicine, Faculty of<br>Audiology and Speech Sciences, School of<br>Graduate
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Furst, Laetitia Nicole. "The effect of teaching methods used as experienced and perceived by student nurses at a nursing college in the Western Cape province." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17812.
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Thesis (MCur)--Stellenbosch University, 2011.<br>ENGLISH ABSTRACT: The 21st century teaching environment is unique in its diversity, and challenges
academic staff to create a teaching environment that is conducive to all current
learners. Various teaching methods are available and affordable, but technology
remains an essential investment for the future of higher education institutions.
The goal of the study was to evaluate the perceptions of student nurses regarding
the effectiveness of the teaching methods which they experienced at a nursing
college in the Western Cape Province.
The objectives included an evaluation of the effectiveness of teaching methods as
perceived and experienced by students of:
- The traditional (green/whiteboard) lecture
- Group activity
- Self-activity
- The use of technology such as PowerPoint presentations and video clips.
An explorative descriptive research design was applied with a quantitative approach.
The target population (N=1238) consisted of nursing students following the
programme leading to registration as a professional nurse. Stratified random
sampling was used to select the sample of participants (n=267).
Data was collected personally by the researcher with a self-administered
questionnaire which consisted of predominantly closed questions.
Ethics approval to conduct this study was obtained from Stellenbosch University
including permission from all other relevant parties.
Reliability and validity of the study were assured through a pilot study, consultation
with experts in nursing, education and statistics. The reliability of the questions were
tested using the Cronbach alpha coefficient test which varied between .89 and .94.
The data was analysed with the support of a statistician and was expressed as
frequencies in tables and histograms. Descriptive statistics and post-hoc analyses
including tests for statistical associations were performed.
Results include a significant difference in generation X participants and the
green/whiteboard teaching methods (Spearman p-value = 0.02) and their preference of the traditional lecture as a teaching method (Spearman p-value = <0.01). The
perceived effectiveness of the teaching methods on student performance varied
between very helpful and not helpful. Only (n = 49/19%) of participants experienced
the traditional lecture as being very helpful on their general academic performance, in
comparison to the effect of group work (n = 69/26%) and self-activity (n = 102/39%).
Furthermore, no significant results were obtained between the participants and the
perceived effect of the teaching methods.
Open-ended questions showed that participants regarded the teaching strategies as
boring and ancient and that much of the unhappiness expressed stems from the
difference in the needs of millennials and the lack of change and obstinacy existing
amongst academics.
Recommendations include an increase in the use of technology, a blended approach
to teaching, the re-training of academic staff, measures in counteracting a boring
classroom environment, orientation for neophyte academics and students, workload
perception of students and class size.
In conclusion should recommendations be implemented a complete transformation of
the college under study will result. It may force the education institution to move out
of complacency, to a more vigorous and dynamic education environment that
enables them to emerge as an Higher Education Institution (HEI) of good standing.<br>AFRIKAANSE OPSOMMING: Die een-en-twintigste-eeuse onderwysomgewing is uniek wat betref diversiteit en
daag akademiese personeel uit om teenswoordig ’n onderwysomgewing te skep wat
bevorderlik is vir alle leerders. Verskeie onderwysmetodes is beskikbaar en
bekostigbaar, maar tegnologie bly ’n noodsaaklike belegging vir die toekoms van
hoër onderwysinstansies.
Die doel van hierdie studie was om die effektiwiteit van die gebruik van
onderwysmetodes wat waargeneem en ondervind word deur
studentverpleegkundiges by ’n spesifieke Verpleegkollege in die Wes-Kaap, te
evalueer. Die doelwitte sluit in die evaluering aangaande die effektiwiteit soos
waargeneem en ondervind deur studente van die volgende onderwysmetodes:
- Die tradisionele groen/witbord lesing
- Groepaktiwiteit
- Selfaktiwiteit
- Die gebruik van tegnologie soos PowerPoint-aanbiedings en video-insetsels.
’n Ondersoekende, beskrywende navorsingsontwerp met ’n kwantitatiewe
benadering is toegepas. Die teikengroep is (n=1238) wat uit verpleegstudente
bestaan wat die program vir die van ’n geregistreerde professionele verpleegster
volg. ’n Gestratifieerde ewekansige steekproef is gebruik om die deelnemers (n=267)
te selekteer.
Data is self deur die navorser ingesamel deur gebruik te maak van ’n selfgeadministreerde
vraelys wat hoofsaklik uit geslote vrae bestaan het.
Etiese goedkeuring om die studie na te vors, is verkry van die Universtiteit van
Stellenbosch, asook die van al die betrokke partye.
Betroubaarheid en geldigheid van die studie is verseker deur ’n loodsondersoek,
sowel as raadpleging met deskundiges op die gebied van Verpleging, Opvoedkunde
en Statistiek. Die betroubaaarheid van die vrae is getoets deur gebruik te maak van
die Cronbach-alpha koëffisiënt toets wat tussen .89 en .94 gevarieer het.
Die data is geanaliseer met die ondersteuning van ’n statistikus en word voorgestel
as frekwensies in tabelle en histogramme. Beskrywende statistieke en post-hoc
analises, insluitende toetse vir statistiese assossiasies, is uitgevoer. Resultate sluit in ’n beduidende verskil in generasie x-deelnemers en die groen- of
witbord onderwysmetodes (Spearman p-waarde = 0.02) en hul voorkeur vir die
tradisionele lesing as ’n onderrigmetode (Spearman p-aarde >0.01). Die effektiwiteit
van die onderwysmetodes op studenteprestasies wat waargeneem is, varieer tussen
baie waardevol en van geen waarde nie.
Slegs (n=49/19%) van die deelnemers het die tradisionele lesing as baie waardevol
vir hul algemene akademiese prestasie ervaar, in vergelyking met die effek van
groepwerk (n=69/26%) en self-aktiwiteit (n=102/39%). Vervolgens, is geen
beduidende resultate verkry tussen die deelnemers en die effek van die
onderrigmetodes wat waargeneem is nie.
Ope vrae bewys dat deelnemers die onderwysstrategieë as vervelig en verouderd
beskou en dat baie van die ongelukkigheid wat deurgevoer is, voortspruit uit die
verskil in die behoeftes van die milleniums en die gebrek aan geneentheid, asook
halsstarrigheid by akademici om te verander.
Aanbevelings sluit in ’n toename in die gebruik van tegnologie, ’n saamgestelde
benadering tot onderrig, die heropleiding van akademiese personeel, maatstawwe
om ’n vervelige klaskameratmosfeer teen te werk, oriëntering vir neofiet akademici
en studente se persepsie van werklading en klasgrootte.
Ten slotte, indien aanbevelings geïmplementeer word, sal ’n volslae transformasie
van die kollege onder die soeklig, plaasvind. Dit mag die opvoedkundige instansie
forseer om te beweeg vanuit ’n toestand van gemaksugtigheid na ’n meer
ondernemende en dinamiese onderrigomgewing wat in staat sal wees om as ’n Hoër
Onderwysinstansie van formaat te funksioneer.
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Kelich, Catherine E. "Program evaluation of baccalaureate nursing programs : at one and five years after graduation." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865958.
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Administration and faculty are now being held accountable for the learning process in educational programs at the institutional level. The purpose of this study was to describe and compare baccalaureate graduates' perceptions of Ball State University School of Nursing's education program and employers' perceptions of those graduates. This study also examined graduates demographic characteristics such as, personal information, education, professional practice, and professional activities. Stufflebeam's (1966) CIPP Model for evaluation was utilized as a theoretical framework. A convenience sample of all graduates of 19881990 one year after graduation and 1986-1987 graduates five years after graduation and employers willing to participate completed the questionnaires and/or demographic sheet. The perceptions of graduates towards Ball State University School of Nursing's educational programs and employers'perceptions towards the graduates were examined in descriptive design.A list of names was received from Ball State University's Alumni Office. Questionnaires were coded and mailed with a cover letter and a stamped, self-addressed envelope.All participants were informed of rights as human subjects and the confidentiality of this study. A cover letter informed subjects of procedures, risks, and benefits. Ball State University's Institutional Review Board granted permission to conduct the study.The findings of this study of one and five year postgraduates lead to the general conclusion that Ball State University's baccalaureate nursing program has been successful. These findings are consistent with those found in the literature. In general, the graduates expressed satisfaction with all aspects of the baccalaureate nursing education.The findings from the instrument to measure employers' perceptions (one and five years after graduation) were positive. Approximately three fourths of employers indicated the graduates functioned at above expected levels in regards to communication, nursing, leadership skills, andprofessionalism. The graduates had a successful transition into practice, and employers were satisfied with the graduates' performances.<br>School of Nursing
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Katterheinrich, Michelle K. "Evaluation of questioning as a strategy to facilitate development of critical thinking by faculty in the clinical setting." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389685.
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Nursing schools today are bound by accreditation agencies to produce graduate nurses who can think critically. Clinical instructors play the dominant role in transitioning students from the didactic experience to the clinical experience. The clinical experience is where students practice higher levels of thinking under the supervision and guidance of a clinical instructor in order to arrive at safe patient care decisions. Regardless of the teaching method used to develop critical thinking skills, it is the underlying questioning skill of the instructor that facilitates the growth of critical thinking (Giddings, Dyson, Entwistle, Macdiarmid, Marshall, & Simpson, 2000; Hermiz, 2001, p. 183; Myrick & Yonge, 2002).The purpose of the descriptive study was fourfold: (a) to examine the cognitive characteristics of questions asked by clinical nurse faculty of baccalaureate nursing students, (b) to examine faculty perceptions of the questions being asked in the clinical setting, (c) to examine the questions asked under the categories posed by Myrick and Yonge (2002) of theoretical knowledge, clinical decision-making and action in an effort to determine if systematic questioning is occurring that moves students from theoretical knowledge through to nursing action, and (d) to compare faculty perceptions of the questions asked. Questions were examined for level and type as defined by Craig and Paige (1981); and context in which the question was posed utilizing the guidelines posed by Myrick and Yonge (2002) as theoretical knowledge, clinical decision-making and action. The academic and professional characteristics of clinical faculty were captured utilizing a demographic survey.Findings mirror that of previous research. Clinical faculty continue to ask low cognitive level questions of baccalaureate nursing students. Approximately 71.8% of the questions represented the categories of knowledge, comprehension and application. In addition, over 21% of the questions posed fell into the category of "other" representing questions that were primarily yes/no, and information seeking type questions When looking at sequencing of questions, again, primarily the questions fell into the theoretical knowledge category, and did not move the student through to the evaluation of nursing care.<br>Department of Educational Studies
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Burris, Roberta M. "Measuring the Learning Outcomes of a Continuing Education Seminar About the Aging Process on the Knowledge Level of Registered Nurses." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332596/.
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This study aims to increase the level of knowledge about the gerontological knowledge of a sample of registered nurses by creating a portable and concise continuing education seminar that is based upon the fundamental components of the normal aging process. The impact on the learning outcomes of an accredited continuing education seminar that was developed for this study was analyzed. The continuing education seminar focused on some of the major areas of social gerontology pertinent to nursing. Although other variables (age, gender, educational level, and previous gerontological training) were analyzed, none were found to have significant effect on the level of knowledge.
Books on the topic "Nursing Study and teaching Australia Evaluation"
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Linda, Linc, and Bower Dolores, eds. Evaluation in nursing: Principles and practice. New York: National League for Nursing, 1985.
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University of Southampton. Independent External Evaluation Team. Nurse education and training evaluation in Ireland: Independent external evaluation : final report. [Dublin]: [Department of Health], 1998.
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Kennedy, Shelley. An evaluation of advanced diploma in nursing courses. Wellington: Dept. of Education, 1987.
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Schultz, Bartz. A tapestry of service: The evolution of nursing in Australia. Melbourne: Churchill Livingstone, 1991.
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Geraldine, McCarthy-Haslam, and Ireland Commission on Nursing, eds. Developments in pre-registration nursing education: An international perspective : report prepared for the Commission on Nursing. Dublin: Stationery Office, 1998.
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Simulation in Nursing Education: From Conceptualization to Evaluation. New York, NY: Natl League for Nursing, 2007.
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D'Cruz, J. V. Nursing and nursing education in multicultural Australia: A Victorian study of some cultural, curriculum and demographic issues. Melbourne: David Lovell Publishing, 1993.
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National League for Nursing. Council of Baccalaureate and Higher Degree Programs. Criteria and guidelines for the evaluation of baccalaureate nursing programs. New York, N.Y: Council of Baccalaureate and Higher Degree Programs, National League for Nursing, 1992.
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National League for Nursing. Council of Baccalaureate and Higher Degree Programs. Criteria and guidelines for the evaluation of baccalaureate nursing programs. New York: Council of Baccalaureate and Higher Degree Programs, National League for Nursing, 1992.
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Dolan, Gina. Evaluation of a student portfolio in pre-registration nurse education. Pontypridd: School of Care Sciences, University of Glamorgan, 2001.
Find full textBook chapters on the topic "Nursing Study and teaching Australia Evaluation"
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Saurman, E., D. Perkins, D. Lyle, M. Patfield, and R. Roberts. "Case Study." In Evidence-Based Practice in Nursing Informatics, 191–203. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-034-1.ch015.
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The MHEC-RAP project involves the innovative application of video conferencing to mental health assessment in rural NSW. The preliminary evaluation findings of the project are presented. Mental health emergencies in rural and remote settings cause particular problems and are not amenable to conventional health service solutions. Patients and local health care staff may be isolated from specialist mental health staff and from acute inpatient services. Decisions to transport patients for specialist assessments or treatment may be required at night or at weekends and may involve families, police, ambulance services and local health staff. Such decisions need to be made promptly but carefully and the ability to obtain a specialist assessment may assist in making a decision about how best to care for the patient bearing in mind the need to provide a responsive, high quality and safe service to patients and local clinicians. In this chapter we examine a novel approach which uses audio-visual technology to conduct remote emergency mental health patient assessment interviews and provide consultations to local clinicians in rural communities in western NSW. The Mental Health Emergency Care – Rural Access Project or ‘MHEC-RAP’ was developed in 2007 following a series of consultations held in rural towns and implemented in 2008 within the Greater Western Area Health Service (GWAHS), New South Wales, Australia. GWAHS is a primary example of a rural and remote health service. It serves 287,481 people (8.3% of whom are Indigenous Australians) in an area that is 445,197sq km or 55% of the state of New South Wales (Australian Bureau of Statistics, 2001; Greater Western Area Health Service, 2007, 2009). The communities within GWAHS are mostly small, the towns are widely dispersed and local services are “limited by distance, expense, transport, and the difficulty of recruiting health professionals to these areas” (Dunbar, 2007 page 587). The chapter focuses on the design of the service, its implementation and its performance in the first year. We conclude with a discussion about the service, its broader relevance, transferability and its sustainability.
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Brack, Graham, Penny Franklin, and Jill Caldwell. "Information and Evidence: Sources and Evaluation." In Medicines management for nursing practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199697878.003.0012.
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By the end of this chapter, you should understand… ● The range of possible sources of information about medicines ● Their positive and negative characteristics ● Some trustworthy sources of evidence ● The role of medicines information departments ● Some basic principles of critical analysis of evidence ● How the British National Formulary (BNF) is structured ● How to read a BNF monograph ● A selection of terms used in the literature about medicines…. While nurses will not usually be selecting medicines, they still need information to make the best use of the medicines prescribed for their patients. Information of all kinds is much more readily available today than it was a generation ago when the authors were students, but much of it is of low quality and today’s student must learn to test the quality of the evidence offered to see if it can be relied upon. In all fields of healthcare it has become usual to insist that practice must be evidence based. This is very desirable, but it begs the question—what is evidence? This chapter will examine some of the sources of evidence about medicines that are available and give some guidance on their reliability. Later, there will be an introduction to critical analysis of sources, and a description of some of the key terms used in evaluating clinical evidence about medicines. Sources of information may be conveniently divided into two main types—people and publications. It is natural that many healthcare professionals should rely upon their mentors and instructors to supplement the knowledge they gain in formal teaching. Indeed, for many years much of the practical information about medicines that junior doctors received came from participation in ward rounds under the tutelage of a consultant. In medical school they learned some general pharmacology, but the actions of many drugs were learned following graduation (Maxwell and Walley, 2009 ) The same will be true for nurses, and it will continue to be true throughout their careers. New medicines will come into use, and nurses will have to learn about them. It is therefore important to realize that pharmacology will be a lifelong study and does not end with registration as a nurse.
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Swing, Velmarie King. "Early Identification of Transformation in the Proficiency Level of Critical Thinking." In Handbook of Research on Individualism and Identity in the Globalized Digital Age, 190–211. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0522-8.ch009.
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Critical Thinking (CT) in the nurse graduate continues to be a topic of concern in the academic and acute care settings. Few studies focus on early evaluation of Critical Thinking Skills (CTS). The purpose of this chapter is to show how the non-experimental, explanatory, quantitative study, the Kaplan CTIT, was employed to determine if a transformation in the level of CTS occurs within the first semester of associate degree nursing students. Participants completed the pretest in the first three weeks of classes. Posttests were given after course finals. A significant transformation in the level of CT occurred. The estimated change in CT test scores was 2.04, with 95% confidence. Implications for early measurement of CTS in nursing programs reveals if teaching methodology is providing the necessary input for developing CTS or if evaluation and changes are needed.
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McCarthy, Josh. "The Collaborative Animation Forum in Facebook." In Online Tutor 2.0, 280–97. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5832-5.ch014.
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This chapter reports on the use of Facebook as the host site for a collaborative international animation forum between student cohorts from the University of South Australia in Australia, Penn State University in the United States of America, and Nanyang Technological University in Singapore. From July to December in 2012, 69 animation students from the three institutions took part in the forum. Students were required to submit work-in-progress imagery related to major assignments, and provide feedback and critiques to their global peers. Locally, resulting discussions were often transferred into the physical classroom, be it a lecture or studio, for further dissemination between peers. Internationally, students took on new roles, with more experienced students mentoring their peers. The evaluation process of the international online learning environment included informal discussions between associated teaching staff, and a post semester survey providing participating students with the opportunity to critically reflect on the experience. The findings of the study are discussed in light of the growing use of social media to support mentoring, learning and teaching in tertiary education, particularly in the fields of design and digital media.
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Dados, Nour, James Goodman, and Keiko Yasukawa. "Counting the uncounted: contestations over casualisation data in Australian universities." In Data in Society, 327–36. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447348214.003.0026.
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Recently, insecure work in universities in many countries has grown exponentially, alongside the rapid marketization of higher education. Reflecting the neoliberal ideal of a flexible workforce, research and teaching at universities is routinely carried out by precariously-employed academics. In Australia, for instance, the bulk of university teaching is now carried out by hourly-paid employees. This structural dependence on precarious academics poses a reputational problem for universities, and universities respond by obfuscating the statistical evidence. We present a case study of tracking down the level of this phenomenon in Australian higher education. The academics’ trade union and allies have used the university-level figures to challenge the advance of academic job insecurity, and are now highlighting the incidence of precarious academic employment nationally. Our own work has highlighted the multiple and conflicting figures being reported by universities, and the systematic underestimation of the actual rate of insecure jobs reported by government departments. We question these unreliable estimates, examples of neoliberalism’s ‘funny numbers’, and develop alternative data and arguments Thereby, we aim to reveal the impact of casualisation and enable critical evaluation of trends in the higher education sector, so as to restore industrial justice.
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Whitsett, Stan F., and Brad H. Pollock. "Research Opportunities and Collaborative Multisite Studies in Psychosocial Hematology/Oncology." In Comprehensive Handbook of Childhood Cancer and Sickle Cell Disease. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195169850.003.0039.
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Over the past several decades, dramatic improvements in outcome have occurred for children treated for cancer. Many of these advances can be attributed to the benefits of multicenter research conducted within the context of a cooperative group clinical trials infrastructure (D’Angio & Vietti, 2001; Pediatric Oncology Group, 1992). Historically, the cooperative groups sponsored by the National Cancer Institute provided pooled expertise, centralized high-quality medical informatics resources, and access to large patient populations. This infrastructure enabled investigators to ask more focused research questions with greater statistical power as well as generalize research findings to the broader population. Although childhood cancer is by no means a rare disease, its incidence in the general population is sufficiently low that few single pediatric oncology treatment centers are likely to treat enough patients, representing an adequately homogeneous sample, to provide a robust evaluation of clinical outcomes. In many respects, multisite research has been necessary to acquire adequate sample sizes to allow appropriate statistical evaluations of treatment outcomes and generalization of these outcomes to the larger pediatric oncology population. Awareness of this fact led first to the development of small consortia of pediatric oncology centers and later to the formation of large multiinstitutional cooperative study groups to conduct controlled clinical therapeutic trials for pediatric cancer patients. Ultimately, the four major childhood cancer study groups (the Children’s Cancer Group, CCG; the Pediatric Oncology Group, POG; the National Wilms Tumor Study Group; and the Intergroup Rhabdomyosarcoma Study Group) merged in 2000 to form a single collaborative group: the Children’s Oncology Group (COG). At present, the 238 institutions that comprise the COG provide the research infrastructure for the majority of pediatric oncology clinical trials conducted in North America, Australia, and parts of Europe. Moreover, because the COG member institutions include all major university and teaching hospitals throughout the United States and Canada, the majority of children diagnosed with cancer in North America will be treated at a COG member institution with the opportunity to be enrolled on a COG protocol. An early evaluation of referral patterns to the two largest cooperative groups enumerated the observed cancer cases from the CCG and POG cancer incidence registries.
Conference papers on the topic "Nursing Study and teaching Australia Evaluation"
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.
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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
Reports on the topic "Nursing Study and teaching Australia Evaluation"
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).