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2.
Games Health J ; 10(2): 139-144, 2021 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-33434099

RESUMO

Objective: The sudden disruption of university teaching caused by the coronavirus disease 2019 (COVID-19) pandemic has forced universities to switch to online teaching. It is vital for graduating medical students to learn about COVID-19 because they are likely to treat COVID-19 patients after graduation. We developed a COVID-19 lesson for medical students that used either an online lecture or a serious game that we designed. The aim of this study is to explore the effectiveness of a serious game versus online lectures for improving medical students' COVID-19 knowledge. Materials and Methods: From our university's database of knowledge scores, we collected the prelesson, postlesson, and final test knowledge scores of the students who participated in the lesson and conducted a retrospective comparative analysis. Results: An analysis of scores concerning knowledge of COVID-19 from prelesson and postlesson tests shows that both teaching methods produce significant increases in short-term knowledge, with no statistical difference between the two methods (P > 0.05). The final test scores, however, show that the group of students who used the game-based computer application scored significantly higher in knowledge retention than did the online lecture group (P = 0.001). Conclusion: In the context of the disruption of traditional university teaching caused by the COVID-19 pandemic, the serious game we designed is potentially an effective option for online medical education about COVID-19, particularly in terms of its capacity for improved knowledge retention.


Assuntos
Competência Clínica/normas , Jogos Recreativos/psicologia , Estudantes de Medicina/psicologia , Ensino/normas , Análise de Variância , COVID-19/diagnóstico , COVID-19/fisiopatologia , COVID-19/terapia , Competência Clínica/estatística & dados numéricos , Educação à Distância/métodos , Educação de Graduação em Medicina/métodos , Educação de Graduação em Medicina/normas , Educação de Graduação em Medicina/estatística & dados numéricos , Feminino , Humanos , Conhecimento , Masculino , Estudos Retrospectivos , Estudantes de Medicina/estatística & dados numéricos , Ensino/psicologia , Ensino/estatística & dados numéricos , Adulto Jovem
3.
J Surg Res ; 257: A1-A11, 2021 01.
Artigo em Inglês | MEDLINE | ID: mdl-32768197

RESUMO

The issue of burnout among surgical trainees became evident during our work on the FIRST Trial. In studying the issue, we found that burnout symptoms occurred in a relatively large proportion of surgical trainees, and burnout was associated with significant risks of having thoughts of leaving the residency program or having suicidal thoughts. The SECOND Trial seeks to reduce trainee wellbeing and mistreatment by leveraging approaches used in healthcare quality performance improvement (e.g., comparative reports, toolkits, collaboration). Importantly, the epidemic of surgical trainee wellbeing issues have worsened (i.e., fanning the burnout fire) given our misconceptions about generational differences, our delayed adaptations to shifts in healthcare, and even some of our good intentions. However, there are several things we can do to improve the situation: (1) embrace the change that comes with each generation; (2) appreciate, respect, and enjoy our trainees; (3) teach residents constructively, leaving yelling and bullying behind; (4) embrace the concept of wellness for ourselves and each other; (5) provide meaningful feedback and mentorship; and (6) give each other the benefit of the doubt (e.g., principle of charity). Despite these issues, academic surgery remains the best job in the world, and the strength of our profession, leaders, and colleagues will see us through these challenges. The Association for Academic Surgery will help lead the way on these important issues.


Assuntos
Esgotamento Profissional/epidemiologia , Cirurgiões/educação , Cirurgiões/psicologia , Esgotamento Profissional/etiologia , Esgotamento Profissional/prevenção & controle , Cirurgia Geral/educação , Humanos , Internato e Residência/métodos , Internato e Residência/tendências , Sociedades Médicas , Cirurgiões/tendências , Ensino/psicologia , Ensino/tendências
4.
Work ; 67(4): 791-798, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33325429

RESUMO

BACKGROUND: The aim of this study was to evaluate the self-perceived competency (FSPC) of medical faculty in E-Teaching and support received during the COVID-19 pandemic. METHODS: An online well-structured and validated faculty self-perceived competency questionnaire was used to collect responses from medical faculty. The questionnaire consisted of four purposely build sections on competence in student engagement, instructional strategy, technical communication and time management. The responses were recorded using a Likert ordinal scale (1-9). The Questionnaire was uploaded at www.surveys.google.com and the link was distributed through social media outlets and e-mails. Descriptive statistics and Independent paired t-test were used for analysis and comparison of quantitative and qualitative variables. A p-value of ≤0.05 was considered statistically significant. RESULTS: A total of 738 responses were assessed. Nearly 54% (397) participants had less than 5 years of teaching experience, 24.7% (182) had 6-10 years and 11.7% (86) had 11-15 years teaching expertise. 75.6% (558) respondents have delivered online lectures during the pandemic. Asynchronous methods were used by 61% (450) and synchronous by 39% (288) of participants. Moreover, 22.4% (165) participants revealed that their online lectures were evaluated by a structured feedback from experts, while 38.3% participants chose that their lectures were not evaluated. A significant difference (p < 0.01) was found between FSPC scores and online teaching evaluation by experts. The mean score of FSPC scale was 5.62±1.15. The mean score for student's engagement, instructional strategies, technical communication and time management were of 5.18±1.60, 5.67±1.61, 5.49±1.71 and 6.12±1.67 respectively. CONCLUSIONS: Medical faculty members were found somewhat competent in E-teaching for student engagement, instructional strategy, technical communication and time management skills. Faculty receiving feedback was more competent in comparison to peers teaching without feedback.


Assuntos
COVID-19 , Educação à Distância , Docentes de Medicina/psicologia , Competência Profissional , Autoimagem , COVID-19/epidemiologia , Comunicação , Feminino , Feedback Formativo , Humanos , Masculino , Pandemias , SARS-CoV-2 , Inquéritos e Questionários , Ensino/psicologia , Gerenciamento do Tempo
5.
Rev. int. med. cienc. act. fis. deporte ; 20(80): 563-576, dic. 2020. tab
Artigo em Espanhol | IBECS | ID: ibc-198573

RESUMO

El objetivo del estudio consistió en comprobar el poder predictivo de los estilos de enseñanza docente sobre el apoyo a la autonomía y las competencias clave en estudiantes adolescentes en clases de educación física. La muestra estuvo compuesta por 475 estudiantes (M = 15.43, DT = 1.13) de ocho centros de una gran provincia española a los que se les midió la percepción de los estilos docentes, el apoyo a la autonomía y las competencias clave. Tras los análisis de regresión lineal por pasos, los estilos de enseñanza activos (individualizadores, participativos y socializadores, cognitivos y creativos) predijeron de forma significativa y positiva el apoyo a la autonomía y las competencias clave con una varianza explicada de 44% y 17%, respectivamente. Como conclusión general, el estudio muestra la relación entre los estilos de enseñanza docentes, el apoyo a la autonomía y el desarrollo de las competencias clave


The objective of the study was to verify the predictive power of teaching styles on autonomy support and key competences in adolescent students in physical education classes. The sample consisted of 475 students (M = 15.43, SD = 1.13) from eight centers of a large Spanish province, which were measured the perception of teaching styles, support for autonomy and key competences. After stepwise linear regression analyzes, active teaching styles (individualizing, participatory and socializing, cognitive and creative) predicted in a significant and positive way support for autonomy and key competences with an explained variance of 44% and 17%, respectively. The active teaching styles positively predict both the support for teacher autonomy and the acquisition of key competences by students in physical education. In conclusion, this study shows a relationship between teaching styles, autonomy support and key competences development


Assuntos
Humanos , Masculino , Feminino , Adolescente , Adulto Jovem , Adulto , Autonomia Pessoal , Educação Física e Treinamento , Ensino/educação , Percepção , Estudantes/psicologia , Ensino/psicologia , Análise de Dados , Análise Fatorial , Modelos Lineares , Exercício Físico/psicologia
7.
CBE Life Sci Educ ; 19(3): es10, 2020 09.
Artigo em Inglês | MEDLINE | ID: mdl-32870082

RESUMO

To promote undergraduate education reform, teaching professional development (TPD) efforts aim to encourage instructors to adopt evidence-based practices. However, many instructors do not attend TPD. There may be many reasons for this, including low intrinsic motivation to participate in TPD. Psychologists have dealt with motivational barriers in educational contexts using psychosocial interventions, brief activities that draw on a rich history of psychological research to subtly alter key, self-reinforcing psychological processes to yield long-term intrinsic motivation and behavioral changes. Psychosocial interventions, for example, have been used to alter students' noncognitive attitudes and beliefs, such as attributions and mindset, which positively influence students' motivation and academic performance. Here, we propose that insights from research on psychosocial interventions may be leveraged to design interventions that will increase instructors' motivation to participate in TPD, thus enhancing existing pedagogical reform efforts. We discuss psychological principles and "best practices" underlying effective psychosocial interventions that could guide the development of interventions to increase instructors' motivation to attend TPD. We encourage new interdisciplinary research collaborations to explore the potential of these interventions, which could be a new approach to mitigating at least one barrier to undergraduate education reform.


Assuntos
Educação Profissionalizante , Motivação , Ensino/psicologia , Desempenho Acadêmico , Ansiedade/psicologia , Atitude , Humanos , Reforço Psicológico , Estudantes/psicologia
8.
Tex Med ; 116(8): 34, 2020 Aug 01.
Artigo em Inglês | MEDLINE | ID: mdl-32866275

RESUMO

Medical schools typically have predictable schedules. The timing of lectures, clerkships, exams, and even extracurricular activities tend to follow in the same grooves year after year. Students can reliably block out even minor events months ahead of time and be confident they'll take place. All that changed with COVID-19. Since March, when the pandemic began closing down schools, businesses, and other institutions across the state, figuring out what comes next in medical school has been anything but predictable.


Assuntos
Controle de Doenças Transmissíveis/organização & administração , Infecções por Coronavirus , Pandemias , Pneumonia Viral , Faculdades de Medicina , Estresse Psicológico/etiologia , Estudantes de Medicina/psicologia , Betacoronavirus , Esgotamento Psicológico/psicologia , Competência Clínica , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Transmissão de Doença Infecciosa/prevenção & controle , Humanos , Inovação Organizacional , Pandemias/prevenção & controle , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle , Faculdades de Medicina/ética , Faculdades de Medicina/organização & administração , Faculdades de Medicina/tendências , Ensino/ética , Ensino/psicologia , Texas/epidemiologia , Incerteza
9.
PLoS One ; 15(5): e0233022, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32413088

RESUMO

Unlike the studies of freshmen entrants, the learning experiences of community college transfer (CCT) students in the receiving university is a topic that has only started to gain attention in recent decades. Little is known about the differences between CCT and freshmen entrants with regard to their study workload stress and its relationship with their perceptions of the teaching and learning environment, approaches to learning, self-efficacy and generic skills. The purpose of our study was to address this gap. This was a cross-sectional survey study conducted from April 2018 to November 2018 in a university in Hong Kong. The HowULearn questionnaire was adapted to local usage and validated for data collection. In total, 841 CCT students and 978 freshmen entrants completed the survey. The respondents were aged between 19 and 52 years (mean = 21.6, SD = 1.92), and 66.0% were women. The HowULearn questionnaire was determined by factor analyses to have eight factors. The reliabilities of the eight factors were found to be acceptable (Cronbach alphas = 0.709-0.918). The CCT students scored significantly higher than the freshmen entrants for perceived study workload stress and surface approaches to learning, but lower on teaching for understanding & encouraging learning, peer support, and self-efficacy beliefs. The surface approach to learning, deep & organized studying, alignment & constructive feedback, and generic skills were found to be predictors of study workload stress in both groups of students, and in the overall student data. This study has shown that CCT students and freshmen entrants differed with regard to their study workload stress and learning experiences. Our findings provide a message, both for educators in higher education and policy makers in the government-there is not a one-size-fits-all approach to different student populations when it comes to enhancing their learning experiences.


Assuntos
Aprendizagem , Estudantes/psicologia , Universidades , Carga de Trabalho/psicologia , Adulto , Estudos Transversais , Feminino , Hong Kong , Humanos , Masculino , Pessoa de Meia-Idade , Autoeficácia , Estresse Psicológico , Inquéritos e Questionários , Ensino/psicologia , Adulto Jovem
10.
Disaster Med Public Health Prep ; 14(3): e11-e12, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-32375914

RESUMO

COVID-19 is a respiratory disease that can spread from one person to person. This virus is a novel coronavirus that was first identified during an investigation into an outbreak in Wuhan, China. Iran's novel coronavirus cases reached 17,361 on 17 March, while death toll reached approximately 1,135. Its first death was officially announced on 20 February 2020 in Qom. The 2019 coronavirus pandemic has affected educational systems around the world, Also in Iran, and led to the closure of face to face courses in schools and universities. Therefore, virtual education can be seen as a turning point in education of these days in Iran.


Assuntos
Infecções por Coronavirus/prevenção & controle , Educação/métodos , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Realidade Virtual , Infecções por Coronavirus/psicologia , Infecções por Coronavirus/transmissão , Educação/tendências , Humanos , Irã (Geográfico) , Pneumonia Viral/psicologia , Pneumonia Viral/transmissão , Ensino/psicologia , Ensino/normas
12.
PLoS One ; 15(5): e0232802, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32469875

RESUMO

The general objective of this study is to analyze student satisfaction with the use of virtual campuses in university teaching in order to discover the main variables influencing the overall online teaching-learning process that give quality to the virtual educational process. To this end, an ex-post-facto research methodology was applied to 1084 university students, who completed an ad hoc designed questionnaire, which allowed us to carry out descriptive analysis, classification trees and fuzzy inference systems using SPSS and Matlab software. The results suggest that four variables predominantly influence the quality of the teaching-learning processes in virtual campuses: satisfactory teacher responses to student questions and observations, the positive attitude of teachers towards the use of information and communication technologies, students having appropriate digital skills, and activities that encourage ideas and debate.


Assuntos
Desempenho Acadêmico/psicologia , Educação/métodos , Aprendizagem , Estudantes/psicologia , Adulto , Feminino , Humanos , Masculino , Software , Espanha , Inquéritos e Questionários , Ensino/psicologia , Telecomunicações , Universidades , Interface Usuário-Computador , Adulto Jovem
13.
Acad Med ; 95(10): 1594-1599, 2020 10.
Artigo em Inglês | MEDLINE | ID: mdl-32271232

RESUMO

PURPOSE: A fundamental goal of medical education is supporting learners in forming a professional identity. While it is known that learners perceive clinical teachers to be critically important in this process, the latter's perspective is unknown. This study sought to understand how clinical teachers perceive their influence on the professional identity formation of learners. METHOD: In 2017, a research assistant conducted 16 semistructured interviews of clinical teachers from 8 specialties at McGill University. The research assistant audiorecorded and subsequently transcribed interviews for analysis. Following principles of qualitative description, the research team developed a coding scheme using both inductive codes (from the words of the participants) and deductive codes (based on the literature and the theory of communities of practice). Through a cross-case analysis, the team then identified salient themes. RESULTS: Participants struggled to describe their influence on learners' professional identity without first being prompted to focus on their own identity and its formation. Once prompted, clinical teachers reported viewing their personal and professional identities as integrated and believed that caring for patients was integral to forming their professional identity. They identified explicit role modeling, engaging in difficult conversations, and providing graded autonomy as ways in which they could influence the identity development of learners. However, they had difficulty discerning the magnitude of their influence. CONCLUSIONS: This study was the first to explore professional identity formation from the perspective of clinical teachers. The 2010 Carnegie Foundation report called for an increased focus on professional identity formation. Giving clinical teachers the space and guidance to reflect on this process, helping them make the implicit explicit, and supporting them in using their own experiences as learners to inform their teaching appear to be critical steps in achieving this goal.


Assuntos
Docentes de Medicina/psicologia , Papel Profissional/psicologia , Identificação Social , Ensino/psicologia , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pesquisa Qualitativa
14.
Educ. med. (Ed. impr.) ; 21(2): 67-70, mar.-abr. 2020.
Artigo em Espanhol | IBECS | ID: ibc-194472

RESUMO

INTRODUCCIÓN: La embriología es la ciencia que estudia el desarrollo morfológico desde la concepción hasta el nacimiento. Se decide realizar esta investigación para evaluar la retención de conocimientos de los estudiantes de medicina con relación a la memorización de placas histológicas en la catedra de embriología. METODOLOGÍA: Estudio descriptivo transversal cuantitativo-cualitativo de muestra no probabilística por conveniencia. Se aplica un examen a 94 estudiantes del 5.° año de la carrera de medicina, donde se evaluó el conocimiento con relación a 12 placas histológicas en el cual se pregunta: corte, estructura enfocada y estructura señalada, posteriormente respondieron una serie de preguntas cualitativas. RESULTADOS: El 100% de los estudiantes reprobaron el examen; el puntaje medio fue de 5,53 ± 6,84, con un puntaje máximo de 33 de 100. DISCUSIÓN: La enseñanza por microscopia es una técnica pedagógica muy común, pero muchas veces incide en su descontextualización científica y existe un déficit significativo al estudiar la población de manera retrospectiva, reflejándose en la cantidad de comentarios negativos, por lo que no se recomienda la evaluación memorística de placas histológicas por su baja retentiva a largo plazo


INTRODUCTION: Embryology is the science that studies morphological development from conception to birth. The aim of this study was to evaluate the retention of knowledge of medical students in relation to memorising histology slides in the embryology department. METHODOLOGY: Quantitative-qualitative cross-sectional descriptive study of non-probabilistic convenience sample. A total of 94 fifth year medical students sat an examination in which knowledge was evaluated in relation to 12 histology slides in which they asked about the, cut, focused structure, and indicated structure. They then answered a series of qualitative questions. RESULTS: All (100%) of the students failed the exam. The mean score was 5.53 ± 6.84, with a maximum score of 33 of 100. DISCUSSION: Teaching by microscopy is a very common pedagogical technique, but it often impinges on its scientific decontextualization, and there is significant deficit when studying the population retrospectively. This is reflected in the amount of negative comments. Thus, assessing memory retention using the evaluation of histology slides is not recommended due to its long-term retention


Assuntos
Humanos , Masculino , Feminino , Adulto , Retenção Psicológica , Conhecimento , Embriologia/educação , Estudantes de Medicina/psicologia , Ensino/psicologia , Educação Médica/métodos , Estudos Transversais , Ensino/educação , Bioética
15.
J Am Assoc Nurse Pract ; 32(3): 187-189, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32132455

RESUMO

Academic and health care institutions are charged with improving quality-of-care outcomes by creating culturally educated health care professionals to practice in a global health care environment. International short-term service learning experiences provide nurse practitioner students an opportunity to meet clinical competency skills aligned with course curricula. Faculty can directly observe students' clinical practice, and students broaden diagnostic reasoning skills while earning credit for clinical hours. As project and research ideas are formulated, students develop system-level thinking to implement evidence-based practices and disseminate their knowledge and experience of caring for the underserved. Students who participate in service-learning opportunities foster their awareness of cultural humility, easing transition into practice. Some academic institutions established short-term service-learning opportunities for students, and evidence supports faculty and students' sense of well-being after participation. We describe an example of a short-term, international service-learning opportunity in Haiti where students work with an interprofessional team and experience the effect of social determinants of health on delivering quality care.


Assuntos
Competência Cultural/psicologia , Educação Continuada em Enfermagem/métodos , Internacionalidade , Profissionais de Enfermagem/educação , Estudantes de Enfermagem/psicologia , Humanos , Profissionais de Enfermagem/psicologia , Profissionais de Enfermagem/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Ensino/psicologia , Ensino/normas
16.
Sch Psychol ; 35(2): 111-117, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32105139

RESUMO

Evidence-based classroom management practices have profound effects on student outcomes. Yet teachers commonly struggle to effectively implement these practices, imploring the provision of implementation supports within a multitiered framework for promoting teachers' practices. Few studies have examined the effects of Tier I implementation supports for classroom management, and none have examined universal implementation within naturalistic school contexts and used strategies that go beyond a "train and hope" approach. Employing a sample of urban, elementary, general education classrooms, this study offers a pilot evaluation of a Tier I implementation support package for promoting teachers' delivery of effective praise for students' behavior. Preliminary results suggest the implementation support package was linked with increases in teachers' behavior-specific praise, heightened praise-to-correction ratios, and increases in students' on-task behavior. Future directions of empirical and practical development are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).


Assuntos
Comportamento Infantil/psicologia , Capacitação em Serviço/métodos , Relações Interpessoais , Professores Escolares/psicologia , Estudantes/psicologia , Capacitação de Professores/métodos , Adulto , Criança , Humanos , Mid-Atlantic Region , Projetos Piloto , Ensino/psicologia , População Urbana
17.
Acad Med ; 95(10): 1600-1606, 2020 10.
Artigo em Inglês | MEDLINE | ID: mdl-31972675

RESUMO

PURPOSE: How mentors shape their mentoring is strongly influenced by their personal beliefs about the goals and purpose of mentoring, the possible activities associated with it, who decides on the focus of the mentoring relationship, and the strategies mentors choose to enact these beliefs in practice. In accordance with the personal interpretative framework, the authors operationalized mentors' beliefs as professional self-understanding (the what) and subjective educational theory (the how) of teaching and sought to identify different mentoring positions. METHOD: Using a qualitative approach, the authors conducted semistructured interviews between December 2017 and January 2018 with 18 undergraduate mentors from Maastricht University in Maastricht, the Netherlands. The aim of the interviews was to reconstruct their personal interpretative framework. Before building a general pattern of explanation in a cross-case analysis, the authors performed a within-case analysis of the data, analyzing individual mentors. RESULTS: This approach resulted in the identification and description of 4 mentoring positions: the (1) facilitator (service providing and responsive), (2) coach (development supporting and responsive), (3) monitor (signaling and collaborative), and (4) exemplar (service providing or development supporting and directive). Each position represents a coherent pattern of normative beliefs about oneself as a mentor (professional self-understanding) and how to enact these beliefs in practice (subjective educational theory). CONCLUSIONS: Awareness of their mentoring position can help mentors understand why they act the way they do in certain situations and how this behavior affects their mentees' learning and development. It can also help mentors identify personal learning needs and, consequently, provide opportunities for faculty development.


Assuntos
Educação Médica/métodos , Tutoria , Mentores/psicologia , Papel Profissional/psicologia , Ensino/psicologia , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Países Baixos , Pesquisa Qualitativa , Universidades
18.
Dyslexia ; 26(2): 220-242, 2020 May.
Artigo em Inglês | MEDLINE | ID: mdl-31994258

RESUMO

More individuals are affected by dyslexia than any other learning disability. The success of students with dyslexia receiving early identification and evidence-based interventions is dependent upon the knowledge and skills of the school practitioners responsible for their academic programmes. This study investigated knowledge of dyslexia and perceptions of responsibility by administering the Knowledge and Insights of Dyslexia Survey (KIDS) to 243 university students. Survey responses of students (n) majoring in degrees in education (education majors [EM], n = 154) were compared with the responses of students majoring in degrees in architecture (noneducation majors [NEM], n = 89). In addition, the results were further examined between students majoring in General Education, Special Education, and School Psychology. Results indicated no significant differences in knowledge existed between EM and NEM or within EM. Of the topics investigated, participants knew the least about the treatment of dyslexia and demonstrated confusion about the components of appropriate instruction. Analysis of participant definitions revealed pervasive confusion about the characteristics of dyslexia with most believing myths that those with dyslexia "see and read backwards." Additionally, EM rated themselves as being moderately responsible for educating students with dyslexia and believed special educators hold the greatest level of responsibility.


Assuntos
Dislexia/psicologia , Conhecimentos, Atitudes e Prática em Saúde , Estudantes/psicologia , Ensino/psicologia , Adulto , Feminino , Humanos , Masculino , Instituições Acadêmicas , Inquéritos e Questionários , Adulto Jovem
19.
J Clin Nurs ; 29(11-12): 2011-2022, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-31889359

RESUMO

AIMS AND OBJECTIVES: To explore nurse educators' perceptions about teaching fundamental care to undergraduate nursing students in a simulated learning environment. BACKGROUND: Recent research has demonstrated that fundamental care is overlooked in nursing education, resulting in little empirical research on how to teach fundamental care within a simulated learning environment. DESIGN: The study has a qualitative, explorative design. The principles of consolidated criteria for reporting qualitative research (COREQ) were applied for reporting the methods and findings. METHODS: Data were collected through participant observations and focus group interviews with nursing students, clinical nurses and nurse educators. The data were analysed using the qualitative content analysis method. RESULTS: The core category "A privilege but also a challenge" represents the overall perception of nurse educators' perceptions about teaching fundamental care in a simulated learning environment. The core category is supported by two subcategories: "Fundamental care is important to nursing education" and "To set a good example," which represent the attributes and the role nurse educators have in helping students achieve their fundamental care learning outcomes. CONCLUSIONS: Fundamental care can be taught to students by engaging them in an interplay between lectures and learning activities that are designed to enhance their skills during simulations in simulated learning environments. RELEVANCE TO CLINICAL PRACTICE: Nursing education should prepare students to develop the skills they will be applying when providing fundamental care in real life; thus, the students should learn how to deliver high-quality fundamental care.


Assuntos
Bacharelado em Enfermagem/métodos , Docentes de Enfermagem/psicologia , Ensino/psicologia , Adulto , Currículo , Feminino , Grupos Focais , Humanos , Masculino , Pessoa de Meia-Idade , Pesquisa Qualitativa , Estudantes de Enfermagem/psicologia , Adulto Jovem
20.
Dyslexia ; 26(3): 286-304, 2020 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31782590

RESUMO

The purpose of the present study was to survey trainee teachers to find out if there was a relationship between phonological and phonics content knowledge, perceived proficiency in this knowledge, and feelings of self-efficacy as teachers. Participants were 51 undergraduate international teacher trainees from Malaysia studying in a 4-year university program to teach English as another language. They completed a phonological and phonics knowledge survey as well as a short questionnaire relating to self-efficacy for teaching. The survey results showed, similar to previous studies of the linguistic knowledge of teachers and teacher trainees, difficulties with phonological and phonics knowledge. Students who thought they were proficient in phonological and phonics knowledge were higher in phonological knowledge but not in phonics scores than were students who thought they were less proficient. The results for teaching self-efficacy showed that students with higher phonological knowledge had higher levels of external teaching self-efficacy in that they tended to disagree that factors outside their control made it difficult for some pupils to succeed. This suggests that higher levels of phonological knowledge gives prospective teachers more self-belief in their ability to help all their pupils.


Assuntos
Conhecimento , Fonética , Autoeficácia , Estudantes/psicologia , Ensino/psicologia , Adulto , Feminino , Humanos , Idioma , Masculino , Multilinguismo , Estudos Prospectivos , Leitura , Inquéritos e Questionários , Capacitação de Professores , Universidades
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