Conventional Teaching Methods Research Articles

The Use of Simulated Participant and Virtual Reality Simulation to Enhance Nursing Students’ Communication Skills in “End of Life Care” - A Single-Arm Repeated Measures Study

BackgroundIncreasing demand for palliative care necessitates effective training for nursing students in end-of-life (EOL) and advanced care planning (ACP). Conventional teaching methods often fall short. MethodsA single-arm pre-post design involved 219 nursing students in VR and SP simulations. Quantitative measures and qualitative feedback were obtained. ResultsStatistical analysis revealed significant improvement post-intervention (p < 0.001). Qualitative feedback highlighted realism, interactivity, and skill development. Challenges included emotional intensity and scenario repetition. ConclusionsCombining virtual reality (VR) and simulated participant (SP) simulation significantly enhances nursing students' confidence and communication for end-of-life (EOL) conversations, offering a realistic educational experience. Further research is recommended in understanding this teaching method.

Assessing the Teaching Strategies and Techniques Used by TVL Teachers: Basis for Pedagogical Training Design

This research study aimed to evaluate the teaching strategies and techniques employed by Technical-Vocational-Livelihood (TVL) teachers, with a focus on informing the design of pedagogical training programs. Employing a qualitative approach through thematic analysis, the study engaged ten TVL Senior High School teachers from five schools in Lanao del Sur. Utilizing semi-structured questionnaires and individual interviews, the research delved into the diverse array of teaching methodologies utilized by TVL educators. The findings elucidate the pivotal role of these teachers in employing various pedagogical approaches such as lectures, demonstrations, oral questioning, and discussions to foster effective student learning. Despite the prevalence of conventional teaching methods, the adaptability of TVL instructors was evident as they tailored their strategies to accommodate factors like resource availability, experience levels, and financial constraints, ensuring sustained student engagement and learning effectiveness. However, the study uncovered significant challenges stemming from resource constraints, particularly in practical skill development. The scarcity of materials, facilities, laboratories, and adequately trained personnel hinders the attainment of desired learning outcomes and poses obstacles in aligning with the TVL curriculum. Notwithstanding these impediments, TVL teachers showcased a steadfast commitment to student-centered learning principles and technological integration. Leveraging advancements in technology, they seek to enrich teaching practices and augment the overall learning experience. Nevertheless, inequities in access to training opportunities emerged as a barrier to professional development, impeding the full exploitation of digital tools' potential. In conclusion, this thematic analysis offers valuable insights into the nuanced landscape of TVL education, highlighting the indispensable role of teachers in navigating challenges and maximizing opportunities for student learning and skill development. The findings underscore the imperative for targeted pedagogical training interventions to address existing gaps and empower TVL educators to deliver high-quality education effectively.

Crip (Non)Pedagogies: Complementing and Mutating Anti-Oppressive Pedagogies

Abstract This article aims to navigate the nuanced realm of cripped (non)pedagogies and their potential to reconceptualize/de-conceptualize traditional educational concepts, as well as ethics, politics, and knowledge. By engaging with the tensions and the contextual rebellions of anti-oppressive pedagogies – contrasted against the more radical backdrop of crip theory qua anti-normativity (an immanence of immanence) – cripped (non)pedagogies not only disrupt conventional educational paradigms but also animate mutable, multiplicitous, and nonsensical conceptions/non-conceptions of thought/dis-thought and existence/dis-existence that continuously transgress normative educational boundaries. Throughout the article, I will assert that cripped (non)pedagogies embody a refusal to adhere to pedagogical norms, offering a space/un-space/non-space where educations/miseducations/anti-educations are not confined by normative regimes but are fluid, multivalent, imaginative/de-imaginative/re-imaginative, and aberrant/cripped. The final part of this exploration draws from seminal works in critical pedagogy to enhance our understanding/dis-understanding of how cripped (non)pedagogies align with, yet diverge from, conventional critical teaching methods.

A Study on the Application of Clinical Pathway Teaching Method in Teaching Gastroenterology Nursing Interns

Objective: To investigate the application effect of the clinical pathway teaching method in the teaching of gastroenterology nursing interns. Methods: 36 interns from the Department of Gastroenterology of our hospital from July 2022 to April 2023 were selected as the study subjects and divided into the control group and the study group (n = 18 each) by randomized grouping method. The control group was given conventional teaching methods and the study group adopted clinical pathway teaching methods. The effect of internship in the two groups was compared. Results: Under the influence of the clinical pathway teaching method, the theoretical knowledge achievement and practical skills of interns in the study group were higher than those in the control group, and the difference was statistically significant (P &lt; 0.05). Conclusion: Compared with the conventional teaching mode, the use of the clinical pathway teaching method in the teaching of nursing interns in gastroenterology can not only realize the optimization and innovation of traditional teaching means, but also mobilize the interns’ enthusiasm, improve their learning interest, and promote the comprehensive improvement of theoretical knowledge and practical skills.

Effect of Community of Inquiry on Polytechnic Undergraduates’ Performance in English Language: A Case Study of Delta State Polytechnic, Nigeria

The study investigated effect of Community of Inquiry (CoI) on polytechnic undergraduates’ performance and interest in English Language: A case study of Delta State Polytechnic. Three objectives of the study, three research questions and three hypotheses guided the study. The population of the study consisted of all the National Diploma II students who are offering the course Use of English 2 (GNS 102.1) for the 2022/2023 academic session in School of Engineering which is one hundred and eighty (180) students. The sample size of this study consisted of one hundred and eighty (180) students using census sampling technique. The instrument for the study was English Language Performance Test (EPT). Mean, standard deviation and z-test were the statistical tools used for the study. The findings revealed that there is a significant difference in the effect on the students’ pre-test and post-test mean performance in English Language. There is a significant difference in the performance of students taught English Language using Community of Inquiry (CoI) and those taught with conventional method of teaching. Furthermore, there is a significant difference in the mean performance scores of male and female students when taught English Language using Community of Inquiry (CoI) instructional strategy. Based on these findings it was recommended that lecturers should adopt the use of Community of Inquiry instructional strategy in teaching English Language in the polytechnics for improved academic performance by students. Polytechnic lecturers should be trained on how to use the current and innovative teaching strategies in the field of education for self-efficiency in the profession. Also, that students’ gender should also be considered by lecturers since the study has revealed it as a factor that can predict performance among learners before adopting any teaching strategy for maximum academic productivity.

Impact of Online Flipped Classroom on Student Learning Experience: A Mixed-Methods Study

ABSTRACT Using mixed quantitative and qualitative methods, the current study examined the efficacy of fully online flipped classroom. 250 Chinese undergraduate social work students, with 126 students experienced the conventional online teaching method and 124 students learned with the online flipped classroom approach, were involved. The quantitative analyses show that students who experienced online flipped classroom had a lower performance in lecture participation and overall course grade; and had less positive perceptions of the course. The qualitative analyses reveal both advantages and challenges of the online flipped model. There is insufficient evidence to conclude the effectiveness of online flipped classroom in social work education and further investigation on cultural and contextual factors contributing to an effective online flipped approach is warranted.

A Comparative Analysis of Conventional and Chat-Generative Pre-trained Transformer-Assisted Teaching Methods in Undergraduate Dental Education

A Comparative Analysis of Conventional and Chat-Generative Pre-trained Transformer-Assisted Teaching Methods in Undergraduate Dental Education

A Proposed Educational Program Based on Project-Based Learning (PBL) for Teaching Home Economics and its Impact on Developing Creative Thinking and Problem-solving Skills of Third-grade Intermediate Female Students

This study examined the effectiveness of using project-based learning (PBL) for the teaching of home economics and determine its impact on the development of students’ creative thinking and problem-solving skills. To achieve the objectives of the study, the researchers used the quasi-experimental approach. Pre- and post-intervention tests were conducted with two (experimental and control) groups of third-grade intermediate female students. Two tests were administered: one to test the students’ creative thinking skills, and the other to test their problem-solving skills. The control group were taught a home economics unit by conventional teaching methods; the experimental group were taught using the PBL approach. The following materials and tools have been prepared by the researchers: a proposed educational program based on project-based learning (PBL), a test of creative thinking skills, and a test of problem-solving skills. The findings revealed that there were statistical differences (0.05) between the mean scores for the pre-PBL and post-PBL tests, indicating that PBL significantly improved the students’ creative thinking and problem-solving skills. Several recommendations and suggestions are offered based on the findings.

Early literacy, early numeracy and executive functions of French Kindergartners in Montessori and conventional environments

ABSTRACT The purpose of this study is to observe the relationship between the partial or total use of Montessori education (ME) and academic (literacy, numeracy) and developmental (executive functions) outcomes in 105 French Kindergartners (children in preschool’s final year, [M = 5.53 years, SD = 0.29]). We conducted a quasi-experimental study comparing three groups. The first group (n = 48[18 girls], M = 5.53 years, SD = 0.29) used a conventional teaching method, the second group (n = 40[21 girls], M = 5.56 years, SD = 0.28) partially used the ME in addition to the conventional method, and the third group (n = 17 [7 girls], M = 5.42 years, SD = 0.29) fully implemented the ME. Equivalence between the experimental and control groups has been verified in terms of age, gender, overall cognitive ability, and socioeconomic background. We assessed children’s competencies in early literacy, early numeracy, and executive functions. Results show better outcomes in the numeracy and inhibition control tests in the fully ME group, followed by the partial ME group. The group of children who had received conventional education obtained the lowest results. Finally, the differences in literacy scores were not significant.

Nomadic knowledge in emerging pedagogical contexts: ethnographic experience in two secondary schools in Málaga, Spain

ABSTRACT This paper presents a research experience in secondary schools that develop educational projects of a participatory and transformative nature. This contribution arises from the new educational needs emanating from augmented society and multiple literacies that transform communication and the circulation of knowledge, challenging conventional educational methods. An ethnography was carried out in two secondary schools, one in a rural environment and the other in a metropolitan area. The results are organised around the notion of community; the management processes and shared leadership; and the transformative pedagogical processes that are being developed. We conclude that the Spanish secondary school context is still based on practices centred on content and masterly methodologies; this leads us to understand that the mentioned schools, as disruptive experiences, promote a change towards a curriculum centred on the participation and interests of the students; horizontal and cooperative management practices; a strong sense of community; among others.

Professor Shivcharan Dhyani - Exponent of new concepts on Ayurveda principles

Abstract Professor Shivcharan Dhyani hailed as a beacon in the realm of Ayurveda, embodied the quintessence of an exemplary educator, researcher, and visionary. His origins in a remote village in Uttarakhand marked the beginning of a journey characterized by an insatiable thirst for knowledge and an unwavering commitment to excellence. Throughout his illustrious career, Prof. Dhyani left an indelible mark on the field with his multifaceted contributions. His pioneering research in Dravyaguna brought about a paradigm shift in Ayurvedic pharmacology. By employing rigorous scientific methodologies, he successfully bridged the gap between traditional wisdom and contemporary scientific understanding. As an educator, he transcended conventional teaching methods, fostering a deep connection with his students, and igniting their passion for learning. His eloquence and literary insight further enriched his teaching, rendering intricate concepts accessible to a diverse audience. Professor Shivcharan Dhyani’s contributions to Ayurveda transcend temporal constraints, leaving an enduring legacy that continues to inspire future generations of practitioners and researchers alike. His life serves as a poignant reminder of the transformative potential of education and the profound impact of a selflessly devoted existence dedicated to the pursuit of knowledge and service to humanity.

Research and Application of Bedside Rhetorical Teaching Method in Teaching Nursing Interns

Objective: To observe and analyze the application of the bedside rhetorical teaching method in teaching nursing interns. Methods: A total of 64 nursing interns in the gastroenterology department of our hospital from July 2022 to May 2023 were randomly divided into two groups, 32 cases in the control group and 32 cases in the intervention group. The control group was given conventional teaching methods, and the intervention group was given the bedside rhetorical teaching method on the basis of the conventional teaching. The differences in the methods of teaching between the two groups were compared after the end of the internship, and there was a statistically significant difference with P &lt; 0.05. Results: The scores of the interns in the intervention group were significantly better than those of the control group in theoretical knowledge, communication skills, and case analysis items (P &lt; 0.05). Conclusion: The bedside rhetorical teaching method transforms classroom education into bedside teaching, which enables the interns to apply the theoretical knowledge to clinical practice, and has a higher improvement in the three aspects of disease knowledge, communication skills, and case analysis, cultivates the interns’ comprehensive clinical skills, and lays a good foundation for the future entry into the nursing field.

Application of Seminar Teaching Method Combined with Case-Based Learning and Problem-Based Learning Teaching Models in Oral Clinical Nursing Teaching

Purpose: To analyze the role of the seminar teaching method + case-based learning (CBL) teaching method + problem-based learning (PBL) teaching method in oral clinical nursing teaching. Methods: 13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group, adopting conventional nursing teaching methods; 13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group, adopting the seminar + CBL + PBL teaching method. The teaching effects were compared between the two groups. Results: All assessment scores of the observation group were higher than those of the control group; all teaching satisfaction levels were higher than those of the control group (P &lt; 0.05). Conclusion: Adopting the seminar + CBL + PBL teaching method during oral clinical nursing teaching can improve nursing students’ assessment scores, strengthen their core competencies, and enhance teaching satisfaction.

Practice and Exploration of University English Teaching Reform Based on Virtual Reality Technology

The university English teaching, the integration of virtual reality (VR) technology represents a groundbreaking frontier poised to revolutionize traditional pedagogical approaches. As education evolves to meet the demands of a digital age, incorporating immersive technologies like VR offers transformative opportunities to enhance learning experiences and outcomes. In the dynamic landscape of university English teaching, the integration of cutting-edge technologies like Augmented Virtual Feature Classification (AVFC) heralds a transformative era of pedagogical innovation. AVFC represents a pioneering approach that harnesses the power of virtual reality (VR) technology to reshape traditional teaching methodologies. By leveraging the power of VR, AVFC redefines traditional teaching methodologies by immersing students in virtual environments enriched with augmented features. These features augment the learning experience by providing interactive elements, visual aids, and simulated scenarios tailored to enhance language learning. The implementation of AVFC has yielded remarkable results, demonstrating its effectiveness in driving positive learning outcomes. By immersing students in virtual environments enriched with augmented features, AVFC offers an unprecedented level of engagement and interactivity in language learning. AVFC implementation has demonstrated a 30% increase in student engagement and a 25% improvement in language proficiency compared to conventional teaching methods, highlighting its effectiveness in driving positive learning outcomes.

A Comparative Study of virtual Reality Combined with Eye Movement Measurement in the Design Teaching Process

The integration of virtual reality (VR) and eye-tracking technologies in the design teaching process is introduced in this research. Additionally, the effectiveness of the teaching application is assessed using the ARCS and IMMS evaluation models. The conventional design education method is compared and improved in this article, which benefits not only the effectiveness of individual designs but also the productivity of the entire industry. This multidisciplinary study, which has significant academic and practical value, offers a theoretical and technical foundation for using and evaluating immersive design in various fields.

The effect of creative drama on nursing image: Randomized controlled study

AimThis study aimed to examine the effects of the creative drama method on first-year nursing students’ perceptions of the image of nursing. BackgroundNursing students’ perceptions of professional image can be affected by many processes during their transition to professional life. Therefore, supporting their development of a positive professional image at the beginning of their careers is necessary. DesignThis was a randomized controlled trial with a pre-test/post-test design and a control group. MethodsThe study was carried out at a nursing school located in the Eastern Black Sea region of Türkiye. The sample of this study consisted of 77 participants, with 38 in the experimental group and 39 in the control group. The subjects of professional image and the image of nursing were explained to the control group using presentations and case analysis and to the experimental group using the creative drama method. Research data were collected with the Student Information Form and Nursing Image Scale. ResultsThe post-test scores obtained by the control group after receiving traditional education were higher than the pre-test scores. The post-test scores obtained by the experimental group after receiving education based on creative drama were higher than the pre-test scores. The scores of the experimental group were significantly higher after the educational intervention. ConclusionCreative drama is far more effective in nursing image education for first-year nursing students than presentation and case analysis, which are conventional education methods. Creative drama can be used as an effective method to develop positive perceptions of nursing.

Application of Frbf Network Autonomous Learning Algorithm Based on Intrinsic Motivation in English Network Teaching

An autonomous learning algorithm based on intrinsic motivation represents a cutting-edge approach to network teaching in English education. By harnessing intrinsic motivation, this algorithm empowers learners to autonomously engage with English language materials and activities, driven by their innate curiosity and desire for mastery. Through a combination of personalized learning pathways, adaptive feedback mechanisms, and gamified elements, the algorithm fosters a sense of ownership and agency in learners, leading to more effective and enjoyable learning experiences. Learners are encouraged to explore, experiment, and persist in their learning journey, guided by their intrinsic drive to understand and communicate in English. This paper introduces an innovative application of the FRBF network autonomous learning algorithm, grounded in intrinsic motivation principles, in the domain of English network teaching, further enhanced by the LogRegression Federated Radial Basic Function (LogR-FRBF). This approach leverages intrinsic motivation to foster autonomous learning behaviors among students, encouraging active engagement and exploration in English language acquisition. The LogR-FRBF model facilitates personalized learning pathways by integrating federated learning techniques with radial basic functions, enabling adaptive and context-aware recommendations tailored to individual learner needs and preferences. Through simulated experiments and empirical validations, the efficacy of the proposed framework is assessed, with promising results. The LogR-FRBF autonomous learning algorithm demonstrates superior performance in English network teaching, achieving higher levels of learner engagement, proficiency, and satisfaction compared to traditional methods. The LogR-FRBF autonomous learning algorithm demonstrated remarkable performance, achieving an average proficiency improvement of 25% among students compared to conventional teaching methods. Moreover, learner engagement levels increased by 30%, indicating heightened interest and participation in English language learning activities. Additionally, satisfaction surveys revealed a significant positive impact, with 90% of students expressing higher levels of satisfaction with the LogR-FRBF-enhanced autonomous learning experience. The LogR-FRBF autonomous learning algorithm demonstrated remarkable performance, achieving an average proficiency improvement of 25% among students compared to conventional teaching methods. Moreover, learner engagement levels increased by 30%, indicating heightened interest and participation in English language learning activities. Additionally, satisfaction surveys revealed a significant positive impact, with 90% of students expressing higher levels of satisfaction with the LogR-FRBF-enhanced autonomous learning experience.

Immersive virtual reality in orthopedic surgery as elective subject for medical students : First experiences in curricular teaching.

Virtual reality (VR) simulators have been introduced for skills training in various medical disciplines to create an approximately realistic environment without the risk of patient harm and have improved to more immersive VR (iVR) simulators at affordable costs. There is evidence that training on VR simulators improves technical skills but its use in orthopedic training programs and especially in curricular teaching sessions for medical students are currently not well established. The aim of this study was to describe the implementation of aVR operating theater as an elective course for undergraduate medical students and to evaluate its effect on student learning. An elective course for 12students was implemented during the summer semester of 2023. Using Oculus Quest2 headsets (Reality Labs, Meta Platforms, USA) and controllers and the PrecisionOS platform, they were able to train five different surgical procedures. The courses were accompanied by weekly topic discussions and instructional videos. Students were assigned to two groups: group VR vs. group non-VR. The groups were switched after 5 weeks. User feedback and performance development (theoretical and procedural surgical knowledge) after VR training were assessed using three questionnaires. The students highly appreciated the implementation of VR training into their curriculum and 91% stated that they would opt for further VR training. All students stated that VR training improved their understanding of surgical procedures and that it should be obligatory in surgical training for undergraduate medical students. After 5 weeks of training, students in the VR group achieved significantly better results (100 out of maximum 180 points) than the non-VR group (70points, p = 0.0495) in procedural surgical knowledge. After completion of the VR training the VR group achieved 106 points and the non-VR group 104 points (p = 0.8564). The procedural knowledge for non-VR group after 5 weeks significantly improved after VR training from 70to 106 points (p = 0.0087). The iVR can be easily integrated into the curriculum of medical students and is highly appreciated by the participants. The iVR statistically improves the procedural knowledge of surgical steps compared to conventional teaching methods. Further implementation of iVR training in curricular teaching of medical students should be considered.

Theories, Principles, and Game Elements that Support Digital Game-Based Language Learning (DGBLL): A Systematic Review

The potential of Digital Game-Based Language Learning (DGBLL) in enhancing language learning outcomes has been demonstrated in previous studies. However, some scholars and educators maintain a skeptical perspective regarding its integration into language classrooms. Thus, this paper presents a systematic review examining the integration of DGBLL and its impact on language learning outcomes. This study examines 18 peer-reviewed articles published between 2014 and 2023 from Scopus, Web of Science (WoS), and ERIC research databases. The review explores relevant theories, principles, and game elements supporting DGBLL. It also investigates the types of digital games developed by both researchers and game developers that have already been studied, the most popular of which is serious games (83%). While the examined studies did not explicitly focus on digital game elements, they acknowledged the pivotal role of certain aspects, such as narrative, goals, rewards, and feedback, in enhancing language learning experiences. Notably, this paper affirms the positive impact of digital games on contextualized vocabulary acquisition, oral communication skills, and grammar learning, compared to conventional language teaching methods. These findings underscore the benefits of DGBLL in language education. Hence, this systematic review looks to reveal the multifaceted dimensions of DGBLL, emphasizing the theories, principles, and game elements of digital games that support the transformative potential of DGBLL for language instruction. Lastly, this paper advocates for an ongoing inquiry into the diversity of game genres and the continual refinement of frameworks to meet the evolving needs of language learners.

Application of Progressive Case Teaching Combined with Scenario Simulation in Comprehensive Practical Teaching of Nursing in Higher Vocational Colleges

Objective: To explore the application of progressive case teaching combined with scenario simulation in the comprehensive practical teaching of nursing in higher vocational colleges. Methods: From September 2023 to November 2023, two groups of students were selected as the research objects. 36 students in the control group adopted the conventional nursing comprehensive practical training teaching method. Based on the conventional teaching method, 37 students in the observation group implemented the progressive case teaching combined with the scenario simulation method. The theoretical and operational test scores of the two groups of students were assessed and compared, and the teaching satisfaction and the score of critical thinking skills of the two groups of students were compared. Results: After the implementation of progressive case teaching combined with the scenario simulation method, the theoretical and operational test scores of students in the observation group were significantly better than those in the control group, with statistical significance (P &lt; 0.05). The teaching satisfaction of the observation group was significantly higher than that of the control group (P &lt; 0.05). The score of critical thinking skills of students in the observation group was significantly higher than that in the control group (P &lt; 0.05). Conclusion: The application of progressive case teaching combined with scenario simulation in the teaching of nursing comprehensive practical training of higher vocational can effectively improve students’ theoretical and operational exam scores, promote the cultivation of their critical thinking skills, improve teaching satisfaction, and effectively enhance the quality of talent training for high-quality nursing majors.