Learning Program Research Articles

Exploring the impact of collaborative learning on the development of critical thinking and clinical decision-making skills in nursing students: A quantitative descriptive design

This study aims to introduce collaborative learning as a method in the Mental Health and Diseases Nursing course for actively enrolled fourth-year nursing students. The objective is to assess the impact of collaborative learning on critical thinking and clinical decision-making among nursing students. Collaborative learning involves the use of small groups to help students identify effective ways of working together to enhance their learning outcomes. A quantitative research methodology was employed in this study. To evaluate the effectiveness of the collaborative learning program, a within-subject repeated-measures design was implemented. This study was conducted in the nursing department of a university in Turkey. The study included 96 female students (92.3 %) and 8 male students (7.7 %). Data collection involved the sociodemographic data form, the California Critical Thinking Disposition Inventory (CCTDI), and the Clinical Decision-Making in Nursing Scale (CDMNS). The students' pre-program CDMNS median score was 146.00 (117.00–177.00), and the post-program CDMNS median score was 147.50 (115.00–175.00). While there was an increase in the students' clinical decision-making scores after the program, this increase was not statistically significant (p > 0.05). The pre-program median score for CCTDI was 223.26 (176.87–296.02), and the post-program median score was 227.88 (188.87–359.00). The students' critical thinking disposition scores showed a statistically significant increase after the program (p < 0.05). The study results revealed notable enhancements among students who participated in courses utilizing the collaborative learning method. These enhancements included heightened academic performance, elevated levels of critical thinking, increased self-confidence, and improved clinical decision-making abilities.

Implementation of the Independent Campus Learning Program Health Study Program Curriculum

Education serves as a transformative process that enhances human potential for the betterment. The Minister of Education and Culture initiated the Independent Learning-Independent Campus Program (MBKM) in 2020 to equip graduates with the skills to meet global challenges. However, since its inception at universities, the health study program curriculum has struggled to align with this policy. This study investigates the MBKM's implementation within the health study program curriculum. A literature review was conducted, sourcing material from databases such as PubMed, Science Direct, Google Scholar, and Worldcat, focusing on literature published from 2020 to 2024 in both Indonesian and English with full-text availability. The literature review aimed to provide a thorough understanding of the subject, with inclusion and exclusion criteria ensuring the relevance and integrity of the literature. The findings reveal that several health study programs have adopted the Independent Learning-Independent Campus Program, noting improvements in students' hard and soft skills in preparation for employment. Nonetheless, challenges persist in the Independent Learning-Independent Campus Program execution, including inadequate preparedness for learning, lecturer/facilitator involvement, and a need for more detailed information on MBKM Campus Program's implementation.

‘Release them into the wild, but how far can they go?’ Improving social and emotional mental health through teaching bushcraft skills to children with special educational needs and disability: a preliminary case series evaluation study

ABSTRACT Previous research indicates that outdoor activity and learning programmes are a beneficial educational approach, but studies have neglected to consider how well this approach may address the social, emotional and mental health needs of children with Special Educational Needs and Disability (SEND). In this study, seven Key-Stage 3 children with SEND (aged 11 to 14) from a special educational needs provision within a mainstream school attended a five-week ‘bushcraft’ programme. Standardised psychometric measures of self-concept were completed by children before and after the intervention, and teachers rated pupils’ stress levels before and after. Results indicate that the programme was associated with a range of mental health, social and emotional benefits, suggesting that teaching bushcraft skills to this group is an acceptable, feasible and effective intervention leading to improvements in social and emotional function and mental health in children with SEND. Directions for future programme development and evaluation are considered.

The effects of video-based simulation in Collaborative Learning in a Student-led Global Classroom (CLSGC) program on non-technical skills among undergraduate nursing students in three regions: A mixed-methods study

BackgroundGlobal nursing shortages and increasing cultural diversity in healthcare necessitate the development of culturally sensitive nurses. Intercultural learning and exchange programs have been shown to enhance nursing students' intercultural knowledge, cultural awareness, and sensitivity. However, non-technical skills such as communication, leadership, and teamwork are less emphasized in existing programs, despite their importance in facilitating adaptation to clinical contexts and ensuring patient safety across different ethnic groups. ObjectiveThis study aims to evaluate the effectiveness of a Collaborative Learning in a Student-led Global Classroom (CLSGC) program that employs video-based learning and student-led debriefings to enhance non-technical skills, and to explore the experiences of undergraduate nursing student participants from three different regions. MethodsSeventy-eight nursing students from the Hong Kong Polytechnic University, Malmo University, and La Trobe University participated in the program. The program included three webinars on teamwork, communication skills, and leadership, facilitated through student-led discussions and video simulations. Data were collected using the Team Strategies and Tools to Enhance Performance and Patient Safety Teamwork Attitudes Questionnaire, and qualitative methods including focus groups and reflective journals. A paired t-test and manifest content analysis were used to analyze the quantitative and qualitative data, respectively. ResultsThe quantitative results indicated significant improvements in the students' attitudes towards teamwork, communication, and leadership. The qualitative data shed light on the students' learning experiences, highlighting the value of cultural exchanges in exploring the importance of non-technical skills in practice, and the effectiveness of the program structure. ConclusionsThe CLSGC program effectively improved nursing students' non-technical skills and enriched their clinical practice. Integrating simulation-based learning and student-led debriefing sessions to enhance nursing students' knowledge and attitudes towards teamwork, communication, and leadership is recommended in nursing education. Continuous exposure to simulation should be part of nursing education to reinforce the significance of non-technical skills in practice.

Exploring Pre-Service Teacher Professional Learning on Their Preparedness for Teaching Practicum

The teaching practicum is essential in pre-service teacher education, allowing aspiring teachers to apply theoretical knowledge in real classrooms. It helps them to develop practical skills, build communication abilities, and connect with clients, colleagues, and mentors. This study investigates pre-service teachers' perceptions of their readiness for teaching practicums, the influencing factors, and the contribution of professional learning programs on their preparedness. Using a mixed-method approach with an explanatory sequential design, the research was conducted in Metro City, Lampung. Data were collected through a close-ended questionnaire from 80 pre-service teachers and semi-structured interviews with 9 pre-service teachers who were ready as the volunteers. Descriptive statistics and qualitative analysis were used to analyze the data. Results indicated that professional learning programs significantly enhance preparedness in pedagogical training, content knowledge, classroom management, understanding diverse student needs, and technology integration. These programs boost confidence, competence, and the ability to create effective learning environments. Informal learning, such as roles as teaching assistants and using social media, also contributes significantly to innovative teaching. Integrating formal and informal learning experiences is crucial for the holistic development of pre-service teachers

Why continuing education and professional development trainings for Black and Minority Ethnic groups (BAME) is not translating into career progression, economic growths and bridging the employment gap in the national workforce in UK

The research objective of this study is to understand why continuing education and professional development (Lifelong Learning) the UK has not delivered the expected career advancement, economic returns and closing on the employment gap for Black and Minority Ethnic (BAME) population. Nevertheless, much funding has been put into such educational programs to improve the condition of the BAME community for career mobility and economic prospects, they remain prejudiced nevertheless. The purpose of this research will be to establish the causes of these disparities with particular emphasis on the system influences as well as the efficiency of the established CPD programmers. The research method of this study is of mixed nature, while qualitative study is followed by the quantitative one. The data was generated through Q&lt;|reserved_special_token_266|&gt; energy questionnaire survey and interviews conducted with BAME professional participants of CPD programs. Second, secondary data were collected from the governmental and organizational reports on diversity in the workforce and career advancement. in qualitative data were coded and categorized to explore the experiences of BAME people as well as measures of central tendency and dispersion were used on quantitative data in order to understand trends and co-relations. The study reveals several key outcomes: Fixed preconceptions arising out of race, scant opportunity to interact professionally, and lack of BAME personnel in dominant organizational positions ensure that BAME learners cannot advance further in their careers despite enrolling in CPD programmers. It has been established that the CPD programs are not very effective, the BAME candidates complained that the training does not make them earn a better position or get a salary increment like the white counterparts. Further, the study reveals that culture and organizations barriers and gates are among the barriers to complete inclusion and effectiveness of CPD BAME employees in their workplaces. The results have various implications for the policy-makers, educators and employers. Therefore, the current study’s findings are particularly important for policymakers to support more effective and sensitive policy measures to help BAME populations in the workplace. The authors recommend that educational institutions need to carry out changes in the content and the delivery of the CPD programs, such that they are appropriate for the BAME participants. Companies are encouraged to come up with better policies on how best to mainstream employees’ ethnicity, and how the promotion policies can be made fair and inclusive. The Authors therefore argue that while the acquisition of continuing, education and professional development are most important in career advancement, they are not in themselves adequate to either close the employment division or foster economic opportunity for BAME people in the UK. There is, therefore, a need for reforms at the system level to remove the social factors that act as hurdles to the actualization of these learning programs by BAME workers. Based on the study, the following policies, collaborative professional development, and organizational development solutions are proposed.

How Do Nurses Experience Relational Work in the Emergency Department—Qualitative Study

IntroductionThis study aimed to explore how nurses experience relational work in the emergency department. MethodsA qualitative design with 34 focus group interviews using an abductive thematic analysis were completed for this study. Participants were recruited from an annual mandatory continuous learning program in 2020-2022 at 2 university hospitals in the Capital Region of Denmark. We applied semistructured interviews in an instructor-supported reflection session on the topic “relational nursing care.” Group discussion was supported by an interview guide addressing key elements of the nurse-patient relationship as described in the fundamentals of care framework. ResultsAcute care nurses’ attention was primarily directed toward the initial patient assessment, rather than toward the later stages of the patient trajectory. Forming a relationship with the patient was highly individual and done at the discretion of each nurse. The key elements of relational nursing were not mutually exclusive, but the findings could be separated into biomedical and relational care, where biomedical tasks took precedence. DiscussionRelational care in the emergency department is optional and individually performed. Moreover, emergency nurses lack a vocabulary to express this type of work. Consequently, there is a risk that patients’ psychosocial needs are not sufficiently met. According to the emergency nurses participating in this study, nurses fall short when performing and describing relational care. Nurses need more knowledge to address the psychosocial patient needs during short-term hospital admissions. Relational care and patient centeredness also need to be acknowledged by nursing leaders and further developed.

Optimizing the Management of the Tahfidz Learning Program at NU Islamic Elementary School: Instilling Qur'anic Values from an Early Age

Optimizing the Management of the Tahfidz Learning Program at NU Islamic Elementary School: Instilling Qur'anic Values from an Early Age

Quality Assurance Practices in Open and Distance Learning Programme at the Institute of Adult Education, Tanzania

Quality Assurance Practices in Open and Distance Learning Programme at the Institute of Adult Education, Tanzania

Exploring the Efficacy of Workshops as a Professional Teacher Development Strategy for Inclusive Education in South African Schools: Teachers’ Perspectives

For inclusive education to be a success, in-service teachers need to be thoroughly trained. learning and professional development programmes have been initiated across the globe including South Africa to prepare teachers. Workshops are well-known training methods in inclusive education. Surprisingly, despite their existence, literature points out that there’s still an inadequacy of teacher training. This complaint makes one question the efficacy of the workshops. To this end, this study explored the efficacy of workshops on Inclusive Education (IE) for Foundation Phase (FP) teachers in the Capricorn District of Limpopo Province. To achieve this, the case-study design in qualitative research was used. A purposive sampling strategy was used to sample 11 FP teachers from three ordinary schools. Data was collected through document reviews, in-depth interviews, and a focus group interview. The data was analysed through the thematic analysis method. The analysis revealed that according to teachers the workshops are not effective, for the following reasons: (i) the workshops only provide a theory that does not match the reality of the schools; (ii) the workshops are too short and not sufficiently informative; (iii) through teacher agency, teachers improvise to achieve IE. These findings suggest that IE workshops do get implemented in South African schools, however, their efficacy is questionable. Therefore, a proper model for the workshops that will be considerate of the schools’ context should be devised. This study may inform policy makers workshop facilitators, and researchers about what is working and what is not working regarding inclusion workshops. Keywords: Inclusive Education, Learning and Professional Development Programmes, Workshops, Teachers

Deformation-related earth pressure within grid wall-pattern foundation under adjacent surcharge

This study investigated the deformation-dependent earth pressure evolution on the periphery of the grid wall-pattern foundation fully embedded into soft ground. The numerical modelling was performed using the embedded Modified Cam Clay Constitutive model in the FLAC3D software platform and numerical results were validated using centrifuge results. The induced effective vertical and horizontal stresses acquired from the numerical modelling were used to compute the corresponding deformation-dependent earth pressure at different buffer zone distances and surcharge loading. Thereafter, the parameters that influence the determination of the lateral displacement, induced effective vertical stress and deformation-dependent earth pressure coefficient were investigated using machine learning and genetic programming was used to establish the physical equations that could be used to estimate parameters for similar problems. Moreover, for the deformation-dependent earth pressure to be within Rankine's active and passive earth pressure the buffer zone distance/depth ratio should be 10% of the grid wall-pattern foundation embedment into the ground. Furthermore, it was also discovered that the structure fully embedded into the ground under adjacent loading cannot only be designed based on Rankine's active and passive earth pressure investigation on the periphery but the evaluation should be done within the entire location of the grid wall foundation.

Comparison of Traditional and Machine Learning Programs in the Evaluation of Protein-Ligand Binding

Comparison of Traditional and Machine Learning Programs in the Evaluation of Protein-Ligand Binding

Exploring the efficacy of computer games as a pedagogical tool for teaching and learning programming: A systematic review

Exploring the efficacy of computer games as a pedagogical tool for teaching and learning programming: A systematic review

Program Belajar Mengaji Al – Quran dalam Meningkatkan Pemahaman Makhrojul Huruf dan Tajwid Pada Anak di Dusun 1 Desa Riak Siabun I Kecamatan Sukaraja Kabupaten Seluma

This research aims to evaluate the effectiveness of the Al-Qur'an learning program implemented in Dusun 1, Riak Siabun I Village. The focus of this research is to assess how the program can improve children's understanding of makhrojul letters and tajwid, as well as identifying factors factors that influence the success or obstacles in its implementation. This method of service is a persuasive method for study participants. The use of this method is considered suitable for subtly inviting or encouraging the general public to take part in an activity. The results of this research show that there are several children who have not mastered the pronunciation of the letters of the Koran and recitation of the Koran well. Apart from that, in this village there is still a lack of facilities and infrastructure as well as teaching staff for Al-Qur'an learning. Based on these findings, we then held a learning program to recite the Koran to improve the understanding of makhrojul letters and tajwid among children in hamlet 1, Riak Sibun 1 village, Sukaraja sub-district, Seluma district.

The Role of Social-Emotional Learning in Comprehensive Student Development: A Case Study of Educational Transformation in Singapore

&lt;p&gt;In the context of globalization and rapid advancements in information technology, traditional education models are no longer sufficient to meet modern society’s demand for well-rounded talents. As a paragon of educational innovation, Singapore has implemented Social-Emotional Learning (SEL) programs aimed at comprehensively enhancing students’ overall development. This paper explores the positive effects of SEL on students’ academic performance, mental health, interpersonal relationships, and social skills, using Singapore as an example. &lt;br /&gt;It also provides specific recommendations for implementing SEL to maximize its benefits for holistic student development.&lt;/p&gt;

Exploring how museums can support science teacher leaders as boundary spanners

AbstractLocal implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science‐specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resources for local science education improvement. While we know how museums support pre‐ and in‐service science teachers, there is a gap in our understanding related to museum support for STLs. Here, we used case study research methods to analyze how a museum‐based professional learning programme supported STLs, as boundary spanners to access and adapt resources for local science education reform efforts. We found that each STL reported benefiting from shared resources from the museum, as well as from their peers in their working groups. We also found that STLs reported on different elements of the professional learning programme related to their area of influence (classroom or district) and the problem of practice their group worked on. We discuss how each of the named features of the museum‐based professional learning programme supported boundary spanning of STLs and end with implications and recommendations for the design of professional learning experiences to support their leadership work.

Improving Early Fault Detection in Machine Learning Systems Using Data Diversity-Driven Metamorphic Relation Prioritization

Metamorphic testing is a valuable approach to verifying machine learning programs where traditional oracles are unavailable or difficult to apply. This paper proposes a technique to prioritize metamorphic relations (MRs) in metamorphic testing for machine learning and deep learning systems, aiming to enhance early fault detection. We introduce five metrics based on diversity in source and follow-up test cases to prioritize MRs. The effectiveness of our proposed prioritization methods is evaluated on three machine learning and one deep learning algorithm implementation. We compare our approach against random-based, fault-based, and neuron activation coverage-based MR ordering. The results show that our data diversity-based prioritization performs comparably to fault-based prioritization, reducing fault detection time by up to 62% compared to random MR execution. Our proposed metrics outperformed neuron activation coverage-based prioritization, providing 5–550% higher fault detection effectiveness. Overall, our approach to prioritizing metamorphic relations leads to increased fault detection effectiveness and reduced average fault detection time. This improvement in efficiency can result in significant time and cost savings when applying metamorphic testing to machine learning and deep learning systems.

Digital competency – Perspectives of teacher students and primary teachers

Digital transformation is regarded as the foremost priority for public governance reform across all sectors, encompassing the education domain, which has been undergoing its own digital transformation journey spanning from primary to higher education levels. Drawing from five elements of digital competency (DC) derived from conceptual references to competency, professional proficiency, digital technology, and digital transformation frameworks, opinions on these elements were sought from primary teachers and teacher students. The findings reveal disparities in the digital competency levels among teacher students relative to the demands, with notable concerns surrounding digital assessment, security, and safety in cyberspace. It is emphasized that additional emphasis should be placed on integrating digital competency domains into training programs, as digital competencies represent a deficiency in the criteria for teachers, which should be explicitly addressed in program learning outcomes (PLOs). Moreover, the increasing significance of digital competency underscores the necessity for its seamless integration into training programs catering to primary education teacher students. Further research is warranted to explore various aspects of this topic, including its scope, comparative analysis with teacher training in other sectors, and the perspectives of primary school principals.

ENTERPRISE DEVELOPMENT MANAGEMENT IN THE CONTEXT OF AN EMERGING INCLUSIVE ECONOMY

The article substantiates the necessity for enterprises to adapt to modern challenges and opportunities associated with the development of an inclusive economy. It analyzes contemporary trends and key issues impacting the functioning of enterprises in this context. The research delves into the critical aspects of managing enterprise development, including strategic planning, organizational changes, and innovative business approaches. Emphasis is placed on the importance of a systemic approach to solving these problems, which involves the active participation of the state, business, and civil society. The key aspects of managing enterprise development in the context of an inclusive economy are explored. In particular, strategic planning plays a crucial role in determining priority development areas, setting goals, and tasks that meet the requirements of an inclusive economy. A comprehensive set of measures aimed at enhancing the efficiency of enterprise development management in the context of an inclusive economy is proposed. The need for enterprises to adapt to the evolving landscape of an inclusive economy is becoming increasingly imperative. The dynamics of the modern economic environment, characterized by rapid technological advancements, globalization, and shifting consumer preferences, necessitate that businesses not only seek profitability but also contribute to social and environmental well-being. This dual focus on financial performance and societal impact is essential for achieving sustainable growth and maintaining competitive advantage. Training and skill development are critical components of an inclusive economy. Enterprises must invest in continuous learning and professional development programs to enhance the capabilities of their workforce. Professional development programs should focus on upskilling and reskilling employees, enabling them to adapt to new technologies and market demands. Collaboration with educational institutions can bridge the gap between academia and industry, ensuring that graduates possess the skills required by the labor market. Enterprises should encourage employees to engage in continuous education and provide access to online courses, workshops, and seminars.

Development of the Link and Match Learning Program through the Application of the Dual-System Method to Support the Industrial Revolution 4.0 in Sinergy with Freedom to Learn

This study aims to describe a Link and Match program used on dual-system models that is valid, practical, and effective to support industrial revolution 4.0 in profile freedom to learn. This type of research is development research with the ADDIE development design which includes analyze, design, development, implementation, and evaluation. The data analysis technique uses a mixed method which combines qualitative and quantitative methods. The results showed that: The Link and Match program using a dual-system model is declared valid, including syllabus, RPP, e-LKPD and e-Handout whose learning process is designed to include activities that adapt to Indonesian national work competency standards (SKKNI Level II) by maximizing the use of various representation that can support the industrial revolution 4.0 with the profile of independent learning. The presentation of e-LKPD and e-Handouts has been adapted to the local wisdom competencies available in Lampung Province and the needs of students to study independently or in groups so that they can support the industrial revolution 4.0 with the profile of independent learning; The practicality of the Link and Match program using a dual-system model is reviewed based on student responses which include responses to the learning process, responses to e-LKPD and e-Handouts so that they can be used as a productive learning topic on Rubber Processing in SMK class XI semester odd; The effectiveness of the Link and Match program using a dual-system model is categorized as high which show that there is an average difference between the experimental class and the control class. The output of this development is the establishment of MoU (Memorandum of Understanding) with various DUDI in Lampung Province.