Practice Learning Opportunities Research Articles

Co-Constructive Patient Simulation as an Experiential Tool for Continuing Professional Development in Healthcare

ABSTRACTIn this commentary, we examine how to use the recently developed educational method called Co-constructive Patient Simulation (CCPS) to improve continuous professional development in healthcare. CCPS invites learners to participate in the creation of meaningful simulated scenarios while fostering reflection-in/on/for-action and community-building. By participating in the creation of the simulated scenarios, learners guarantee that the challenges addressed by the learning activities are aligned with their developmental stages and needs. Additionally, as learners may invite supervisors to take the “hot seat” during the simulation session, the CCPS approach allows learners to witness how supervisors would handle situations perceived as challenging. This exchange of roles creates an opportunity for camaraderie, as supervisors expose themselves and assume a vulnerable position. This camaraderie facilitates educational bonding and community building. As a result, in this participatory and co-creative approach to simulation, experts become the facilitators of a learner-centred activity, which increases motivation and allows tailored and contextualised learning. This co-constructive approach to simulation adds to the repertoire of more traditional CPD strategies by fostering spontaneity and authenticity. It integrates learning opportunities in clinical practice, amplifies learner’s critical reflection and autonomy, and harnesses real-life challenges to offer meaningful solutions to lifelong learning. The democratic environment optimised by experts joining the activity and sharing their vulnerabilities with trainees further catalyzes the creation of a community for teaching, learning, and shared development.

Bildende Kunst und fremdsprachliches Lernen: (Selbst-)Portraits und ihr besonderes Potenzial für die Entwicklung von Empathiefähigkeit

This article takes an important step towards improving the theory and practice of foreign language teaching with (self-)portraits. It discusses their teaching potential and impact on students’ empathy towards cultural identities. The first part presents the current state of the art of working with pictures in the foreign language classroom. Then, this article approaches paintings from the perspective of arts education and explores avenues through which art can teach students foreign language competences including their ability to empathize with other cultures. Empirical studies which evaluate to what extent art works may contribute to language learning and developing empathy will be considered. This paper highlights current trends in the teaching of visual literacy and introduces the idea of working with (self-)portraits in foreign language education. In addition, it examines how practical learning opportunities can be created by analyzing visual input (here: a self-portrait of the painter Frida Kahlo) and how the students’ creation of their own portraits can be a meaningful tool in the language classroom. By doing so, the interplay of students’ personality traits and foreign language learning while working with fine arts will be discussed.

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis

Inclusive education is a reform aimed at educating all students in general classrooms, independent of diversity features such as special educational needs, giftedness, or migration. Its successful implementation requires teachers with professional knowledge about inclusive education, skills to address the diverse needs in the classroom, and positive beliefs toward inclusive education. Teachers are provided with professional development opportunities, but are these effective in improving their learning process and positively impacting students’ behavior? We conducted a meta-analysis to address this question. The screening of 12,050 search results revealed 342 eligible studies with more than 155,000 participants and 1123 effects from four outcome categories: teachers’ knowledge, skills, and beliefs and students’ behavior. We observed positive, though varying, effects on all four outcome categories: large effects on teachers' knowledge regarding inclusive education (g = 0.93), moderate effects on teachers’ skills (g = 0.49), small effects on teachers’ beliefs (g = 0.23), and small-to-moderate effects on student behavior (g = 0.37). We also examined factors that might explain the differences in the strength of training effects. The data suggest that long-term training with high practical relevance and active learning opportunities facilitates transfer to schools.

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ И ПРОИЗВОДСТВА ПРИ ПОДГОТОВКЕ СПЕЦИАЛИСТОВ ЯЗЫКОВОЙ СЛУЖБЫ В КИТАЕ

The article explains the importance of industry-education integration in language services by providing students with practical language learning and application opportunities that improve their language and intercultural communication skills and meet the needs of real-world industry. The difficulties and challenges faced by the education, training and talent development system in China are analyzed. The economic benefits from the integration of education and production are described, allowing businesses to better gain a foothold in the international market, increase their competitiveness and achieve sustainable development. Strategies and measures are proposed to closely integrate language services and talent development through collaboration with industry.

Teaching Digital Electronics during the COVID-19 Pandemic via a Remote Lab.

Practical knowledge is essential for engineering education. With the COVID-19 pandemic, new challenges have arisen for remote practical learning (e.g., collaborations/experimentations with real equipment when face-to-face offerings are not possible). In this context, LabEAD is a remote lab project that aims to provide practical knowledge learning opportunities for Brazilian engineering students. This article describes how engineering project management methods consisting of application domains, requirement identification, technical solution specification, implementation, and delivery phases, were applied to the development of an Internet of Things (IoT) remote lab architecture. The distributed computing environment allows integration between students’ smartphones and IoT devices deployed in campus labs and in student residences. The code is open-source for facilitated replication and reuse, and the remote lab was built in six months to enable six experiments for the digital electronics lab during the COVID-19 pandemic, covering all the experiments of the original face-to-face offering. More than 70% of the 32 students preferred remote labs over simulations, and only 2 were not approved in the digital electronics course offered remotely.Student perceptions collected by questionnaires showed that they could successfully specify, develop, and present their projects using the remote lab infrastructure in four weeks.

Practical learning opportunities and changes in teachers’ self-efficacy beliefs: Does the development of bachelor student teachers’ competence differ before and during COVID-19?

This article investigates changes in student teachers’ teacher self-efficacy beliefs (SEBs) as part of their competence development during their three-year bachelor’s program and how these changes can be explained through practical learning opportunities. Using two bachelor’s student teacher cohorts who studied during and prior to COVID-19, differences in the development of their competence are analyzed longitudinally over three time points. Unexpectedly, no increase in SEBs was observed; rather, a significant decline was identified, with little practical relevance for the cohort who had studied before and medium practical relevance for the cohort who studied during the pandemic. At the end of their bachelor’s program, students in the cohort who studied before the pandemic reported slightly higher levels of SEBs than those who had to study during the pandemic. A path model indicates that studying during the pandemic negatively impacted both practical learning opportunities and changes in student teachers’ SEBs, whereas practical learning opportunities positively impacted SEBs changes. The findings’ implications for practical learning opportunities in initial teacher education are discussed.

Hāth se sīkhna: geographies of practical learning and India’s agricultural skills agenda

A significant challenge of skill development in the Global South is providing meaningful opportunities for practical learning. While previous studies have explored this as a pedagogical challenge, in this paper, I take a geographical perspective, arguing the barriers to practical learning extend beyond pedagogy and often relate to socio-economic conditions. I draw on a study of a new agricultural skill development scheme in the states of Punjab and Himachal Pradesh in north India. Trainees enrolled in the scheme expressed strong desires for opportunities to ‘learn by hand’ (hāth se sīkhna), which training rarely provided and which were often availed in informal settings. The extent to which trainees found useful practical learning opportunities varied based on gender, caste and locality. Drawing on theories of communities of practice, I argue that the desired practical learning was marred not only by the inability or unwillingness of trainers to provide practical classes, but also by regionally specific factors, such as administrative constraints, local agrarian structure and regional patriarchies. This suggests that coordinating effective forms of practical learning requires regional-level strategies that are attentive to social and economic context.

Pediatric practicums in undergraduate nursing programs: an integrative review.

Practicum Placements are the signature andragogy used in undergraduate nursing programs to bring about knowledge consolidation. Little is known, however, about the types of pediatric practicum placements utilized by nursing programs to provide practical learning opportunities in child health to their students. The purpose of this integrative review is to identify and appraise existing literature on practical pediatric practices in undergraduate nursing education. Searches were conducted using the main relevant databases and search engines. Of the numerous articles retrieved, screened, and reviewed, 15 met the inclusion and exclusion criteria. Results were then analyzed using thematic analysis. Two overarching themes were identified: (1) Adaptation, and (2) Learning. Findings revealed that most nursing programs utilize alternative placement sites to meet the learning need of their students. These sites provided students with the opportunities to care for children and adolescents, and engage in a variety of health promotion and teaching activities.

A Critical Analysis of Calculations of Current Expected Credit Losses (CECL) at Dynamic Corporation

ABSTRACT In 2016, the Financial Accounting Standards Board (FASB) issued a standards update on current expected credit losses (Accounting Standards Update 2016-13; FASB Codification® Topic 326). While the update does not change the debits and credits associated with current expected credit losses (CECL), it does significantly change the calculations associated with estimates of current expected credit losses. Additionally, given that most textbooks simply provide inputs for the calculations associated with estimates of current expected credit losses, most accounting curricula do not cover the most important changes found in the update. This case provides students with a hypothetical situation in which to analyze and understand these issues. Specifically, the case requires students to critically analyze a series of current expected credit loss calculations, research authoritative guidance, and conclude regarding the appropriateness of the calculations of the actors in the case. Results indicate that students perceive significant practical learning opportunities from the case.

ВОЗМОЖНОСТИ ПРИМЕНЕНИЯ МЕТОДОВ МАШИННОГО ОБУЧЕНИЯ ПРИ РЕШЕНИИ АНАЛИТИЧЕСКИХ ЗАДАЧ В МЕТАЛЛУРГИЧЕСКОЙ ОТРАСЛИ

Background. 
 Machine learning is a promising field for organization in the age of development of high-tech methods of management and organization of the company. As a rule, this term is used in relation to artificial intelligence, namely, machines that could learn independently. Thus, the main goal of this work is to assess the prospects for using these methods for solving various problems in a corporation.
 Methods. 
 The article introduces the main methods of machine learning, their analysis, linear and non-linear learning methods are given, their use in practice is indicated, and the key advantages of using a trained artificial intelligence in a company are identified.
 Result. 
 As a result, the author proposes ways of using machine learning methods in a firm, analyzes their advantages and disadvantages, identifies the problems of implementing artificial intelligence learning opportunities in practice.

Enhancing the inpatient ward learning environment: A practical guide.

Inpatient ward placements are rich with practical learning opportunities for medical students; however, many such opportunities go overlooked and underused. Newly qualified doctors often feel underprepared for work on wards; improving student experience on ward placements can address this. Although this requires an active effort from both students and clinical educators, it is not arduous and has mutual benefit: improving medical education while simultaneously reducing staff workload. Here, we present a guide for both teachers and students highlighting three key areas of ward learning that may be improved: strategies to drive active learning, integration of students into the ward team and underutilised resources to develop a patient-centred approach.

Enhancing the Social Work Field Practicum Experience through the Practice Development Forum (PDF) at the United Arab Emirates University

ABSTRACT Despite the importance of field education in social work, there are situations when only a few social work educators are involved in supporting students in their field placements. At the United Arab Emirates University (UAEU), for example, involvement in field education is reserved for faculty who are fluent in Arabic due to the nature of Organizations and Agencies that offer practice learning opportunities to social work students. More specifically, these organizations and agencies have a clientele of largely Arabic speaking Emiratis, and thus find it easier to work with the Arabic speaking faculty. In this paper, we outline how the Practice Development Forum (PDF) is used, resulting in expatriate faculty becoming involved in field education, not only for their ongoing professional development but mainly as a vehicle through which social work students can maintain links with faculty members with varying local and international backgrounds. The PDF provides a safe space outside the practice learning setting, and a significant outcome has been the development of case studies to be integrated into teaching content in subsequent academic years. With the institution of PDF, there have been additional unanticipated benefits that emerged as well which are also addressed in this paper.

Exploring Teachers’ Lived Experiences of Cooperative Learning in Ethiopian Higher Education Classrooms: A Phenomenological-Case Study

A growing body of research indicates that teaching is the most important determinant of student learning in higher education (HE). However, HE teachers have a persistent challenge to transform pedagogical practices from a teacher-centered to a student-centered approach. In this study, the authors employed a phenomenological-case study design to examine the teachers’ lived experiences with cooperative learning (CL) pedagogies as applied in the undergraduates’ classrooms in a large public university in Ethiopia. The authors collected the relevant data from two teacher participants through both reflection and a semi-structured interview, along with document analysis of course-related material. The teacher participants felt that their involvement in the CL lessons gave them insight to understand strategies used to implement CL and practical learning opportunities on how to use it as one variant of student-centered teaching methods. As the teacher interviewees suggested, the CL lessons helped them change their mindset from traditional lecture-based teaching to a student-centered approach and transform their pedagogical practices. The results of this study suggest that CL pedagogies offer teachers with professional development opportunities for a meaningful transformation of their roles in HE classrooms. Additionally, the results have important practical implications for many HE institutions (HEIs) and their teachers who work with undergraduate students.

Perceptions of Trainee Practice Teachers in Northern Ireland: Assessing Competence and Readiness to Practise during COVID 19

The supervision of undergraduate social work students on placement is fundamental to their development as 50% of the BSc (Hons) social work degree in the UK comprises practice learning, which is widely acknowledged as the signature pedagogy of the profession. In Northern Ireland practice learning opportunities are supervised by practice teachers. To ensure a consistent quality and supply of practice teachers a Master’s programme offering approximately 35 places per year is delivered at Ulster University. The trainee practice teachers had to navigate working on the front line through the COVID 19 pandemic, post graduate study and the professional supervision and assessment of undergraduate social work students on placement. This article presents evidence from a small scale qualitative study evaluating the practice teaching programme conducted with 22 trainee practice teachers. Respondents were asked to complete a semi structured online survey. The evaluation sought their perceptions regarding the duality of their unique experience as a gatekeeper to the profession and student managing the unprecedented challenges of assessing the competence of social work students on placement. Several themes emerged including assessing competence, the student experience and support from the practice assessor. A further outcome was the creation of a Peer Learning Bubble Model.

The lived experiences of trainee educational psychologists in Scotland

Across Scottish local authorities, the practice of educational psychologists (EPs) varies, which is impacted by when and where they undertook their training. The experiences of Trainee educational psychologists (TEPs) are highly influenced by services they are placed in and the EPs they interact with. Accordingly, TEPs’ understanding of the EP role may be strongly influenced by the practice they observe on placement and their practice supervisors’ perceptions of the EP role. However, due to a lack of published research, the way in which TEPs experience their training and the impact it has on their lives as well as their professional development, is unclear. The current study aims to address this research gap by considering the lived experiences of TEPs. Interviews were undertaken with a sample of EPs and TEPs from across Scotland who embarked on their EP training between 1980 and 2020. The findings provide a rich interpretation of the contextual nature of EP training, with emergent themes including relationships, stress and ambiguity in the EP role. A suggested model to represent positive experiences of EP training is proposed, encompassing quality supervision; peer support; social relationships within the cohort; motivation and practical learning opportunities with implications for EP training and practice.

Teaching secondary school agriculture at the psychomotor domain: a conceptual framework for enhanced skills development for food security

ABSTRACT Purpose: To develop a conceptual framework that can be employed in secondary school agriculture classes on skills development for food security. Design/Methodology/Approach: The conceptual framework was developed from the findings of an earlier study by the authors on the effect of agricultural teaching approaches on skills development for food security. Qualitative data were collected and analysed through descriptive statistics. Findings: Skills development can be enhanced at the psychomotor domain of Bloom’s taxonomy through integration of practical agricultural activities as guided by the conceptual framework. The skills developed at secondary school level can be timely applied for food security and nutrition which can ultimately reduce poverty and boost economic development in any country. Practical implications: The conceptual framework can be used as a guide to developing agricultural skills which can be the drivers of economic development in any country. Such a transition can be an avenue for ultimate achievement in eradicating extreme poverty and hunger by the year 2030. Theoretical Implications: The paper makes a contribution to the growing body of knowledge by highlighting practical learning opportunities that can be incorporated within the psychomotor domain. The hands-on-skills developed are applicable at meeting the four pillars of food security. Originality/value: In the current studies on secondary school agriculture a conceptual framework that incorporates learning at the psychomotor domain of Bloom’s taxonomy is hardly found. When incorporated into the theory, the framework can be a guide to skills development for enhanced food security and nutrition.

The future of nurse education: imagining the art of the possible.

Thinking about the pipeline for registered nurses and the transition of students to registered nurse: what if we were to create a perfect nurse education curriculum- something that we feel is currently elusive!? What if HEI’s and their healthcare partners were not constrained by student fees and capped numbers; securing practice learning opportunities for first- and second-year students, what could we do with nurse education? Yes, we would have to take risks, let’s just think about what might be possible if we were able to be bold and brave with our curriculum design. We are clear that we are advocates of graduate nurses of whom are critical thinkers and that during their pre-registration nursing programme, students are provided with the quality nursing curriculum and practice learning experience. In this paper, we will not be debating the issue of work contracts, paid learning experiences, student rights or the debate around if low paid on the job nursing students training will take the profession backwards. Others such as Leary (2020) provide this discussion. Instead we offer our thoughts around the future curriculum possibilities, and we welcome further discussion on the issues and recommendations that we make, for example have a clear vision for nursing -be bold about the role of the nurse and be clear about the future of nursing.

Qualitätskriterien für hochschulisches Praxislernen in der Pflege - Ergebnisse eines Delphi-Verfahrens

IntroductionA Bachelor of Nursing qualification has been facilitated by the new Care Professions Reform Act since January 1, 2020 as a standard in Germany. Due to the Reform Act students must have completed 2,300hours of practical training in a healthcare institution. Recent projects have revealed that the practical part of current study programs is inadequate with regard to content, organization and didactics. Therefore, specific quality criteria need to be developed for institutions providing academic training of nursing professionals that are in line with the requirements of medical teaching hospitals. MethodsThese quality criteria have been developed from March 2019 to February 2020 in a three-phase process using the Delphi technique. Phases I and II were conducted as online surveys among various stakeholders (n = 396; n = 555) to identify quality criteria and to assess both their relevance and feasibility. Phase III consisted of an expert conference to finally select the quality criteria. ResultsThe result was a set of requirements for practical and academic education with a total of 55 criteria subdivided into five dimensions (organizational, personal, infrastructural, formal and didactic). DiscussionAgainst the background of the diversity of settings and institutions providing practice learning opportunities for nursing students and their specific frameworks, the practicability of individual criteria needs to be discussed. Also, the level of commitment and the related approval process have to be questioned. ConclusionThe criteria developed should be a tool to leverage quality, that is to improve the practical learning part of the nursing study programs. The addressees include representatives of universities and healthcare institutions taking part in the fundamental academic qualification in nursing care. The results provide guidance for the selection and the design of strategic and operational cooperation. Furthermore, the criteria can be used as a basis for the certification of academic teaching institutions.

The needs of LGBTI+ people within student nurse education programmes: A new conceptualisation

There is a growing body of international research evidence highlighting concerns around social exclusion and discrimination, significant health inequalities and health needs, and barriers to accessing effective healthcare for LGBTI + people. However, ways in which the healthcare needs of LGBTI + people can be addressed in student nurse education programmes have yet to be fully explored. The aim of this discussion paper is to present the evidence to support the inclusion of LGBTI + health throughout the nursing curriculum. A new conceptualisation of the full and effective integration of LGBTI + health content across and within the nursing curriculum is proposed. This can be achieved by further developing theory, skills simulation and practice learning opportunities. There is a need to ensure that nursing students are positioned and adequately prepared to effectively address concerns of social justice, reducing health inequalities, and providing responsive person-centred care for LGBTI + health service users.

Twelve tips to maximise medical student learning during emergency medicine placements

Placements in the emergency department provide medical students with countless clinical and practical learning opportunities. However, medical education may not always be optimised for students in this busy, potentially overwhelming environment. Prior knowledge of how to make the most of emergency medicine placements helps to facilitate student learning and enjoyment. In this article, the authors compiled twelve tips based on the relevant literature and their experiences on emergency attachments. These tips will better prepare medical students for their emergency medicine placements and ensure that they experience the full benefits of working in the emergency department.