Students Practical Experience Research Articles

Fostering interdisciplinary intercultural citizenship with virtual reality in a world language virtual exchange project

Intercultural dialogue is an essential component of intercultural citizenship, i.e., students’ ability to address complex societal issues. With more interconnected problems comes an increased need for students to communicate and collaborate with people from differing backgrounds. This preliminary study combined the framework of Intercultural Citizenship (ICit) and the United Nations’ Sustainable Development Goals (UN SDGs) with Virtual Reality (VR) and Virtual Exchange (VE) to investigate the students’ development of ICit. Fifteen learners of German, consisting of university students of German in the United States and students studying at a German university, met in dyads or triads in VR over six weeks and worked on their independent projects in which they each addressed a societal environmental problem of their choice. Analyses of the data (pre-project and post-project surveys, weekly journal entries, project presentations) revealed that participants developed their intercultural competence and enhanced their critical language awareness. Some students showed a shift of emphasis: While at the beginning they were more concerned with linguistic elements of the German language toward the end of the project they were focused on the topic of their project. Finally, participants appreciated the VR setting for building relationships, communicating, and developing intercultural competence in an authentic setting. This study underscores the potential of advancing ICit and intercultural communicative competence (ICC) through a VR-VE format, emphasizing VR-VE’s potential in fostering relationships-building between students. It also offers students practical experience in navigating and appreciating the complexities of intercultural communication.

Advancing scientific literacy: Integrating nature of science and nature of scientific inquiry in teaching Griffith’s and Avery-MacLeod-McCarty experiments

The present study aims to design an instruction that engages nature of science (NOS) and nature of scientific inquiry (NOSI) learning objectives with the teaching and learning of important historical experiments taught around the world and presented in most biology textbooks such as those by Griffith and by Avery, MacLeod, and McCarty. The design process involves decisions about which NOS and NOSI aspects to teach and decisions about how to teach. With respect to the latter decisions, our preference is an explicit/reflective perspective used in an overarching inquiry-based science teaching and history of science instructional context. The proposed course is going to provide high school students meaningful and practical inquiry-based experiences through the use of simulated experiments and would help their teachers (a) illuminate several procedural aspects of the taught experiments (b) internalize the importance of teaching NOS and NOSI aspects (c) acquire an integrative understanding of the process of scientific inquiry and the product of that inquiry, namely scientific knowledge, and (d) portray science less as a body of knowledge and more as a creative process involving human and non-human actors. The potential benefits of our proposed instruction for learners’ scientific literacy are also discussed.

INTEGRATING REPETITIVE READING WITH SERVICE LEARNING IN AMELIORATING CRITICAL READING AT A PRIVATE ISLAMIC JUNIOR HIGH SCHOOL

The Community Service Programme carried out by lecturers and students of the English Language Education Study Programme, Tarbiyah and Teacher Training Faculty of IAIN Langsa aimed to improve the English language skills of the community in the environment around the campus. This activity is carried out in the form of training to find the needs of the participants. In this activity, the intended participants were students of MTS Swasta An-Nur Kota Langsa grade VII that consisted of 11 students. The methods used in this activity included repetitive reading methods with a communicative approach through service-learning activities. The results of this programme showed a significant improvement in the critical reading skills of English narrative text as evidenced by the results of the score analysis with SPSS. The success of this programme not only has a positive impact on the participants, but also provides practical experience for students in applying English learning theory in the field, as well as strengthening the role of lecturers as community servants. The implementation of this programme reflects the institution's commitment to supporting sustainable educational development and contributing to improving the quality of human resources in the community.

PEMANFAATAN KOMODITI LOKAL DALAM PENDAMPINGAN WIRAUSAHA MELALUI PELATIHAN DEVIL PANCAKE DI SMK NEGERI 2 SINGARAJA

In the era of globalization and intense market competition, entrepreneurship is crucial for improving economic quality. One accessible form of entrepreneurship is through micro, small, and medium enterprises (MSMEs). Entrepreneurship allows communities to enhance their welfare and economic potential, regardless of age, offering vocational high school students the chance to become young entrepreneurs. Entrepreneurial mentoring for vocational high school students prepares them to innovate and develop strong entrepreneurial traits. This program, conducted in Buleleng Regency, Bali, known for its educational heritage, focuses on culinary entrepreneurship training, particularly in pastry making. Initiated by the Student Association of the D3 Hospitality Program at the International Tourism and Business Institute, the training includes practical food production using local commodities. One notable training involves making Devil Pancake, a simple yet innovative pastry. Participated by Culinary students from SMKN 2 Singaraja, using demonstration and duplication methods to enhance practical skills. Students observed instructors and then practiced independently, significantly improving their understanding and skills. The program yielded positive results, boosting students' confidence and practical experience. Using local ingredients and simple processes reassured students that starting a business is feasible. This program successfully motivated SMKN 2 Singaraja students to pursue entrepreneurship.

Empowering architecture, engineering and construction students through building information modeling competitions: a deep dive into behavioral motivation

PurposeBuilding Information Modeling (BIM) competitions are a beneficial approach to enhance BIM education, offering students practical experience in BIM application, including mastering workflows and technical tools. However, research exploring the individual perceptions influencing participation intentions and behaviors in BIM competitions is limited. Therefore, this study aims to investigate the factors affecting university students' behavioral intention and behavior in BIM competitions, providing theoretical support for BIM competitions and educational reform.Design/methodology/approachThis study employs the Structural Equation Modeling (SEM) based on the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to analyze the factors influencing BIM competition participation among 970 Architecture, Engineering, and Construction (AEC) university students.FindingsThe results of the study show that social influence, attitude, and self-efficacy play critical roles in shaping students' intentions to participate in BIM competitions. Furthermore, self-efficacy, facilitating conditions, and behavioral intention significantly influence students' actual engagement in such competitions. Surprisingly, effort expectancy negatively influences intentions, as less challenging tasks can lead students to perceive their participation as less impactful on their skills and learning, reducing their behavioral intention to participate.Originality/valueThis research provides valuable insights into the effectiveness of BIM competitions in enhancing BIM education for AEC students. Extending the UTAUT model to include self-efficacy and attitude, provides a novel perspective for understanding students' intentions and behaviors regarding BIM competitions. The study’s theoretical support proposes incorporating BIM competitions to augment BIM teaching methods and offers suggestions for advancing the efficacy of students' involvement in BIM competitions within higher education, thus contributing to educational reform in the AEC sector.

Development of DC Motor Speed Control Using PID Based on Arduino and Matlab For Laboratory Trainer

DC motors are widely used as propulsions, including in electric bicycles. The problem faced by students in the DC motor control laboratory working using software simulation is that they do not have practical learning experience using digital instruments. This article aims to develop a DC motor speed control that can be used to learn practical Proportional Integral Derivative (PID) control in the laboratory. The DC motor speed control was developed using a combination of Arduino UNO microcontroller and Matlab software. The PID method was used because it is still broadly studied and applied in industries. The test results showed that the developed trainer can work well with PID variable values that can be entered via the keypad, and DC motor transient responses can be displayed in Matlab. From the experimental results, it was found that the optimal PID variable values were Kp=0.04, Ki=0.05, and Kd=0.004, where the controller produced a low overshoot value, i.e., 0.73% of its set point and a settling time of 10.66 seconds. The test results of using the developed trainer in the Fundamental of Control Engineering laboratory work showed that the developed trainer gave students practical learning experience in designing PID control for DC motor speed by using digital equipment, i.e., microcontroller and actual DC motor as well as analyzing its corresponding transient response in Matlab software environment

The interprofessional practice experiences of final-semester prelicensure BSN students completing clinical immersion: A descriptive qualitative study

BackgroundThe goal of interprofessional practice experiences in health professions programs is to develop interprofessional collaborative practice skills. PurposeThe purpose of the study was to explore the meaning final-semester Bachelor of Science in Nursing students attributed to interprofessional practice experiences during clinical immersion. MethodsThe theoretical framework for this descriptive qualitative study was experiential learning theory. A sample of 12 participants was drawn from final-semester prelicensure Bachelor of Science in Nursing students at a college of nursing at a public research university. Data were collected through one-on-one semi-structured interviews and analyzed through inductive thematic analysis. ResultsThe analysis yielded four themes: professional and interprofessional identity, working with team members, communication practices, and trusting relationships. Patterns across themes were clinical environment culture, nursing school preparation, nurse preceptor role, fear/concern/worry, and night shift. ConclusionConsistency in preceptors, welcoming clinical environments, and opportunities to practice communicating with team members contributed to interprofessional collaborative practice skill development and improved perceptions of readiness for practice. Academic and clinical educators may use findings to (a) identify immersion placements for interprofessional practice experiences, (b) design curricula reflective of interprofessional practice, (c) advance teaching strategies to promote interprofessional practice, and (d) create learning environments that aid in professional and interprofessional identity formation.

The Packaging Mockup Project: An experiential Learning Experience of Using Photoshop in a Branding Class

ABSTRACT The Packaging Mockup Project directs students to 1) learn the basic tools in the Adobe Photoshop application, 2) research and create a new brand concept for different product categories, and 3) design an original packaging mockup of their own brand concept. This project is designed to allow students to apply what they learn about branding as well as to gain basic proficiency in Photoshop, a software that has become an increasingly common desired attribute in graduate candidates for marketing jobs. This experiential project gives students practical experience in creating branded packaging mockup with the Photoshop application while teaching them the role of brand elements for specific product types and how to create a brand concept for a specific target market.

Developing social work education in Vietnam: the student field practicum during the pandemic

ABSTRACT Vietnam’s education provision faced challenges during the fourth wave of the COVID-19 pandemic. During the first wave in early 2020, the majority of university classes had already converted to online mode. However, because the field practicum is an essential course requirement in the social work curriculum, doing it online posed a challenge for both students and instructors. This research describes the field practice experiences of social work students in Vietnam under the influence of COVID-19. A national online survey was conducted among all Bachelor of Social Work (BSW) students who completed a field practicum course between August 2020 and August 2021. The findings indicated students’ opinions on overcoming obstacles during field practice, their conflicted feelings, and some lessons learned. These findings show that social work educators may be able to identify important insights for preparing students for online social work practice and assist students and teachers to adapt to the unprecedented crisis.

Professional Practice And Learning Experiences of Students Taking Psychiatric Nursing Courses with Children With Neurodevelopmental Disorders: A Phenomenological Study

Çalışma psikiyatri hemşireliği dersi alan öğrencilerin nörogelişimsel bozukluğu olan çocuklarla mesleki uygulama ve öğrenme deneyimlerini niteliksel fenomenolojik bir yaklaşım kullanarak değerlendirmek amacıyla yapılmıştır. Araştırmada nitel araştırma deseni olan fenomenolojik araştırma tasarımı kullanılmıştır. Bu nitel araştırma 72 gönüllü hemşirelik öğrencisi ile yapılmıştır. Görüşmeler bireysel olarak ve yüzyüze gerçekleştirilmiştir. Veriler, Colaizzi'nin fenomenolojik analiz yöntemi kullanılarak yapılmıştır. Verilerin analizinde üç kategori (uygulama sırasında yaşanan duygular, uygulama sırasında yaşanan zorluklar, özel eğitim ve uygulama merkezlerinin yararlarına yönelik düşünceler) sekiz alt tema (olumlu duygular, olumsuz duygular, iletişim, bilgi, süre, yaşam kalitesi, iletişim, sosyal yönden) saptanmıştır. Psikiyatri hemşireliği uygulamasının sonunda, terapötik ilişkilerin geliştirilmesi yoluyla empati ile nörogelişimsel sorunlara yönelik ön yargı azaltılmıştır. Öğrenciler, nörogelişimsel sorunlarda iletişimin çok önemli bir yeri olduğunu ve özel eğitim ve uygulama merkezlerindeki uygulamanın kişilerarası ilişkileri geliştirmelerine yardımcı olduğunu belirtmişlerdir. Bu çalışmanın sonuçları, eğitimcilere klinik eğitimin planlanması ve geliştirilmesi konusunda yol gösterici olabilir.

Communication Skills: A Scoping Review of Experiences, Perceptions, and Use in Dietetics Practice

BackgroundCommunication skills are a cornerstone of practice for dietitians. The field of dietetics is evolving and there is a need to synthesize the available literature on communication skills to improve the effectiveness of patient consultations and inform practitioner development. ObjectiveThis scoping review aimed to identify the research literature relating to communication skills used in dietetics practice and perceptions and experiences of dietetics students, dietitians, and patients regarding communication skills. MethodsThis scoping review was conducted in accordance with the Joanna Briggs Institute methodology for scoping reviews and best practice guidance. Five databases (Medline, Embase, the Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, and PsycInfo), two theses databases, and conference proceedings for 8 dietetics and health professions education associations were systematically searched for research on dietitians’ communication skills. This included skills used in dietitian-patient communication, in communication interactions in different employment contexts, and diverse forms of communication (verbal, written, technological) and the views of dietetics students, dietitians, and patients, regarding communication skills. The search had no geographical or time limits. Studies were independently screened by two authors. ResultsThe 70 included studies spanned 45 years and were organized into four thematic categories: importance of communication skills in dietetics practice, development of communication skills, communication skills for dietitian-patient communication, and communication skills for wider dietetics practice. Sixty-five (92.9%) of the studies specifically explored the communication skills used for dietitian-patient consultations, including rapport building, questioning, listening, paraphrasing, and clarifying, whereas skills such as intercultural communication were less researched. ConclusionsThere is consensus between patients and dietitians regarding the skills that contribute to effective dietitian-patient communication. Areas less explored in the literature include the skills needed for intercultural communication and those needed for science communication. Greater understanding of the communication skills needed for contemporary nutrition and dietetics practice will guide education strategies for the development of dietitians.

Midwifery students' perceptions of clinical learning experiences and midwifery preceptors in Turkey

BackgroundThe clinical education environment presents a valuable opportunity for students to learn, acquire and develop the clinical skills essential for professional midwifery practice. The presence of competent and relevant preceptors plays a pivotal role in ensuring the success of midwifery students and fostering positive clinical experiences. AimThis study was conducted to evaluate the clinical practice experiences of midwifery students and their perceptions of midwifery preceptors. DesignA descriptive and cross-sectional study. MethodsThis study was conducted with 205 students enrolled in the midwifery department of the Faculty of Health Sciences of a state university in Turkey. Data collection used a participant information form and the Clinical Learning Environment and Midwifery Preceptor Scales designed to assess factors affecting midwifery students' clinical learning. Data analysis was performed using the SPSS 22.0 program, employing methods such as the Independent Sample T-Test, One-Way Analysis of Variance and Tukey test. ResultsThe average total score on the Clinical Learning Environment scale was 31.08±2.16 out of a possible 32, while the average total score on the Midwifery Preceptors scale was 17.60 (SD 1.27) out of a possible 18. The mean total score of the Midwifery Preceptor Scale and the mean scores of the sub-dimensions of Skill Development and Midwifery Practice Philosophy were found to be statistically significantly higher in those aged 21 years and older than aged 20 years and younger (P < 0.05). The Midwifery Preceptor Scale total score, the Clinical Learning Environment Scale total score and Skill Development sub-dimensions mean scores of the second-year students were found to be statistically significantly higher than the first and third-year students (P <0.05). Furthermore, students who received education in larger groups and willingly chose and had a passion for the midwifery profession demonstrated significant positive perceptions regarding their clinical learning environment experiences and the impact of their preceptors on their professional growth. ConclusionsUnderstanding the perspectives of midwifery students regarding the clinical education environment, preceptors and the teaching and learning process holds great importance for enhancing the quality of the clinical education environment and fostering the development of clinical competencies among midwifery preceptors.

Pair Programming Efficacy and Implementation Strategies in Chinese High School IT Curriculum

In the past decade, governments worldwide have incorporated programming education in primary and secondary schools as a crucial initiative to cultivate technical talent and enhance international competitiveness. Against this backdrop, this paper examines the efficacy and implementation strategies of pair programming in Chinese high school information technology curricula. Pair programming is an effective learning approach that fosters computational thinking, communication and collaboration skills, confidence and self-efficacy, innovative thinking, and problem-solving abilities while simultaneously augmenting students' programming expertise and practical experience. To optimize the implementation of pair programming instruction, this paper proposes several recommendations, including defining students' pair programming roles, supplying essential programming tools and resources, judiciously allocating time, encouraging student sharing and interaction, emphasizing class cohesion, offering personalized guidance, and continually refining teaching methodologies.

Perception of graduates about the education of Nursing Technicians.

to interpret the perception of graduates from the nursing technician program on the learning process developed during their education. a qualitative study was conducted from March to September 2021, based on interviews with 20 graduates from a nursing technician program at a school in the Midwest of São Paulo, using thematic analysis and the NVivo tool. the following themes were identified: traditional teaching methods, active learning strategies, valuing proactivity and experiences in professional practice. according to the graduates, the teaching process is essentially based on traditional methods, although there are initiatives to implement active strategies and recognition of the importance of advancing student proactivity and practical experience.

Learning by Doing: Student & Faculty Reflections on a Collaborative Model for Conducting and Publishing Mixed Methods Research in a Graduate Course.

Due to time constraints and faculty resources, one-semester research methods courses, especially mixed methods, often do not result in meaningful student-produced work that contributes to scholarly literature. As publishing increasingly becomes expected for graduate students, instructors may seek ways to incorporate publishing opportunities into course curriculum. This case study presents one instructor's collaborative teaching and publishing model along with graduate student feedback and recommendations for reproducibility of the course model. The model described in the course-based research model vignette was designed to give students practical experience working with raw data, presenting preliminary findings, navigating the IRB process, drafting a manuscript, determining authorship, and identifying and submitting the manuscript to a journal. Acknowledging the importance of and the challenges to graduate student publishing, the instructor in this case study sought to reduce some of the barriers for students. Post-course, the researchers employed a single-case study methodology that includes elements of participatory action research to answer research questions about student participants' learning experiences related to conducting a collaborative mixed methods study and the research and publishing process. The interview protocol included questions about the participants' perceptions about the success of the collaborative teaching methods to teach mixed methods research, their prior experience with research projects, and their interest and engagement with the publishing process during and after the course. The discussion includes practical information for instructors interested in implementing a similar model.

Simulation-based learning in tertiary-level disaster risk management education: a class-room experiment

PurposeConventional lecture-based educational approaches alone might not be able to portray the complexity of disaster risk management practice and its real-life dynamics. One work-integrated learning practice that can give students practical work-related experiences is simulation-based learning. However, there is a limited discourse on simulation-based learning in disaster risk management education at the tertiary level. As tertiary education plays a crucial role in developing capabilities within the workforce, simulation-based learning can evoke or replicate substantial aspects of the real world in a fully interactive fashion. This paper aims to present outcomes of simulation-based learning sessions the authors designed and delivered in a disaster risk management course.Design/methodology/approachThe authors developed a framework to illustrate simulation-based learning in a disaster risk management programme. It was then used as a guide to design and execute simulation-based learning sessions. An autoethnographic methodology was then applied to reflectively narrate the experiences and feelings during the design and execution of the simulations.FindingsThe evaluation of the simulation sessions showed that participants were able to apply their knowledge and demonstrate the skills required to make critical decisions in disaster risk reduction. The conclusion from the simulation-based learning sessions is that making simulation-based learning a part of the pedagogy of disaster risk management education enables students to gain practical experience, deliberate ethical tensions and practical dilemmas and develop the ability to work with multiple perspectives.Originality/valueThe simulated workplace experience allowed students to experience decision-making as disaster risk management professionals, allowing them to integrate theory with practice.

Shared Learning from the Implementation of a Technical Leadership Program

Capstone projects have been an established vehicle of student–industry engagement in a university setting. In engineering, capstone projects are a point of transition from student to professional, as student engineers gain practical work experience and apply their technical skills and knowledge for an industry-proposed design, research, and/or development challenge. In this paper, we report on a supplementary program—the Technical Leadership Program (TLP)—which was designed and delivered for students to hone their technical leadership skills within a capstone project. To report on the outcomes of this case study, we use a student-as-partners philosophy to share the case study as a series of vignettes from co-authors who participated in the TLP. These have been collated into four key thematic areas including building awareness through technical leadership; building a personal repertoire of leadership; creating a common platform for collaboration; and transitioning into a professional workplace environment. The reflections are then shown to map to relevant competencies in technical leadership. Alongside these themes, the paper shares the design of the TLP delivery and reflects on the challenges and benefits of this mechanism to enhance student experience.

BioMet-Think Aid: A Learning Package to Enhance Student Practical Experience in Basic Biochemistry and Metabolism

BioMet-Think Aid: A Learning Package to Enhance Student Practical Experience in Basic Biochemistry and Metabolism

THE YOUTUBE SEO PROJECT: TEACHING SEARCH ENGINE OPTIMIZATION THROUGH VIDEO

ABSTRACT The YouTube SEO Project directs students to research a target market’s needs using consumer search demand, create an engaging mobile video that responds to this demand, and use search engine optimization (SEO) to optimize and publish the video for searchers on YouTube.com. Students completing the project reported positive learning outcomes and consistently produced videos that generated their own search traffic by ranking well in YouTube search results. The project gives students practical experience with market research, video creation, and SEO while teaching them to consider consumer needs as well as the competitive landscape in order to identify market opportunities.

THE ESSENCE AND MAIN CHARACTERISTICS OF NATIONAL-PATRIOTIC UPBRINGING: THEORETICAL ASPECT

The article contains the results of a study of the nature and main characteristics of the national-patriotic upbringing. The study was conducted by studying and analyzing the latest regulations and publications, related issues and identifying the nature of the main characteristics of the national-patriotic upbringing. The author of the article presents the results of scientific analysis, conclusions about the need to develop formation technologies of national-patriotic education of students at schools. National-patriotic upbringing is a complex of personality traits and actual result, achieved by an individual or collective in the process of national-patriotic upbringing, manifested in the ability and willingness to be realized as an individual and collective in the service to the Motherland: learning the experience of cognitive activity by a student involves the formation of patriotic knowledge and ideas; mastering the experience of emotional and value relationships by a student means the formation of patriotic feelings, values, beliefs; mastering the student's practical experience is manifested in the implementation of patriotic knowledge and ideas, values and beliefs in patriotic behavior and activities. The essence of national-patriotic upbringing, in our opinion, is the students' learning of the experience of cognitive activity, emotional-value relationships and effective practical experience, which are manifested in the ability and willingness to be realized as an individual and collective in the activity for the benefit of the Motherland. The article can be recommended for publication in a specialized journal.