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Descriptors:
Academic Achievement; Student Attitudes; Classroom Environment; Second Language Learning; English Language Learners; Nursing Education; Community Colleges; College Students; Interviews; Phenomenology; Guidelines; Urban Areas; Power Structure; Qualitative Research; Inclusion; Educational Experience

Abstract:
This qualitative study explored the lived experiences of students as English language learners in the nursing classroom. Employing interpretive phenomenological methodology, participants at an urban community college in the Northeast engaged in open-ended interviews that yielded new understandings of everyday concerns that impacted their academic success. Four themes emerged and included the ways students made adjustments, overcame doubts, demonstrated determination, and co-created community in the college classroom. A critical theoretical framework applied during data analysis revealed student perceptions and experiences in the classroom environment as uneven and unequal. Students shared that some faculty fostered student learning while others did not. Traditional and monocultural practices, representing acts of power and dominance, thwarted learning and possibly contributed to lack of academic progress. Despite these challenges, participants also articulated examples of gains in learning. This study concludes with recommendations for faculty, administrators, students, and researchers for creating inclusive classrooms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Outcomes of Education; Health Education; Public Health; Action Research; Professional Education; Transformative Learning; Health Personnel; Foreign Countries; Interdisciplinary Approach; Social Change; Nursing Education; Nutrition; Dietetics; Occupational Therapy; Interviews; Focus Groups; Allied Health Occupations Education; Relevance (Education); Health; Cultural Differences

Abstract:
Transformative learning aims to awaken students to issues of injustice, and to promote their critical analysis of assumptions, beliefs and values that lead to and sustain social inequities, so that they may become agents of social change. This paper introduces the Sensitise Take Action and Reflection (STAR) framework, which encapsulates transformative learning principles, as a tool for educators to enhance student health professionals' capacity and preparedness to address health inequities they are likely to encounter in their future practice. Using an action research methodology within a three-cycle process, STAR was trialled and evaluated by an interdisciplinary team of health educators (n = 25) in an Australian university. Disciplines included: nursing, nutrition and dietetics, public health, occupational therapy and paramedic science. Data were gathered via individual interviews, focus group discussions and field notes, and were analysed inductively, with member-checking of emerging themes to ensure interpretive rigour. The results of this research suggest that STAR is easily understood by users, has relevance for health professional education, and holds promise for producing desired educational outcomes within and across health disciplines. Furthermore, this project could be considered a model for fostering inter-professional collaboration in health education, research and practice. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nursing Students; Control Groups; Family Violence; Patients; Nurses; Nursing Education; Listening Skills; Hospitals; Victims; Identification

Abstract:
The current study applies the Listening Styles Profile (LSP16) to nurses and nursing students. Compared to a control group (n = 102), nurses (n = 188) and nursing students (n = 206) show marked differences in listening styles. The majority of participants were people-oriented listeners. People-oriented nurses tend to be more knowledgeable about domestic abuse, as well as hospital policies and procedures. They are also the most confident about their ability to identify and assist victims of domestic abuse. Content-oriented listening is also conducive to effective screening, but time-oriented and action-oriented listening may be detrimental to patients. Implications for nursing education and effective screening are discussed. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Older Adults; Housing; Home Visits; Pharmacy; Public Housing; Nursing Education; Health Sciences; Service Learning; Prevention; Grants; Clinical Experience; Pharmaceutical Education; College Faculty; Partnerships in Education; Nutrition; Medical Evaluation; Cooperation

Abstract:
Interprofessional student service-learning experiences are integrated into the preventive care of older adult residents of public housing in Appalachia. Receiving a Health Resources and Services Administration grant provided the College of Nursing at East Tennessee State University the opportunity to expand interprofessional clinical experiences for students by partnering with the College of Pharmacy, the College of Clinical & Rehabilitative Health Sciences, and the local public housing authority. Select faculty from each college met and developed a plan to form student teams from all three colleges to conduct in-home comprehensive medical and nutrition assessments and medication chart reviews of high-risk older adults. Following the in-home visit, students and faculty discuss the assessment findings at planned interprofessional meetings. Students present their findings from each discipline's perspective and collaboratively set health priorities and develop intervention strategies and an inclusive follow-up plan. Excerpts from students' reflective narratives discussing the impact of the interprofessional service-learning experiences are shared. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Nursing Students; Nursing Education; Adoption; Technology Uses in Education; Teaching Methods; Instructional Effectiveness; Pretests Posttests; Multimedia Instruction; Achievement Gains; Instructional Material Evaluation; Intermode Differences; Control Groups; Experimental Groups; Matched Groups; Cohort Analysis; Quasiexperimental Design; Knowledge Level

Abstract:
Technology is becoming increasingly more important in the enhancement of educating university students. Very little research has been done regarding how the combination of educational technologies affects test scores, compared to the use of one technology alone. This research article examines whether the post-scores of nursing students increased by the type and combination of educational technology used in their instruction. By testing the use of various educational technologies and various combinations of these technologies on three different groups of learners, a pre- and post-test design was conducted to identify changes in post-test knowledge scores. Findings from this study suggest the use of combined educational technology may improve a student's ability to learn material as students in the group that used a combination of technologies scored higher on the knowledge post-test than the other groups studied. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nursing Homes; Nurses; Nursing Education; Labor Turnover; Health Services; Hospitals; Correlation; Persistence; Older Adults; Patients; Research Needs; Public Policy

Abstract:
Purpose: Individuals receiving postacute care in skilled nursing facilities often require complex, skilled care provided by licensed nurses. It is believed that a stable set of nursing personnel is more likely to deliver better care. The purpose of this study was to determine the relationships among licensed nurse retention, turnover, and a 30-day rehospitalization rate in nursing homes (NHs). Design and Methods: We combined two data sources: NH facility-level data (including characteristics of the facility, the market, and residents) and the Florida Nursing Home Staffing Reports (which provide staffing information for each NH) for 681 Florida NHs from 2002 to 2009. Using a two-way fixed effects model, we examined the relationships among licensed nurse turnover rates, retention rates, and 30-day rehospitalization rates. Results: Results indicate that an NH's licensed nurse retention rate is significantly associated with the 30-day rehospitalization rate (est. = -0.02, p = 0.04) controlling for demographic characteristics of the patient population, residents' preferences for hospitalization, and the ownership characteristics of the NH. The NHs experiencing a 10% increase in their licensed nurse retention had a 0.2% lower rehospitalization rate, which equates to 2 fewer hospitalizations per NH annually. Licensed nurse turnover is not significantly related to the 30-day rehospitalization rate. Implications: These findings highlight the need for NH administrators and policy makers to focus on licensed nurse retention, and future research should focus on the measures of staff retention for understanding the staffing/quality relationship. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Technology; Student Attitudes; Second Language Learning; Case Studies; Constructivism (Learning); Mathematics Instruction; Elementary Secondary Education; Educational Games; Higher Education; Computer Games; Student Motivation; Females; Grade 7; Social Studies; Standards; Handheld Devices; Nutrition Instruction; Computer Simulation; College Instruction; Teaching Methods; Instructional Design; Curriculum Implementation; Grade 4; Art Education; Computer Science Education; Adolescents; Preservice Teacher Education; Internet; Education Courses; Simulation; Animation; Manipulative Materials; Reflection; Computer Software Evaluation; Business Administration Education; Usability; Use Studies; Physics; Engineering Education; Fiction; Elementary School Students; Nursing Education; High School Students; Middle School Students; Social Networks; Adult Students

Abstract:
In K-12 classrooms, as well as on the college and university level, the incorporation of digital games has played a vital role in the educational system. While introducing teachers to new fields, these digital games have been designed and implemented for the classroom and have shown positive results at a variety of educational levels. Cases on Digital Game-Based Learning: Methods, Models, and Strategies analyzes the implementation of digital game applications for learning as well as addressing the challenges and pitfalls experienced. Providing strategies, advice and examples on adopting games into teaching, this collection of case studies is essential for teachers and instructors at various school levels in addition to researchers in game-based learning and pedagogic innovation. Contents include: (1) "Come Fly with Us": Playing with Girlhood in the World of Pixie Hollow (Maria Velazquez); (2) Using MMORPGs in Classrooms: Stories vs. Teachers as Sources of Motivation (Mete Akcaoglu); (3) Are Wii Having Fun Yet? (Christina Badman and Matthew DeNote); (4) Beyond Hidden Bodies and Lost Pigs: Student Perceptions of Foreign Language Learning with Interactive Fiction (Joe Pereira); (5) Civilization IV in 7th Grade Social Studies: Motivating and Enriching Student Learning with Constructivism, Content standards, and 21st Century Skills (Solomon Senrick); (6) QRienteering: Mobilising the M-Learner with Affordable Learning Games for Campus Inductions (Christopher Horne); (7) Enhancing Nutritional Learning Outcomes within a Simulation and Pervasive Game-Based Strategy (Mark McMahon); (8) "Sell Your Bargains" or Playing a Mixed-Reality Game to Spice-Up Teaching in Higher Education (Chrissi Nerantzi); (9) Medicina: Methods, Models, Strategies (Amanda Muller and Gregory Mathews); (10) Strategies for Effective Digital Games Development and Implementation (T. Lim, S. Louchart, N. Suttie, J. M. Ritchie, R. S. Aylett, I. A. Stanescu, I. Roceanu, I. Martinez-Ortiz, and P. Moreno-Ger); (11) Learning and Teaching as Communicative Actions: Broken Window as a Model of Transmedia Game Learning (Scott J. Warren and Anjum Najmi); (12) Get Your Head in the Game: Digital Game-Based Learning with Game Maker (Brian Herrig); (13) Elements of Game Design: Developing a Meaningful Game Design Curriculum for the Classroom (Danielle Herro); (14) Game-Making in a Fourth Grade Art Classroom Using Gamestar Mechanic (Michelle Aubrecht); (15) Using Game Design as a Means to Make Computer Science Accessible to Adolescents (Roxana Hadad); (16) 3D GameLab: Quest-Based Pre-Service Teacher Education (Chris Haskell); (17) Preparing Pre-Service Teachers for Game-Based Learning in Schools (Soojeong Lee); (18) Death in Rome: Using an Online Game for Inquiry-Based Learning in a Pre-Service Teacher Training Course (Shannon Kennedy-Clark, Vilma Galstaun and Kate Anderson); (19) Games, Models, and Simulations in the Classroom: Designing for Epistemic Activities (Terence C. Aher and Angela Dowling); (20) The Role of Animations and Manipulatives in Supporting Learning and Communication in Mathematics Classrooms (Lida J. Uribe-Florez and Jesus Trespalacios); (21) It's All in How You Play the Game: Increasing the Impact of Gameplay in Classrooms (Shani Reid, Helene Jennings and Scot Osterweil); (22) Challenges of Introducing Serious Games and Virtual Worlds in Educational Curriculum (C. Ribeiro, J. Pereira, C. Calado, and C. Ferreira); (23) Serious Games for Reflective Learning: Experiences from the MIRROR Project (L. Pannese, M. Prilla, A. Ascolese, and D. Morosini); (24) Evaluating Games in Classrooms: A Case Study with DOGeometry (Gunter Wallner, Simone Kriglstein, and Johannes Biba); (25) Learning with the Support of a Digital Game in the Introduction to Finance Class: Analysis of the Students' Perception of the Game's Ease of Use and Usefulness (M. Romero and M. Usart); and (26) Racing Academy: A Case Study of a Digital Game for Supporting Students Learning of Physics and Engineering (Richard Joiner, Ioanna Iacovides, Jos Darling, Andy Diament, Ben Drew, John Duddley, Martin Owen, and Carl Gavin). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Cosmetology; Nursing Education; Vocational Education; Curriculum Design; Instructional Effectiveness; Academic Achievement; Pretests Posttests; Quasiexperimental Design; Student Surveys; Nursing Students; Two Year College Students

Abstract:
In Taiwan, people are getting more aware of beauty treatments and the concept of health care. This study hopes to bring all relevant concepts such as Aromatherapy, essential scented oils, medical foods, human meridians, Chinese five elements therapy, and beauty business management into the curriculum design, and seriously considered many factors when designing the curriculum. After that, a teaching experiment was conducted to evaluate if the courses were well planned. The experiment method incorporated a one-group pretest-posttest quasi-experimental design. The sample group consisted of a training class for beauty and body shaping in Pingtung County. After the class was over, a curriculum satisfaction survey was also conducted. All data were analyzed by SPSS with descriptive statistics and t-test for dependent samples. The results are as follows: 1) After the experiment, the curriculum proved to be effective in teaching. 2) Students majoring in Nursing or Cosmetology did not show any statistical difference in learning achievement. 3) After the class was over, students' grades improved and they displayed more knowledge about Aromatherapy. 4) Most students gave positive feedback regarding the learning activities of the Aromatherapy class. 5) Participants thought that this course was helpful in promoting self-interest in Aromatherapy class in the future. Finally, the researcher provided some suggestions for further study and future reference according to the research results. (Contains 10 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Older Adults; Advanced Students; Caring; Nursing Students; Novices; Patients; Nurses; Nursing Education; Student Attitudes; Stereotypes; Health; Career Choice

Abstract:
This study investigates novice and experienced student nurses' attitudes about caring for patients across the lifespan. Students were also asked why they would enjoy or not enjoy caring for children and older adults. Both novice (n = 114) and advanced (n = 56) nursing students were relatively positive about caring for patients across the lifespan. However, novices were significantly more negative about working with older patients, particularly after experiencing a first clinical placement. In contrast, a significant quadratic effect was found for advanced students, indicating more negativity about working with both children and older adults. When giving reasons for why they would enjoy caring for older patients, novices were more likely than were advanced students to focus on stereotypical characteristics and on negative health outcomes of older adults as a group. Overall, results suggest that the attitudes driving career interests in nursing students change as training advances. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Marital Status; Research Assistants; Nurses; Teacher Burnout; Personality Traits; Measures (Individuals); Scores; Nursing Education; Foreign Countries; Questionnaires; Work Environment

Abstract:
This study aimed to determine the influence of selected individual and situational features on burnout among nurse academics. The Maslach Burnout Inventory was used to assess the burnout levels of academics. The sample population comprised 94 female participant. The emotion exhaustion (EE) score of the nurse academics was 16.43[plus or minus]5.97, the depersonalization (DP) score was 4.83[plus or minus]3.62, and the personal achievement (PA) score was 22.27[plus or minus]4.27. Thirty years and below of the academics reported a lower level of PA than 31 and above of academics (p less than 0.05). There were no significant differences in EE and DP according to age. Single academicians indicated a higher level of DP than married (p less than 0.05). However, no significant differences were observed for EE and PA scores according the marital status. Professors and research assistants reported a lower level of PA than instructors (p less than 0.05). There were no significant differences in EE and DP scores according to the academic position of nurse academics. There were no significant differences in three dimensions of burnout scores according to the weekly work hours and education model of nurse academicians (p greater than 0.05). Future studies should investigate the relationship between roles of the nurse academics and burnout. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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