- Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom. [Journal Article]
- NENurse Educ Today 2016 Nov 25; 49:122-128
- CONCLUSIONS: The flipped classroom model offers promising possibilities for facilitating students' movement from learning that is characteristic of pedagogy and andragogy toward heutagogical learning.
- Cultural hegemony? Educators' perspectives on facilitating cross-cultural dialogue. [Journal Article]
- MEMed Educ Online 2016; 21:33145
- CONCLUSIONS: Our results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/sensitive conversations.
- Emotional maturity of medical students impacting their adult learning skills in a newly established public medical school at the east coast of Malaysian Peninsula. [Journal Article]
- AMAdv Med Educ Pract 2016; 7:575-584
- Emotional maturity (EM) is defined as the ability of an individual to respond to situations, control emotions, and behave in an adult manner when dealing with others. EM is associated with adult lear...
Emotional maturity (EM) is defined as the ability of an individual to respond to situations, control emotions, and behave in an adult manner when dealing with others. EM is associated with adult learning skill, which is an important aspect of professional development as stated in the principles of andragogy. These principles are basically a characteristic feature of adult learning, which is defined as "the entire range of formal, non-formal, and informal learning activities that are undertaken by adults after an initial education and training, which result in the acquisition of new knowledge and skills". The purpose of this study is to find out the influence of EM on adult learning among Years I and II medical students of Universiti Sultan Zainal Abidin (UniSZA). The study population included preclinical medical students of UniSZA from Years I and II of the academic session 2015/2016. The convenient sampling technique was used to select the sample. Data were collected using "EM scale" to evaluate emotional level and adult learning scale to assess the adult learning scores. Out of 120 questionnaires, only six response sheets were not complete and the remaining 114 (95%) were complete. Among the study participants, 23.7% (27) and 76.3% (87) were males and females, respectively. The data were then compiled and analyzed using SPSS Version 22. The Pearson's correlation method was used to find the significance of their association. The results revealed a significant correlation between EM and adult learning scores (r=0.40, p<0.001). Thus, the study result supports the prediction, and based on the current findings, it can be concluded that there is a significant correlation between EM and adult learning and it has an effect on the students. Medical faculty members should give more emphasis on these aspects to produce health professionals. Henceforward, researchers can expect with optimism that the country will create more rational medical doctors.
- Occupational safety and health education under the lifelong learning framework in Serbia. [Journal Article]
- IJInt J Occup Saf Ergon 2016; 22(4):514-522
- Serbia is aligning with European Union requirements and the occupational safety and health (OSH) administration is one of the most representative sectors of this alignment. Many efforts were made in ...
Serbia is aligning with European Union requirements and the occupational safety and health (OSH) administration is one of the most representative sectors of this alignment. Many efforts were made in this field, by introducing new laws and regulations, but it turned out to be insufficient. OSH professionals need to renovate and strengthen their knowledge in accordance with continuous, updated and improved OSH standards and regulation. Lifelong learning (LLL) programmes can contribute to forming professionals who are always up to date. This paper presents an implemented LLL programme, over the duration of two academic years, dedicated to OSH professionals, and investigates whether this programme will be helpful and accepted by professionals. The results from the study show that the given LLL programme had indeed a positive influence on the professional careers of the participants and that the LLL presents the future trend in OSH education.
- A comparison of drug resistances of targeted drugs for advanced renal cell cancer approved by the Food and Drug Administration: A meta-analysis of randomized clinical trials. [Journal Article]
- JCJ Cancer Res Ther 2016; 12(Supplement):109-115
- CONCLUSIONS: Our results support that combination of targeted therapies might be a novel strategy against advanced renal cell carcinomas.
- "I know exactly what I'm going into": recommendations for pre-nursing experience from an evaluation of a pre-nursing scholarship in rural Scotland. [Journal Article]
- NONurs Open 2015; 2(3):105-118
- To develop a model of pre-nursing experience from evaluation of a pre-nursing scholarship for school pupils in Scotland.
To develop a model of pre-nursing experience from evaluation of a pre-nursing scholarship for school pupils in Scotland.
- Arts-Based Learning: A New Approach to Nursing Education Using Andragogy. [Journal Article]
- JNJ Nurs Educ 2016 Jul 01; 55(7):407-10
- CONCLUSIONS: Findings suggest that arts-based learning approaches enhance learning by supporting deep inquiry and different learning styles. Further exploration of andragogy-informed arts-based learning in nursing and other disciplines is warranted. [J Nurs Educ. 2016;55(7):407-410.].
- Pedagogical principles underpinning undergraduate Nurse Education in the UK: A review. [Review]
- NENurse Educ Today 2016; 40:118-22
- CONCLUSIONS: Although educational literature supports the use of pedagogic principles in curriculum design, this is not explicit in undergraduate nursing programme documentation, and suggests that nurse educators do not view pedagogy as important to their programmes. Instead programmes appear to be developed based on operational and functional requirements with a focus on acquisition of knowledge and skills, and the fitness to practice of graduates entering the nursing workforce.
- Educational strategies and challenges in peritoneal dialysis: a qualitative study of renal nurses' experiences. [Journal Article]
- JCJ Clin Nurs 2016; 25(11-12):1729-39
- CONCLUSIONS: The results provided useful insights into the best approaches to educating peritoneal dialysis patients and served to raise awareness of challenges experienced by renal nurses. Findings underline the need for nosogogy - an approach of teaching adults (andragogy) with a chronic disease. Flexibility and cooperation are competencies that renal nurses must possess.Still psychomotor skills dominate peritoneal dialysis patient training, there is a need of both a deeper understanding of affective learning objectives and the accurate use of (self-)assessment tools, particularly for health literacy.
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- Development of an online nursing management course: successful experience between Brazil and Portugal. [Journal Article]
- RERev Esc Enferm USP 2015; 49 Spec No:162-7
- Objective To describe the experience of planning and developing online refresher courses in nursing management for nurses in the contexts of Brazil and Portugal. Method The instructional design was b...
Objective To describe the experience of planning and developing online refresher courses in nursing management for nurses in the contexts of Brazil and Portugal. Method The instructional design was based on meaningful learning theory, andragogy, and dialectical methodology, so it valued interaction between the actors, emphasizing the scenarios of practice and applying the concepts covered. The course structure is divided into nine theoretical units, four case studies, and an essay exam. Results The course was positively evaluated by the participants, who reported opportunities for acquisition of new knowledge, interaction and exchange of experiences, motivation to study the topics, and self-learning. Conclusion It is expected that description of this experience will stimulate proposals for new courses and programs in distance education modalities, improving the processes of teaching and learning so as to give support to future analyses of their impact on the development and enhancement of management skills in nursing.