Search Results for
"Article"

Objective The purpose of this study was to evaluate the effect of different teaching methods of geriatric nursing on the mastery of geriatric knowledge among nursing students and their attitude toward the elderly. Methods Relevant randomized controlled trials (RCTs) and quasi-experimental studies on teaching methods to improve nursing students’ knowledge and attitude were systematically retrieved in electronic databases. The time scale of retrieval spans from the database establishment to January 2024, and the database consists of PubMed, the Cochrane Library, Web of Science, Embase, China National Knowledge Infrastructure Database (CNKI), China Biological literature database (CBM), Wanfang Database and VIP Database. Network meta-analysis was performed by Stata 16.0 software. Results Thirty-nine studies involving 5310 nursing students met our inclusion criteria, and a total of 6 teaching methods were analyzed. According to the surface under the cumulative ranking (SUCRA) ranking, problem-based learning (PBL) was most effective in enhancing the knowledge mastery of geriatric nursing, while simulation-based learning (SBL) demonstrated the best application effect in improving nursing students’ attitude toward the elderly. When considering both knowledge acquisition and attitude improvement simultaneously, service learning combined with traditional teaching method (SL+TTM) was found to exhibit the most optimal effectiveness. Conclusion Educators in geriatric nursing education should prioritize the adoption of PBL, SBL and SL + TTM to enhance nursing students’ knowledge and attitude. Protocol registry PROSPERO (CRD42023442001). © 2024 Cheng et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

For over a decade, the Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor (BOP-CCERS) Educational Program has supported New York City teachers and students through experiential learning in science education. The program has been supported by over $10 million dollars of award support from the National Science Foundation (NSF) and has involved multiple community stakeholder collaborations led by Pace University. Within the University, the initiative spanned three different schools and colleges with collaboration through many academic departments. Two grants in the project have been the Science, Technology, Engineering, and Mathematics plus Computing (STEM+C) and Innovative Technology Experiences for Students and Teachers (ITEST) program. The purpose of this article is to summarize the major impacts this integrated program has had on New York City teachers and students designed to provide teachers with experiential education support and engage students to improve their STEM education and encourage further STEM studies and career pathways. Results from over a decade of programming, vast amounts of data collection and analysis, and multiple research studies have indicated considerable achievements for the program involving both support for teachers and engagement for students. The long-term outcome is improved student STEM achievement and recruitment and retention of diverse students in STEM college programs and careers. © 2024 Sciedu Press. All rights reserved.

Reforming the means and approaches to teaching the specialty of preschool education leads to gaps that require prompt resolution. Accordingly, the dilemma remains relevant, which consists in the lagging behind the content of education from the real conditions of kindergarten activities and the distribution of resources, which is reflected in the competence of teachers. The purpose of the work was to study the problems in the implementation of teaching practice in the specialty “Preschool Education” in the context of standardisation and ways to solve these problems. The article used the methods of analysis, comparison, deduction, and generalisation. As part of the competition for the quality development of the “Preschool Education” specialty, the accreditation of the “Preschool Education” specialty was launched based on the concepts of “student-centred”, “outcome-based education” and “continuous quality improvement”. Accreditation standards, along with three program documents, Curriculum Standards and Professional Standards, guide the practice of early childhood education in colleges and universities. In view of the dilemma of insufficient integration of the goals of practical training in preschool education, the content lags behind the real situation in kindergartens, the distribution of resources cannot meet the needs of practical training, and the mechanism of collaborative education is incomplete, it is necessary to take the “Standards” as coordinates, deepen the reform of practical training, and build a scientifically advanced system of practical training, starting with the concepts, goals, content and protection system of practical training, which is the basis of “Standards”. The obtained results should be used during the improvement of the means and principles on the basis of which the practical training of student teachers in preschool education institutions is carried out. © The Author(s) 2024.

Within the framework of the cultural sociological approach, the article studies the cultural narratives that justify the educational choice of students studying in higher education programs in Russian singleindustry towns, as well as the institutional conditions that lead to these choices. The research was carried out in a qualitative strategy based on the results of 70 semistructured biographical and expert interviews with students and representatives of universities and enterprises of singleindustry towns in the Sverdlovsk region. The field materials were interpreted using grounded theory and discourse analysis procedures. The study allowed to identify eight key narratives, namely: the narrative of danger avoidance the narrative of being trapped and liberated; the narrative of destiny and duty to the city and industry; the narrative of free time; the narrative of irreversible randomness; the narrative of continuing the family legacy; the narrative of pride in engineering; and the narrative of reliability and care. The author describes the practices of interaction between universities and enterprises that determine the educational choice and include basic departments, organization of student internships, joint career guidance activities for schoolchildren, and special scholarships with the obligation to work them out afterwards. © 2024 Russian Public Opinion Research Center, VCIOM. All rights reserved.

The use of makerspaces in Norwegian compulsory education is growing. However, using maker-centred learning to support creativity has yet to be examined extensively in the Norwegian context. Consequently, the aim of this research is to explore Norwegian makerspace teachers’ conceptions of the use of maker-centred learning to augment creative capabilities and digital competences. The study focuses on teachers’ understandings of creativity and makerspaces along with various aspects of maker-centred learning and how they support creativity. The data was collected via six semi-structured interviews with teachers working in school-based makerspaces. In the interviews, the teachers conceptualised creativity related to makerspaces and reflected on various pedagogical aspects of managing creative makerspace activities. The research indicates that teachers have similar understandings of makerspaces but different interpretations of creativity. As a result, the makerspaces are designed differently, and the teachers use a variety of teaching methods. The findings also indicate that the teacher must be able to change their role from being an instructor to a facilitator and observer while also managing the utilised technology. Digital technology, collaboration, and constraints were also found to be factors that supported students’ creativity. © 2024, The Design and Technology Association. All rights reserved.

The literature indicates that career calling can have both positive and negative effects at the individual level. This article presents a systematic review of 121 empirical studies that examine the role of calling in individuals’ affective responses, behaviors, and well-being. The results suggest that, although many studies highlight the multiple benefits of calling, its negative effects remain underexplored. Furthermore, the field is predominantly led by Anglo-Saxon, European, and Asian countries, with the study of calling still emerging in the Latin American context. Finally, future research should develop more innovative methodologies to enhance the understanding of the processes underlying the effects of calling. © 2024, Pontificia Universidad Javeriana. All rights reserved.

This paper aims to explore the relationship between problem-based learning (PBL) and the digital electronics course for engineering students at a private university with a population of 97 students. The study utilized a deductive and correlational hypothetical method with a non-experimental and quantitative design. As a result, the statistically significant relationship between PBL and the digital electronics course is verified. A relationship coefficient equal to Rho = 0.780 and p < 0.01, confirms the proposed alternative hypothesis. This result provides a robust quantitative perspective on how the integration of PBL positively influences engineering students’ acquisition of digital electronics knowledge. The contribution lies in empirical support for the effectiveness of the PBL approach, providing educators and engineering professionals with a solid foundation for enhancing pedagogical strategies and fostering more effective and practical learning in the discipline. © 2024 by the authors of this article.

This article discusses the training as a contribution to prevent work-related musculoskeletal disorders (MSD). It is based on an interdisciplinary experimental study between biomechanics and clinical work psychology carried out with municipal gravediggers. In this contribution, we are particularly interested in the development of one of the aspects of this interdisciplinary study: the design of a training tool. This tool allows for a discussion of the design of the training between the development of the gesture, professional training and continuous prevention of MSD. On the basis of the case study and the questions raised about different types of training (provision of knowledge and development of the professional gesture), we propose to reflect on a training material for prevention, organized between scientific knowledge on MSD and professional knowledge. © 2024 Presses Universitaires de France. All rights reserved.

The aim of this study was to investigate the guiding principles, practises, and challenges of assessment in online and blended flipped classroom approaches in higher education. Based on that, we proposed a generic model of teaching, learning and assessment in online and blended flipped classroom, including examples of teaching and learning activities, with corresponding levels of learning outcomes, and assessment tasks and methods. We synthesised the findings and suggested further research on the following aspects: peer-assessment and self-assessment; benefits and challenges of educational technology; ethical aspects of assessment and plagiarism; balance between flexibility and structure. We recommended that further research should put more focus on the utility, including validity and reliability of assessment and test the proposed generic model in different study fields and educational contexts. Our study was based on a systematic literature review, including 90 articles identified in the Web of Science database, with 23 studied in detail. © by the authors,.

With the rapid development of e-learning in higher education, this study explores the application of the problem-based learning (PBL) learning model in the e-learning ecosystem. This article explores the concept of participatory engagement in the e-learning ecosystem and integrates it with PBL theory through the use of ICT to support interaction and collaboration. The research method used is R&D learning models in the Heavy Equipment Technology course at Universitas Negeri Padang. The research findings should be interpreted cautiously due to limitations such as differences in contexts across various courses and factors related to technology implementation in the learning environment. The study results show that it can improve learning outcomes and students’ critical thinking skills. Specifically, 70% have implemented Bloom’s cognitive taxonomy Level C4 and above, aided by a self-reflection participation process that enables students to reflect on content, learning processes, and understanding through internal dialogue, generating new ideas and solutions. This is evidenced by the results of the Path Coefficients test with P-Value EE → LO 0.050 and PBL → LO 0.046, as well as Specific Indirect Effect EE → SPR → LO 0.003 and PBL → SPE → LO 0.047 where the value is ≤ 0.05. The implications include guidance for designing effective e-learning ecosystems and adaptive learning strategies in higher education. Future research is recommended to further explore the impact of this integration and develop more effective PBL models in diverse courses and other educational institutions. © 2024 by the authors of this article.