Search Results for
"learning"

Background: Integrated care can enhance health outcomes for patients, as well as improve healthcare efficiency for organisations. However, it is unclear what values and competencies health professionals need to develop at the pre-qualification stage to engage in integrated care practice upon graduation. Therefore, this review aimed to identify published integrated care competencies for professional entry health professional education programmes. Methods: Guided by the systematic search methods of the Preferred Reporting Items for Systematic Review and Meta-Analyses, PubMed and CINAHL were searched for publications between January 2013 and December 2022. A two-stage screening process was used to determine eligibility of papers against the set inclusion criteria. Findings: The initial search yielded 493 articles, with 35 articles eligible for full text screening. Of these, five articles addressed integrated care curriculum in a general sense and were included in the review. The focus of these articles was mainly educational activities and professional attributes deemed important for students to experience and develop if they are to work across sectors and systems. However, no studies described a specific set of integrated care competencies for students enrolled in any health discipline at professional entry level. Discussion: Since our review, several frameworks covering a broad range of professional competency domains for integrated care have been recently published. A distillation of these frameworks is now needed to identify the unique capabilities required for new health professionals to deliver integrated care. Conclusion: Educators now need specific integrated care competencies so they can create appropriate, learning, teaching and assessment experiences for pre-entry students. © 2025 Association for the Study of Medical Education and John Wiley & Sons Ltd.

Aim: To determine the effects of a developed interactive e-book featuring various clinical scenarios based on the ARCS (attention, relevance, confidence and satisfaction) model of motivation on the learning motivation, self-efficacy and FHR interpretation skills of nursing students. Background: This study fills the digital gap in teaching foetal heart rate interpretation and will help expand obstetric nursing education for on-site and distance education. Design: A randomised controlled trial was conducted of nursing students assigned to the experimental group (n = 41) and control group (n = 39). Methods: The experimental group used the developed e-book to learn about FHR interpretation, while those in the control group watched an instructional video and their learning outcomes were measured at baseline, immediately after the intervention and two weeks after the intervention. Results: Generalised estimating equations were applied to conduct the analyses revealing that the experimental group scored significantly higher than the control group in the immediate and two-week post-intervention tests on average regarding learning motivation and self-efficacy (p < .01). The experimental group also scored significantly higher in the immediate post-test for FHR interpretation skills (p < .001) and the significance lasted for two weeks after the intervention (p < .01). Conclusions: The developed interactive e-book can effectively improve the learning motivation, self-efficacy and FHR interpretation skills of nursing students, confirming the potential of multimedia and interactive elements in digital learning, particularly regarding complex obstetric nursing concepts. This study provided empirical support for the use of interactive e-books in nursing education. © 2025 Elsevier Ltd

Background: This study examines the effects of physical education on the social capital of university students, focusing on improving family, neighborhood, and academic relationships through group exercise. Methods: In Zagreb, Croatia, 976 participants aged 19–20 years participated in a randomized controlled trial. The intervention group (n = 472) engaged in teamwork exercises, and the control group (n = 504) completed individual exercises. The social capital measured in 6 areas was analyzed using linear regression and variance modeling. Results: Significant improvements in trust and collaboration within the university environment were found in the intervention group. Adjusted analyses showed positive correlations between the physical education intervention and increased trust between teachers and students (β = 0.118, P = .01), among students (β = 0.246, P = .01), and in total social capital (β = 0.617, P = .01). Residence in the parental home was associated with higher social capital. Notably, male and older students reported lower levels of trust and cooperation. Conclusions: Physical activity significantly improves the social capital of university students, suggesting the inclusion of group-based physical activities in higher education curricula to promote social inclusion and well-being. This underscores the importance of such interventions for educational policy and program development. © 2025 Human Kinetics, Inc.

Background. This study considers The lack of learning media resources for students in online classes is the main cause of the poor learning outcomes of students in the field of modified sports and small games to be less able to understand the material provided. Objective. is to develop a conceptualization of e-modules regarding the alteration of sports and small games with the intention of optimizing physical learning amid restrictions on face-to-face activities. In this context, online learning applications are designed to provide practical solutions in teaching sports and games that can be done in the open space without reducing the essence of sports modification learning. Method. In this Research and Development (R&D), the ADDIE development model was used with a quasi-experimental approach to see the effectiveness of the products developed with a sample of 85 sports education department students. Data were analyzed with inferential statistics from the results of questionnaire data and skill tests used. What other activities are actually needed such as research methods, exploration of potential and existing problems, gathering information by developing and validating and revising and testing game models in connection Considering the model's efficacy and efficiency. Result. According to the findings, material experts gave the development stage and validity level a score of 3.60, placing it in the very valid category with a 90.5 percentile. Additionally, media expert validation has been found to have a score of 3.65, falling into the high valid category with a 92.55% proportion.The results of this study are expected to contribute to the development of physical learning methods that are more flexible and accessible to various groups, especially in the growing digital era. © 2025 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.

Introduction and Objectives: The educational potential of Augmented Reality (AR) and Virtual Reality (VR) technologies has gained significant attention in recent years. Understanding teachers' willingness to adopt new technologies is crucial for supporting their integration into education. This study aims to assess the effectiveness of AR-based digital technology applications as learning media for improving martial arts learning outcomes in the Basic Engineering Materials course at the Faculty of Sports Science, Padang State University. Methodology: This experimental study used a quantitative approach. The sample consisted of 62 students from the Faculty of Sports Science, Padang State University, selected through cluster random sampling. The subjects were divided into a control group and an experimental group. Data was collected using a pretest-posttest design. Statistical analysis was performed using the Shapiro-Wilk and Wilcoxon tests in SPSS software. Results: The results showed a significant difference in learning outcomes between students using AR-based learning media and those who did not. The p-value of 0.000 (< 0.05) indicates that the use of AR-based learning media significantly improved students' learning outcomes at the Faculty of Sports Science, Padang State University. Conclusion: The study concludes that AR-based learning media are effective in enhancing students’ learning outcomes, particularly in martial arts education. This finding contributes to the development of mobile-assisted learning and technology-enhanced education. © 2025 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.

Introduction: Applying STEAM in vocational learning needs to be integrated with Sustainable Development Goals (SDGs) values. Physical activities have been recognized as significant contributors to achieving SDGs because can boost students' awareness and commitment towards sustainable development goals. Objective: This article aims to measure the impact of integrating physical activities and Edupas-based STEAM-SDGs on students' sustainability awareness. Methodology: This research uses a mixed-methods approach with concurrent embedded design. The research subjects were 36 students. Data was collected using quantitative and qualitative data throughout the IPAS learning process by applying Edupas-based STEAM-SDGs. Quantitative data was obtained from a questionnaire in Edupas. Qualitative data was collected through observation during the IPAS project learning activities. In addition, it was also collected worksheets and discussions provided in the Edupas LMS. Data analysis was conducted using the stacking technique with the Rasch model. Results: The results of the mean comparison test between pre-test and post-test data through the t-test obtained a value of t=-3.39, df=66, and prob=0.001. Discussion: STEAM integration in vocational learning significantly increased students' sustainability awareness. Furthermore, using Edupas LMS encouraged students' active participation in discussions and exploration of ideas, which contributed to improving their skills and understanding of sustainability issues. Conclusions: Integrating sustainability values in the vocational curriculum is crucial to shaping students' proactive attitudes toward environmental issues. © 2025 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.

Integrating technology into the assessment process improves the This paper presents a comprehensive study on the usability testing of digital flipbooks, specifically using the FlipViewer platform. Digital flipbooks have become increasingly popular for their interactive and engaging presentation of content, simulating the experience of reading a physical book in a digital format. However, the effectiveness of these tools hinges on their usability, which directly impacts user satisfaction, engagement, and comprehension. When developing a digital assessment tool, it is critical to consider usability as a key factor in success and a user acceptance requirement for the application. In this study, researchers evaluated usability performance using digital FlipViewer online flipbooks. Usability testing determines whether an application meets the needs of its users. Usability testing employs an evaluation sheet in the form of a questionnaire, known as a Use Questionnaire, a tool for preparing questionnaire-style questions. Testing was conducted by observing the user and how they used the application. The components tested included usefulness, satisfaction, usability, and ease of learning. The application under test was FlipViewer online flipbooks, an assessment application designed to reduce teachers' workload during the evaluation process. The test results show that respondents strongly agree with the usability of the FlipViewer online flipbooks to application software. The study concludes that digital FlipViewer online flipbooks are a resource that facilitates assessment for students who participate in the assessment process. Students are generally satisfied with the use of digital FlipViewer online flipbooks for assessments. © School of Engineering, Taylor’s University.

The focus of this study was to develop a curriculum model that would comply with the regulations governing professional teacher programs. Some problems in implementing vocational teacher professional education are, among others, that the curriculum is not yet optimal to integrate learning experiences between theory and practice, learning to teach, practice in practice in schools and industry, and systemic collaboration between vocational teacher professional education organizing universities, partner schools, and the industry and business world is not yet optimal. The overall goal of this research is to create a vocational Pre-Service Teacher Professional Education curriculum model that aligns with the role of technical and vocational education in Indonesia. The specific purposes of this study include gathering information on the current conditions surrounding the implementation of vocational teacher professional education, designing sustainable vocational teacher professional education curriculum models to produce professional vocational teachers that meet the field's needs, and formulating procedures for implementing a continuous vocational teacher professional education curriculum model. This study employs research and development methods. Questioners, interviews, focused group discussions, and documentation studies were used. © School of Engineering, Taylor’s University.

Competency-based education is an educational paradigm with the primary goal of combining theoretical knowledge and practical skills, giving students the opportunity to effectively apply learning outcomes in real-life situations. This approach focuses on preparing students for life’s challenges by nurturing them as independent, critical, and creative thinkers who can adapt to an ever-changing environment. This article examines the process of competency-based assessment and progress monitoring in primary grades. The study conducted a qualitative content analysis of observed lessons and teacher interviews to reveal how assessment and continuous progress monitoring can contribute to comprehensive student development. Ten primary school teachers participated in the study, responding to researchers’ questions about competency-based education and their practices in assessment and progress monitoring. The article presents the results of a qualitative study aimed at evaluating the process of competence-based assessment and progress monitoring in primary school classrooms. The study results revealed that, in assessing student progress, teachers find it important for students to not only demonstrate knowledge in different situations but also gain a clearer understanding of their learning goals and have opportunities for growth. Such an assessment system not only helps students develop self-reflection but also encourages them to take responsibility for their learning process, continually improve, and strive for higher competency achievement. © 2025 by the authors.

Background: Serious games (SGs) are primarily aimed at promoting learning, skills training, and rehabilitation. Artificial intelligence, immersive technologies, the metaverse, and neurotechnologies promise the next revolution in gaming. Meta-skills are considered the “must-have” skills for thriving in the era of rapid change, complexity, and innovation. Μeta-skills can be defined as a set of higher-order skills that incorporate metacognitive, meta-emotional, and meta-motivational attributes, enabling one to be mindful, self-motivated, self-regulated, and flexible in different circumstances. Skillfulness, and more specifically meta-skills development, is recognized as a predictor of optimal performance along with mental and emotional wellness. Nevertheless, there is still limited knowledge about the effectiveness of integrating cutting-edge technologies in serious games, especially in the field of meta-skills training. Objectives: The current systematic review aims to collect and synthesize evidence concerning the effectiveness of advanced technologies in serious gaming for promoting meta-skills development. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was employed to identify experimental studies conducted in the last 10 years. Four different databases were employed: Web of Science, PubMed, Scopus, and Google Scholar. Results: Forty-nine studies were selected. Promising outcomes were identified in AI-based SGs (i.e., gamified chatbots) as they provided realistic, adaptive, personalized, and interactive environments using natural language processing, player modeling, reinforcement learning, GPT-based models, data analytics, and assessment. Immersive technologies, including the metaverse, virtual reality, augmented reality, and mixed reality, provided realistic simulations, interactive environments, and sensory engagement, making training experiences more impactful. Non-invasive neurotechnologies were found to encourage players’ training by monitoring brain activity and adapting gameplay to players’ mental states. Healthy participants (n = 29 studies) as well as participants diagnosed with anxiety, neurodevelopmental disorders, and cognitive impairments exhibited improvements in a wide range of meta-skills, including self-regulation, cognitive control, attention regulation, meta-memory skills, flexibility, self-reflection, and self-evaluation. Players were more self-motivated with an increased feeling of self-confidence and self-efficacy. They had a more accurate self-perception. At the emotional level, improvements were observed in emotional regulation, empathy, and stress management skills. At the social level, social awareness was enhanced since they could more easily solve conflicts, communicate, and work in teams. Systematic training led to improvements in higher-order thinking skills, including critical thinking, problem-solving skills, reasoning, decision-making ability, and abstract thinking. Discussion: Special focus is given to the potential benefits, possible risks, and ethical concerns; future directions and implications are also discussed. The results of the current review may have implications for the design and implementation of innovative serious games for promoting skillfulness among populations with different training needs. © 2025 by the authors.