An exploration of student experiences of using biology podcasts in nursing training

Mostyn, A; Jenkinson, Claire; McCormick, Damion; Meade, Oonagh; Lymn, Joanne

doi:10.1186/1472-6920-13-12

Cited by 22 publications

(21 citation statements)

References 29 publications

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“…EWS research focuses particularly on vital signs monitoring for the recognition of and response to clinical and physiological deterioration in patients, requiring sound bioscience knowledge (McVicar et al, 2010;Kyriacos et al, 2015) to limit incidents of failure to rescue. The escalation of EWS studies by nurses does not support the views of Mostyn et al (2013) of a total disinterest in biological sciences amongst nurse educators due to the move away from the medical model of care.…”

Section: Discussionmentioning

confidence: 89%

Final year nursing students self-reported understanding of the relevance of bioscience

Rafferty¹,

Kyriacos²

2016

Int. J. Nurs. Midwifery

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Student nurses' competence in applying bioscience to practice is under-researched in South Africa. This paper reports on two objectives of a longer study: (1) to describe final year nursing students' selfreported depth of understanding of six bioscience subjects; and (2) their perceptions of relevance of the bioscience subjects to their practice using descriptions of personal critical incidents and picture interpretations of three nursing activities. A descriptive observational survey was employed using a self-administered questionnaire at one time point in a classroom in a nursing college in Cape Town, South Africa in 2013. A sample of 76/236 (32.2%) fourth year students participated. Results showed that the majority of responses (n=252/456, 55.3%) across six subjects indicated self-reported adequate understanding of bioscience, but deep understanding for anatomy (n=35, 46.1%), physiology (n=32, 42.1%) and pharmacology (n=30, 39.5%). Respondents self-rated their understanding of biophysics, biochemistry and microbiology as superficial (n=31, 40.8%; n=32, 42.1%; n=16, 21.1%) respectively. Most respondents considered anatomy, physiology and pharmacology to be relevant for practice and microbiology to some extent but not biophysics and biochemistry. Most respondents' (23/56, 41.1%) descriptions of their interventions in clinical situations aligned with Akinsanya's Bionursing Model level two (task specific) and none at task level four (personal and professional development). The mismatch between self-reported adequate knowledge and a task approach to practice may be ameliorated by a practice model to guide an undergraduate biosciences curriculum.

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Section: Discussionmentioning

confidence: 89%

Final year nursing students self-reported understanding of the relevance of bioscience

Rafferty¹,

Kyriacos²

2016

Int. J. Nurs. Midwifery

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“…It was noted that the majority of students reported using smartphones to access 3MTLs followed by laptops. This observation was an interesting contrast since, several studies conducted before 2014 have reported that podcasts were accessed by listeners mainly through computers followed by portable media players [ 5 , 6 , 10 , 31 – 33 , 37 , 41 , 54 – 57 ]. However, general podcast listenership trends in the USA and UK has shown a shift towards smartphones after 2014 [ 58 , 59 ].…”

Section: Discussionmentioning

confidence: 96%

Short-duration podcasts as a supplementary learning tool: perceptions of medical students and impact on assessment performance

2017

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BackgroundUse of podcasts has several advantages in medical education. Podcasts can be of different types based on their length: short (1–5 min), moderate (6–15 min) and long (>15 min) duration. Short-duration podcasts are unique since they can deliver high-yield information in a short time. The perceptions of medical students towards short-duration podcasts are not well understood and this study aimed to analyze the same. An exploratory analysis of students’ podcast usage and performance in summative assessments was also undertaken.MethodsFirst-year medical students (N = 94) participated in the study. Eight audiovisual podcasts, each ≤3 min duration (3-MinuTe Lessons; 3MTLs) were developed for two topics in biochemistry. The podcasts were made available for students after didactic lectures on the topics. Feedback was collected from students about their perceptions to 3MTLs using a self-reported questionnaire. The scores of students in summative assessments were compared based on their usage of 3MTLs.ResultsFeedback revealed that 3MTLs were well received by students as a useful and convenient supplementary tool. Students used 3MTLs for topic review, to get an overview, as well as for quick revision and felt that 3MTLs were helpful in improving their understanding of the topic, clarify concepts and focus on important points and in turn, in preparation for assessments. A significant proportion (49%) felt that 3-min duration was optimal while, an equal proportion suggested an increase in the duration to 5 min with more information. The overall mean scores in assessments were not different between students based on 3MTLs usage. The pairwise comparisons revealed better scores amongst students who used 3MTLs for both topics.ConclusionOverall, short-duration podcasts were perceived by students as useful supplementary learning tools that aided them for revision and in preparation for assessments.Electronic supplementary materialThe online version of this article (10.1186/s12909-017-1001-5) contains supplementary material, which is available to authorized users.

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“…For some schools, such schools related to religion institution, may add several subjects to their specific contents to the curriculum. While Group C subjects, which also called preferable subjects, are chosen by students and consisting four groups: (1) mathematics and science, (2) social science, (3) language and culture [15].…”

Section: Introductionmentioning

confidence: 99%

A reflection on the implementation of a new curriculum in Indonesia: A crucial problem on school readiness

Suyanto¹

2017

AIP Conference Proceedings

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Abstract. Indonesian government assigned a new curriculum in 2013, namely Curriculum of 2013 (C13). Recently, the implementation of the C13 has come up with a big controversy because it was setting back to the previous curriculum of KTSP (Scholl-based Curriculum) for majority of schools. Were the schools not ready to implement the curriculum of 2013? This research was a survey research to give evidence on the school readiness in implementing the new curriculum and to find the problems of the curriculum implementation. The samples of the research were 33 junior high schools from seven regencies in Indonesia. The respondents were 33 school principals and vice principals for curriculum affair, 200 teachers, and 200 students. The data were collected by using questionnaires, interview, and obsevation checklists. The data were taken during monitoring and evaluation programs facilitated by the Indonesian Directorate of Junior High School Development Management. The results indicates that (1) the readiness of the schools was 9 schools (27.27%) were ready, 17 schools (51.52%) were less ready, and 7 schools (21.21%) were not ready to implement the new curriculum; (2) the readiness of the schools was affected by the poor of the books' availability, only 23% of schools had complete student books, the number trained teachers, only 33% of teacher got training, the ICT access, only 17% of school have a good ICT access for all students, and teachers' understanding on the learning and assessment process, only 37% of teacher had good understanding on the new curriculum. The teacher had difficulties on (1) developing a lesson plan (16%), (2) using scientific approach (31,5%), (3) implementing authentic assessment (43,5%). Students mostly (78,5%) said that learning with the new curriculum is more difficult than it was before. Therefore, specific training on the new curriculum implementation is still needed.

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An exploration of student experiences of using biology podcasts in nursing training

Cited by 22 publications

References 29 publications

Final year nursing students self-reported understanding of the relevance of bioscience

Final year nursing students self-reported understanding of the relevance of bioscience

Short-duration podcasts as a supplementary learning tool: perceptions of medical students and impact on assessment performance

A reflection on the implementation of a new curriculum in Indonesia: A crucial problem on school readiness

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