Co-Creating Digital Virtual Mobility Learning Packages for Midwifery Students to Transform Transnational Intercultural Sensitivity

Konstantinidis, Stathis; Coolin, Kirstie; Borrelli, Sara E.; Walker, Louise; Jonker, Noortje; Nespoli, Antonella; Mets-Oja, Silja; Smit, Anne-Marike; Oost, Maria Van; Falkenhagen, Karin; Fumagalli, Simona; Kärema, Annely; Spiby, Helen

doi:10.21125/edulearn.2021.1845

Cited by 5 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There are multiple frameworks for co-creation of digital resources [10], but the ASPIRE framework [11], which stands for Aims, Storyboarding, Population, Implementation, Release and Evaluation, has been widely and effectively used on the development of healthcare open education resources small in size aiming to fulfil one learning objective [12][13][14]. Furthermore, it has been modified to accommodate the co-creation innovative resources, such as Virtual Reality [15,16] and Chatbots [17] and adjusted to fit larger resources such as Virtual Teaching Packages that address more than one objective [18]. Storyboarding Workshop: The first steps in this process brings all participants together in a workshop to scope the project and then, once the resource learning outcomes have been defined, they storyboard the resource to be created.…”

Section: The Aspire Frameworkmentioning

confidence: 99%

Co-Creation of a Virtual Interactive Teaching Package for Auditors of Healthcare Placements – Towards Assurance of Quality of Health Care Traineeships

Konstantinidis,

Tilley,

et al. 2023

EDULEARN Proceedings

View full text Add to dashboard Cite

To provide medical and allied health professionals students with the best clinical learning environments, quality processes must be in place, and these require innovation to assure audit material resources that are fit for purpose, can work well within the situation and provide the correct teaching and learning to train auditors. HEALINT4ALL ERASMUS+ Strategic partnership provides medical education and allied health professionals with an audit system to facilitate quality assurance of EU clinical learning environments by mapping and innovatively adapting a newly established audit protocol and support tools to suit the Higher Education needs for wider application to medicine and professionals allied to medicine. The project conducted a literature scoping review followed by interviews and focus groups across all 6 European partners of clinicians, students and educators of service needs and best practice, resulting to map standards and requirements for clinical learning environments and develop a protocol to assess the quality of placements. Next, it developed a digital interactive platform for European and national placements appraisal following user-centred design to allow the collaboration between Higher Education Institutions (HEIs), and HEIs and placements. In order the application of the HEALINT4ALL protocol within the digital interactive tool to be beneficial, the auditors of the healthcare placements should have the necessary competences to perform the audits utilising the HEALINT4ALL a digital interactive platform. An online or blended learning approach is preferred to fit with the clinical academics' needs that will undertake the role of auditor.Thus, HEALINT4ALL co-created a Virtual Interactive Teaching Package for Training the Auditors of Healthcare Placements. It followed a modified ASPIRE framework to develop the package. The ASPIRE framework stands for Aims, Storyboarding, Population, Implementation, Release and Evaluation. This work describes the co-creation journey that engaged stakeholders in 6 different countries in order to codesign the resources, experts in the field that reviewed the content to ensure its high quality, the development that followed and the first pilot's evaluation from experts.While some efforts have been made towards the standardisation of auditing clinical placements, to the best of our knowledge this is the first attempt to develop a short curriculum to training the auditors of healthcare placements and implemented as a virtual interactive teaching package.

show abstract

Section: The Aspire Frameworkmentioning

confidence: 99%

Co-Creation of a Virtual Interactive Teaching Package for Auditors of Healthcare Placements – Towards Assurance of Quality of Health Care Traineeships

Konstantinidis,

Tilley,

et al. 2023

EDULEARN Proceedings

View full text Add to dashboard Cite

show abstract

“…The ASPIRE framework has been refined over decades of implementation to be effective for a large scope through flexibility in modifications of each step [14]- [18]. Recently it has been adapted to be used in Virtual Reality and 360degree interactive video resources [19], [20], as well as on virtual learning packages that address multiple learning objectives [21], and the rationale for use in this study.…”

Section: A Transfer Of Information and Digitalization Of Contentmentioning

confidence: 99%

Feasibility and Acceptance of Virtual Reality Reusable e- Resources Embedded in Healthcare Curricula

Pears

Henderson

Antoniou

et al. 2022

2022 International Conference on Interactive Media, Smart Systems and Emerging Technologies (IMET)

View full text Add to dashboard Cite

The use of Virtual Reality in healthcare education is still uncommon. Measuring the feasibility of such resources into formal training is critical for quality, satisfaction, and ultimately improved efficacy over other methods. The Cocreation of Virtual Reality reusable e-Resources for European Healthcare Education (CoViRR) team used a proven development framework to co-create and analyze the feasibility and acceptance of 3 Virtual Reality Reusable e-Resources (VRReRs). The co-created VRReRs have been evaluated on usability, user acceptance and pedagogical acceptability using several formal and ad-hoc instruments. The results demonstrated that co-created VRReRs were on-par with other IT products in terms of usability. Also, users appeared ready to accept reusable VR e-resources as useful skills training instruments.Qualitative evaluation revealed that the user base is ready to accept VRReRs but require high technical fidelity and human-centric interaction schemes, supporting seamless integration of user activities in the virtual world, without technical obstacles. Ultimately, CoViRR analysis on feasibility and acceptance of virtual reality reusable e-resources will act as an example by other higher education institutions and tutors in techniques and topics for effective resource creation.

show abstract

“…Previous research has explored the barriers to mobility activities in midwifery and the requirements for new approaches and resources to enable transnational learning to occur [1], [2]. The benefits for learners who engage in study mobility experiences include development of soft skills, interaction skills with individuals from different cultures, adaptability, and proficiency and communication skills in foreign languages.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, TOTEMM aims to investigate if the combination of activities can develop intercultural sensitivity [4]. In order to achieve its aims, 5 virtual mobility learning packages were cocreated by engaging stakeholders in midwifery (students, academics, experts in the topics, learning technologists) in the development process [5].…”

Section: Introductionmentioning

confidence: 99%

Learning Analytics of Totemm Virtual Learning Resources -Transforming Transnational Intercultural Sensitivity for Midwifery Students Through an Inclusive Mobility Model

Pears¹,

Smit²,

Oost³

et al. 2023

INTED2023 Proceedings

View full text Add to dashboard Cite

Equality, social inclusion, and participation of non-mobile midwifery students studying in England, Italy, Estonia and the Netherlands was of interest in this project. Five Virtual Learning Packages (VLPs) were created to address needs within maternity surrounding a sense of safety, positive lifestyle choices, needs for the migrant population, and psychological wellbeing for women and families. After reviewing the learning analytics for these TOTEMM VLP resources, they showed increase in peer engagement facilitation for most learners, showed consistent and completed usage through badges earned and module completions, and showed uptake of the required media and resources embedded into each lesson. Overall, the VLPs were well-designed and developed to produce results which demonstrate that learners can independently progress with minimal issues-or seek help via the help pages where necessary. There was moderate/strong peer-to-peer engagement, and anytime access was essential. A SWOT analysis was presented to detail where updates and improvement may be made to address limitations, and some data analysis limitations. The VLPs can be used by midwifery students to present much needed information validated by midwifery educators, and encourages peer to peer communication across Europe.

show abstract

Co-Creating Digital Virtual Mobility Learning Packages for Midwifery Students to Transform Transnational Intercultural Sensitivity

Cited by 5 publications

References 0 publications

Co-Creation of a Virtual Interactive Teaching Package for Auditors of Healthcare Placements – Towards Assurance of Quality of Health Care Traineeships

Co-Creation of a Virtual Interactive Teaching Package for Auditors of Healthcare Placements – Towards Assurance of Quality of Health Care Traineeships

Feasibility and Acceptance of Virtual Reality Reusable e- Resources Embedded in Healthcare Curricula

Learning Analytics of Totemm Virtual Learning Resources -Transforming Transnational Intercultural Sensitivity for Midwifery Students Through an Inclusive Mobility Model

Contact Info

Product

Resources

About