Community nurses' experiencesof distance learning: implications for autonomy and dependence

Carnwell, Ros

doi:10.1016/s0260-6917(98)80057-9

Cited by 16 publications

(7 citation statements)

References 12 publications

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“…Many teach content integrated theory and practice based on community standards (Carter, Fournier, Grover, Kiehl, & Sims, 2005). To meet the needs of community nurses, countries have established flexible and diverse educational systems (Carnwell, 1998;Hongmei & Ling, 2000). Since community nursing is highly associated with national policies and cultural backgrounds, each country develops standards depending on the local situation.…”

Section: Closing the Gap: Mutual Learning Experiences From Developementioning

confidence: 99%

Improving the curriculum for a community nursing training program in Guangzhou City, China

Wang

Chen

2018

Public Health Nursing

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In China, community nurses do not have systematic training, and the nursing education curriculum focuses on clinical nursing both in vocational school and high school. Most nurses work at a hospital, and almost all community nurses lack systematic knowledge about community nursing. A training program for community nurses in Guangzhou City has been conducted since 2003. The training curriculum has evolved over the years, but is not standardized. This article describes research on improving community nurses’ basic knowledge and practice skills. We modified the curriculum with a questionnaire and a modified Delphi method. First, 318 participating nurses and instructors were queried in December 2012. Then 22 experts modified the training program based on the results of the questionnaire and implementation since 2013. After 4 years, we followed up with the new participating nurses to evaluate the curriculum.

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Section: Closing the Gap: Mutual Learning Experiences From Developementioning

confidence: 99%

Improving the curriculum for a community nursing training program in Guangzhou City, China

Wang

Chen

2018

Public Health Nursing

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“…What roles the universities can fulfill that people would find valuable was more and more internet-based distance education for adult professionals. Similarly, scientists often see an inevitable economic shift from local material goods to global knowledge services, forcing education to move toward electronically-mediated education [10].…”

Section: Online Education and Learning Autonomymentioning

confidence: 99%

Application of information technology in quality education

Seng

2010

2010 2nd IEEE International Conference on Information Management and Engineering

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Quality education is a universal goal. This decade was marked by rapid advances and changes in many aspects of human activity, often taken together as the sign of a shift into knowledge era. Such advances and changes have stimulated many discussions about the role of information technology (IT) in teaching and learning. Given the deep technological, economic and policy changes that have taken place over the last decade, there are indications that pedagogical practices are changing as well. The pedagogical use of IT has made fairly great impact in universities. The main goal of our research is to benchmark the implementation and outcomes of the IT in quality education policy and to provide research-grounded insights for universities and teachers to evaluate their IT integration for teaching and learning. The specific objectives are to provide benchmarked indicators on the extent of IT integration in universities and its impact on pedagogy and students' learning outcomes.

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“…Early studies suggest that while students enjoy the flexibility afforded by computer-mediated study, the loss of collegial contact to acquire the intangible aspects of professionalism is regretted (Carnwell, 1998;Farber, 1998;Jacobs and Rodgers, 1998). The long-term and short-term effects of this physical absence still need to be evaluated, but research suggests that distance learners require contact with same-site peers and opportunities to meet tutors to gain a professional identity (Lia-Hoagberg et al, 1999).…”

Section: Professional Inductionmentioning

confidence: 99%

“…Carnwell (1998) found that students preferred highly structured course material with prescriptive assignment guidance and formal support. This raises questions about autonomy and self-direction in learning.…”

Section: Educational Reductionismmentioning

confidence: 99%

Technological dreams: the implications of new technologies for occupational therapy education and evidence‐based practice

Steward

2001

Occupation Therapy Intl

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Computer technologies will change both occupational therapy education and practice. Technological optimists suggest that there will be positive benefits for distance learning and supervision, universal equal access to information and expertise, and positive cross-cultural exchange. However, technologies have inevitable and unexpected costs. In this report I explore the potential for future problems with professional induction, educational reductionism, cultural imperialism and deprofessionalization through a review of the literature. I suggest that early recognition of the costs as well as the benefits of computer-based education will be important to the development of international occupational therapy.

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Community nurses' experiencesof distance learning: implications for autonomy and dependence

Cited by 16 publications

References 12 publications

Improving the curriculum for a community nursing training program in Guangzhou City, China

Improving the curriculum for a community nursing training program in Guangzhou City, China

Application of information technology in quality education

Technological dreams: the implications of new technologies for occupational therapy education and evidence‐based practice

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