Early Student Outcomes Associated with a Virtual Community for Learning

Giddens, Jean Foret; Shuster, Geoff; Roehrig, Nicole

doi:10.3928/01484834-20100217-03

Cited by 25 publications

(18 citation statements)

References 2 publications

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“…Although there were mixed results about the effectiveness of the virtual community the overall results were encouraging (Giddens, Fogg, & Carlson-Sabelli, 2010;Giddens, Shuster, & Roehrig, 2010).…”

Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 87%

Development and psychometric testing of the satisfaction with Cultural Simulation Experience Scale

Courtney‐Pratt

Levett‐Jones

Lapkin

et al. 2015

Nurse Education in Practice

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Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 87%

Development and psychometric testing of the satisfaction with Cultural Simulation Experience Scale

Courtney‐Pratt

Levett‐Jones

Lapkin

et al. 2015

Nurse Education in Practice

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“…Evaluation of The Neighborhood and Stilwell shows that students find it a realistic environment (Giddens et al 2010a;Giddens Shuster and Roehrig 2010b;Walsh & Crumbie, 2011). Students are unable to be exposed to high risk, violent or emotionally charged situations as part of their education for reasons of safety and/or opportunity.…”

Section: Discussionmentioning

confidence: 97%

“…Key themes to emerge include the realism of the content, effectiveness in preparing students for challenging situations and the ability of the VCs to portray alternative perspectives (Giddens et al, 2010a;Giddens, Shuster, & Roehrig, 2010b;Walsh & Crumbie, 2011). The fusion of narrative pedagogy and simulation within the VC concept have been demonstrated as feasible with promising evaluations.…”

Section: Interprofessional Learning and Virtual Communities 45mentioning

confidence: 96%

Interprofessional learning and virtual communities: An opportunity for the future

Walsh

Soeren²

2012

Journal of Interprofessional Care

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Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form• a hyperlink/URL to the original Insight record of that item is included in any citations of the work • the content is not changed in any way• all files required for usage of the item are kept together with the main item file. You may not• sell any part of an item• refer to any part of an item without citation • amend any item or contextualise it in a way that will impugn the creator's reputation• remove or alter the copyright statement on an item.The full policy can be found here. Alternatively contact the University of Cumbria Repository Editor by emailing insight@cumbria.ac.uk. Interprofessional learning and virtual communities: An opportunity for the future Mike Walsh, Mary van SoerenAs various agencies increasingly advocate interprofessional care (IPC), it is paramount that the educational implications of this approach are considered. Interprofessional learning (IPL) is necessary for IPC and this paper argues that an emerging educational model, narrative-based virtual communities (VCs), meets this goal. We therefore argue for the fusion of narrative pedagogy with the VC approach to further the IPL agenda. Using stories to teach is not new. Technological innovations now make the possibility of using narrative, a way to enable students to experience greater reality in complex situations. Recently, two multimedia VCs have been developed. Here, we review the use of "The Neighborhood" and "Stilwell", as IPL tools. Early evaluation of these communities has been very positive and they offer a unique and innovative approach to IPL in ways that immerse learners from many professions into the context of the lives of individuals requiring health and social care, and the people who provide that service. Thus, it is possible to more fully realize and teach about collaboration and partnerships among professionals and patients.

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“…Assim, mesmo sendo a modalidade EAD incipiente no ensino de enfermagem no Brasil, há relatos de franca expansão de ações em outros países os quais procuram atingir todos os segmentos do ensino com diferentes recursos tecnológicos (17)(18)(19)(20). Nesses países são utilizados TED no ensino presencial e atividades na modalidade EAD, com diferentes orientações pedagógicas.…”

Section: Discussão E Conclusãounclassified

Utilização De Tecnologias Educacionais Digitais No Ensino De Enfermagem

et al. 2013

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RESUMOEstudo exploratório quantitativo que teve como objetivo descrever a utilização de tecnologias educacionais digitais (TED) no ensino de enfermagem em Instituições de Ensino Superior (IES). Amostra constituída por dez coordenadores e 55 professores de cursos de Enfermagem do Estado do Rio Grande do Sul. Os dados foram analisados pela estatística descritiva. Os resultados apontaram que houve apoio para desenvolvimento de TED em 90% das Instituições, das quais 77,8% têm setores especializados na produção de material. Três (30%) cursos de graduação oferecem disciplina a distância e 47,3% dos professores fizeram curso de qualificação. O recurso mais usado pelos professores em aula é o vídeo (82,4%). Concluiu-se que as IES oferecem infraestrutura tecnológica e/ou pedagógica para o atendimento da demanda crescente no uso da informática no ensino, no entanto, ações em educação a distância ainda são limitadas no ensino da Enfermagem, destacando o uso das TED no ensino presencial.Palavras chave: Educação em Enfermagem,tecnologia educacional, educação a distância, internet. ABSTRACTQuantitative exploratory study aimed to describe the use of digital educational technologies (DET) on nursing education in Under Graduation Institutions (UGI). Sample constituted of ten coordinators and 55 teachers of Nursing Courses in the State of Rio Grande do Sul. Data were analyzed using descriptive statistics. The results showed that there was support for development of DET in 90% of the Institutions, of which 77.8% have special-

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Early Student Outcomes Associated with a Virtual Community for Learning

Cited by 25 publications

References 2 publications

Development and psychometric testing of the satisfaction with Cultural Simulation Experience Scale

Development and psychometric testing of the satisfaction with Cultural Simulation Experience Scale

Interprofessional learning and virtual communities: An opportunity for the future

Utilização De Tecnologias Educacionais Digitais No Ensino De Enfermagem

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