Establishing a tutoring and academic support center: Collaborating with nurse educator students

Hawkins, Shelley Y.; Fogg, Niki; Wilson, Cecilia Elaine; Browne, Joy V.

doi:10.1016/j.profnurs.2021.12.014

Cited by 10 publications

(5 citation statements)

References 25 publications

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“…The critical thinking exercises were used as in-class activities to develop critical thinking skills and as questions on quizzes and exams. Finally, Hawkins et al (2022) conclude that peersupported tutoring can support student academic success and foster critical thinking.…”

Section: Resultsmentioning

confidence: 90%

“…Some interventions were entirely online. For instance, in the study of Hawkins et al (2022), the online learning modality was valuable and necessary for the 86 undergraduate students enrolled in nursing programs who participated in online peer-tutoring strategies during the COVID-19 pandemic. This was similar to the study of Vedi and Dulloo (2021), where 84 first-year undergraduate medical students indicated that online case-based learning activities enhanced critical thinking, one of the complex-thinking sub-skills.…”

Section: Resultsmentioning

confidence: 99%

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Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications

2023

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Complex thinking is a desired competency in 21st-century university students, so technology-based teaching and learning strategies must be carefully considered when training them in complex reasoning skills. This systematic review aims to map research on the use of teaching and learning strategies supported by technology to enhance complex thinking skills in university students. This review reports results according to PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The search strategy was performed in June 2022 in Scopus and Web of Science databases. Of 151 records initially identified between 2018 and 2022, 32 papers were included in the final synthesis per the inclusion and exclusion criteria. The results of this review indicate that (1) tech-based strategies for complex thinking development are based on active learning approaches including problem-based learning, case-based learning, collaboration-driven and discussion-based learning, project-based learning, assessment- and feedback-oriented activities, and mind mapping techniques; (2) most of the documented strategies were implemented in hybrid contexts; (3) traditional instructional materials commonly used for promoting higher order thinking skills such as reading assignments, videos, and eliciting/reflexive questions are still effective in fostering complex thinking when delivered through technology; and (4) custom-built technological development for complex thinking development software that incorporates emerging technologies is scarce at present. Further research is needed to document the interventions that train students interactively in complex thinking skills using Education 4.0 technologies.

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Section: Resultsmentioning

confidence: 90%

Section: Resultsmentioning

confidence: 99%

Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications

2023

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“…Peer support models are still unfamiliar in the context of Vietnamese nursing education. Many countries around the world have successfully incorporated this model in medical training, including the USA, Australia, New Zealand, Canada and Hong Kong [9][10]. With the peer support program, students have the opportunities to seek support and receive advice not only on academic issues but also on mental health, life experience, and social skills from their peers or their seniors who have once been in the same situations.…”

Section: Discussionmentioning

confidence: 99%

Strengthening teaching capacities for nurse lecturers: An initial report

Hoang

Tran

Phan

et al. 2023

JNS

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Objectives: To assess the prior knowledge of teaching methods among nurse lecturers before participating in the train-of-trainer workshop, namely “Covid-19 and Nursing Education: Strengthening nurse lecturers’ teaching capacities and learning environments for the new nornal”. Subjects and methods: A cross - sectional study was used to assess the knowledge of teaching methods of all nurse lectures from five nursing schools. An online survey, which had 25 items related to 05 topics in the workshop, was developed. Results: 26 nurse lecturers completed this online survey. The results of the pre-test survey showed that the average score of knowledge about teaching methods was 12 (± 2.8) with the possible score ranged from 0 - 25 points. Only 02 lecturers correctly answered 19 questions out of a total of 25 questions. The most incorrect answers were given by the lecturers in the knowledge area about debriefing techniques in simulation training and peer support methods. Conclusion: The initial results of knowledge regarding teaching methods indicated the need of conducting the training program for nurse lecturers. The study outcome has potential application based on its series of training workshops, teaching demonstration and a combination of quantitative and qualitative evaluation on the effectiveness of the training program.

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“…The criterion requires that suitable and sufficient venues, IT infrastructure, and library resources be available for students and staff in the program. Efficient provision of infrastructure and resources is needed for the proper implementation of the nursing training program by creating well-established academic support centers [28] and keeping up with the demands of the healthcare system [6]. Leary et al [29] also note that the provision of adequate infrastructure and resource allocation is a strategic way for enhancing the innovation of the nursing training program.…”

Section: Criterion 7: Infrastructure and Resourcesmentioning

confidence: 99%

Obstacles in the Nursing Training Programs

Mbombi¹,

Ophilia²,

Bopape³

et al. 2023

Health and Educational Success - Recent Perspectives [Working Title]

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The chapter aims to discuss obstacles that affect the successful implementation of nursing training programs from learner nurses’ perspectives. The scope of the obstacles is limited to the clinical and classroom settings, where the nursing curriculum is implemented, and therefore the chapter will discuss obstacles to the nursing training program in hospitals/clinics and educational institutions. The chapter is a summary of a quantitative cross-sectional research study that collected data from all 190 learner nurses. Learner nurses were sampled with a stratified random sampling, which resulted in 129 samples of learner nurses. An electronic self-designed questionnaire written in English was sent to learner nurses via their university students’ email to complete it. Descriptive statistics were utilized to describe the frequency of learner nurses regarding the R425 program curriculum review. The source of information, in this chapter, is the research finding obtained from learner nurses, using a quantitative research approach and literature, which highlight that the success of health education could be observed when barriers to nursing program implementation have been eliminated. The chapter provides learning opportunities to program designers and leaders of the educational and healthcare facilities where the nursing training programs are implemented.

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Establishing a tutoring and academic support center: Collaborating with nurse educator students

Cited by 10 publications

References 25 publications

Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications

Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications

Strengthening teaching capacities for nurse lecturers: An initial report

Obstacles in the Nursing Training Programs

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