Nursing students can teach their peers by developing e-learning resources

Windle, Richard; Laverty, Helen; Herman, Lucrezia; Hallawell, Bob; Wharrad, Heather

doi:10.7748/ldp2010.11.13.9.26.c8096

Cited by 4 publications

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“…Education delivered through online tools allow for a wide footprint, potentially providing a low-cost, easily accessible means of health education for large numbers of healthcare staff and students (Blake, 2010;NIB, 2014;DH, 2011b). Online tools have shown to be an effective method for increasing knowledge in a variety of subject areas, whilst also providing flexibility and accessibility (Back et al, 2014;Keefe and Wharrad, 2012;Wharrad et al, 2012;Windle et al, 2010).…”

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confidence: 99%

Workplace wellness using online learning tools in a healthcare setting

Blake

Gartshore

2016

Nurse Education in Practice

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The aim was to develop and evaluate an online learning tool for use with UK healthcare employees, healthcare educators and healthcare students, to increase knowledge of workplace wellness as an important public health issue. A 'Workplace Wellness' e-learning tool was developed and peer-reviewed by 14 topic experts. This focused on six key areas relating to workplace wellness: work-related stress, musculoskeletal disorders, diet and nutrition, physical activity, smoking and alcohol consumption. Each key area provided current evidencebased information on causes and consequences, access to UK government reports and national statistics, and guidance on actions that could be taken to improve health within a workplace setting. 188 users (93.1% female, age 18-60) completed online knowledge questionnaires before (n =188) and after (n = 88) exposure to the online learning tool. Baseline knowledge of workplace wellness was poor (n =188; mean accuracy 47.6%, s.d. 11.94). Knowledge significantly improved from baseline to post-intervention (mean accuracy = 77.5%, s.d.13.71) (t(75) = -14.801,p < 0.0005) with knowledge increases evident for all included topics areas. Usability evaluation showed that participants perceived the tool to be useful (96.4%), engaging (73.8%) and would recommend it to others (86.9%). Healthcare professionals, healthcare educators and pre-registered healthcare students held positive attitudes towards online learning, indicating scope for development of further online packages relating to other important health parameters.

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confidence: 99%

Workplace wellness using online learning tools in a healthcare setting

Blake

Gartshore

2016

Nurse Education in Practice

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“…Another interesting project presented in (Windle et al, 2010), shows that not only computer science students can participate in the development of eLearning materials for their peers. As described in the paper, "Nursing students from seven different universities are designing e-learning resources for use by their peers and other health professionals."…”

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confidence: 99%

Partial Solution for a Problem of Developing a Large Number of eLearning Resources

Putnik

Ivanović

Budimac

et al. 2016

International Journal of Human Capital and Information Technology Professionals

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Through a careful organization of a teaching curriculum at their Department, the authors managed to organize nice and fruitful cooperation with their students in the eLearning area. In particular, what they find as the most positive result is the fact that an excellent cooperation between students and lecturers was developed. This cooperation lead to creation of digital learning objects by the students, as a result of the requirements for passing an exam dealing with eLearning. The authors' experience is limited to the students of the computer science study program, since only a small number of students of other study programs elected this course, but the number of students they observed is large enough for qualitative conclusions. Based on a static teaching material, students developed several types of eLearning resources for various subjects, not restricted to computer science courses. Developed materials (usually) required some additional work to make them fully usable as a part of university courses. Still, generally, all of the technical work was performed, a large part of texts, images, assessment questions, and other learning objects were created, and resources typically were very usable after some additional polishing. Yet, what is probably of even a greater value is the fact that the authors managed to join several important things within this one course. First of all, and probably the most important, students were introduced to principles and methodology of eLearning in some real situation, preparing some practically usable material, thus being able to see all of the problems they might encounter in the future. Secondary, as a result, the authors received a lot of draft versions of teaching materials to improve it further, thus relaxing efforts for eLearning material creation. Finally, the most creative part of the result is the fact that these resources introduced the authors to different, sometimes rather interesting views on problems and materials in question, or on teaching methodology. Essentially it offers them new ideas, notions, and concepts to work with.

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“…The greater use of multimedia and technology such as images, videos and other audio-visual interactive exercises can offer an alternative to practicebased experiences. The reusable learning object (RLO) allows delivery for the benefi t of future students [ 46 ]. A number of videos feature information about IDD and learning disability nurses.…”

Section: Innovative Teaching and Learning Approaches And Resourcesmentioning

confidence: 99%

Nursing Education About People with Intellectual Disability. An International Perspective

Hahn

2016

Health Care for People With Intellectual and Developmental Disabilities Across the Lifespan

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Nurses have a long-standing history of providing care and services to children and adults with intellectual and developmental disabilities (IDD). Nursing education, as training or in pre-licensure or pre-registration nursing programs about care of people with IDD, has a strong history with variable attention in formal nursing education programs from one country to another, and is essential to improving health equity, reducing health disparities and fostering full participation in society. In this chapter, we will explore an international perspective that includes history around nursing education about people with IDD, and current status of nursing education and implications for future nursing education about people with IDD.

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Nursing students can teach their peers by developing e-learning resources

Cited by 4 publications

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Workplace wellness using online learning tools in a healthcare setting

Workplace wellness using online learning tools in a healthcare setting

Partial Solution for a Problem of Developing a Large Number of eLearning Resources

Nursing Education About People with Intellectual Disability. An International Perspective

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