Search

Writing is essential for academic and professional success. This descriptive study aimed to investigate the challenges faced by Ethiopian university students. It focused on 680 regular undergraduate students at Mizan Tepi University selected through simple random sampling. Researchers employed tests, questionnaires, and interviews to collect data from students and EFL instructors. Data collection methods included student essay analysis, a structured questionnaire, and instructor interviews to gain insights into students' writing proficiency and perceptions. Statistical analysis was used for quantitative data, while content analysis was applied to qualitative data. Findings revealed that most students have average writing proficiency, are motivated to write in English and view writing as a process during activities. Many also reported engaging in writing outside the classroom. Vocabulary and grammar were highlighted as the most challenging aspects, alongside concerns over insufficient time to learn writing skills. Based on the study's outcomes, recommendations are proposed to enhance writing proficiency among undergraduate students. These include dedicating more time to writing instruction, raising awareness of essential writing elements, implementing regular assessments for monitoring progress, and possibly integrating a dedicated reading module. Emphasizing flexible teaching approaches and encouraging diverse writing practices beyond the classroom is crucial for improving overall language proficiency among students.

BACKGROUND: The World Health Organisation and palliative care stakeholders recommend that healthcare workers are educated in palliative care. Provision of high-quality palliative care is fundamental to nursing practice. However, caring for palliative care patients and meeting family needs is challenging without appropriate knowledge and experience. Palliative care education and clinical skill development for undergraduate student nurses is a priority to ensure graduate nurses are equipped with the knowledge and skill to deliver safe and competent care. METHODS: A scoping review guided by Arksey and O'Malley's framework was used to identify undergraduate student nurses' palliative care education and preparation. A comprehensive literature search of five electronic databases and grey literature were conducted from January 2002 to December 2021. The aim was to review the empirical evidence and ascertain how undergraduate student nurses' palliative care education is organised, facilitated, delivered and evaluated. Screening was performed independently by two reviewers against eligibility criteria with meetings to discuss included papers and form a consensus. Data was extracted and related to palliative care undergraduate student nurses' education, educational model, methodology, key findings, and recommendations. Analysed and summarised data was mapped onto the four key review questions (educational models utilised, methods used to assess effectiveness, facilitators/barriers and gaps in the literature). RESULTS: 34 papers met the criteria for this review. The review highlights that undergraduate nursing palliative care education is more evident in high income countries. Limited and diverse published research existing in low- and middle-income countries. Educational models utilised were theoretical and experiential learning and educational process, early integration and multiple learning methods which were highlighted as facilitating factors. However, crowded curricula, lack of palliative care clinical placement expertise, difficulty providing clinical placement, timing and delivery of palliative care and difficulty responding to simulated environments (manikins) were perceived barriers. Nevertheless, palliative care education can increase knowledge, positive attitude, self-confidence and adequate preparation of undergraduate student nurses. CONCLUSION: This review highlights that there is limited research regarding the timing and delivery of palliative care principles and practice in undergraduate student nurse education. Early integration of palliative care education impacts upon students perceived preparedness for practice and positively influences their attitudes to palliative care provision.

Purpose: Currently, revisions in education and evaluation in the nursing domain are necessary to increase the clinical competence of graduates. The aim of this study was to compare nursing students’ clinical competence using the portfolio method with conventional education and evaluation methods in clinical education. Methods: In this pretest–posttest quasiexperimental crossover study, all six-semester undergraduate nursing students of Ahvaz Jundishapur University of Medical Sciences were classified into four groups. They were selected based on the use of portfolio and conventional methods during their apprenticeship. Then, they were educated using conventional and portfolio methods. Their clinical competence was measured by a self-appraisal questionnaire. Data were statistically analyzed with independent and paired t -tests. Results: There were significant differences between average scores of clinical competence in all three domains before and after study in portfolio-based education method ( P =0.0001). Furthermore, the average difference in scores before and after internship between the two educational groups in all three domains — cognitive ( P =0.002), affective ( P =0.0001), and psychomotor — ( P =0001) was significant. Similarly, there was a significant difference in total average scores of clinical competence between the two methods ( P =0.0001). Conclusion: The results showed the effect of educational method on increasing the clinical competence of nursing students in a clinical unit. This new method can be used as a combination of education, evaluation and student-centered methods. Keywords: clinical competence, education, nursing student, portfolio

In this article, we present an integrated instructive methodological approach. We begin with a set of proposals for educational innovation oriented towards active learning that have been tested separately and implemented for various subjects in courses of different levels. The approach integrates the following elements: (1) the dynamic generation of digital content by students and their integration into shared knowledge bases of the subjects involved; (2) the systematic use of quality content, mainly in video format, distributed through online platforms as support for flipped classrooms; (3) peer evaluation to support the development of reflective and self-critical capacities; and (4) systematic collaboration with students and professors from other universities to develop the enumerated activities. The methodology has been tested in a variety of subjects, thanks to its flexibility. In all experienced cases, it has been shown that it is feasible for students to generate enough valuable and reusable content. In addition, students have expressed high levels of satisfaction with the implementation of the proposal.

Aim/Purpose: The aim of the study was to investigate how the facilitation of a vocational lecturer (teacher) influenced the engagement of fifteen carpentry students during their learning. This facilitation occurred while the students used smartphones and mobile applications to create visual assessment ePortfolios. Background: To encourage independence and peer collaboration, when creating their visual ePortfolios, the lecturer decided to get his students to use BYOD mobile devices, and social media applications to record their learning of technical skills. His intention was to make use of the devices they brought to class, and to enable greater autonomy and flexibility in the learning process by eliminating the need for digital cameras and proprietary software they had previously been using. The lecturer also saw this as an opportunity to provide more frequent and immediate formative feedback, and to encourage students to share their work. Methodology: A Participatory Action Research design was used with fifteen certificate level students. They were guided in the use of three social media applications (apps) – Facebook, Evernote and Google Plus (G+) that they could use on their Smartphones to develop ePortfolios for assessment. Both quantitative and qualitative data was collected during four Action Cycles, and the outcomes are portrayed as a case study. Several sampling methods were used: a student pre-survey, and post-survey, observations and reflections by the lecturer, focus group interviews with students and an individual interview with the lecturer. For this article, a framework based on established factors of student engagement was used to examine the findings to establish the impact of the teacher. Contribution: This paper extends the body of research about student engagement with a focus on the importance of the teacher in supporting 21st Century vocational learning and ePortfolio assessment using mobile technologies. Findings: The majority of students were comfortable with the learning approach using the three applications and their mobile phones, and felt confident with the technologies. Overall, they found the learning approach was more convenient and made the experience easier, as well as enjoyable and fun. Students believed that mobile learning helped their learning and assisted them to connect with others. All three apps were considered easy to access. Facebook was the most preferred app with Google Plus (G+) the least liked. Evernote was favoured for its image editing and annotation features. Students responded well to the lecturer's teaching methods and the learning environment he created. He was found to be pivotal to the learning process. As a result of the lecturer’s learning and assessment design, students enhanced their achievement rates. He scaffolded their use of mobile technologies through: demonstrating and modelling each app at the start of the cycle of use, use of technologies during their learning, and by providing prompt, frequent and timely feedback on their ePortfolio work. Since he enabled them to use devices familiar to them, that is, smartphones, he helped them to develop autonomy and confidence. The lecturer was supportive and enthusiastic and encouraged students through structured and well-designed collaborative activities to engage in active learning that challenged them, and encouraged collaboration. He guided them in their learning through regularly interacting with them to provide feedback, and he also added an aspect of competitiveness to the activities to motivate them. Recommendations for Practitioners: Teaching staff are advised to seek guidance when designing learning activities using mobile technologies, and to access technical support. Cochrane’s (2014) six critical success factors for designing learning using mobile devices would assist. Also, it would be useful to carry out a needs analysis with students and other stakeholders beforehand. Recommendation for Researchers: Participatory Action Research is a robust methodology for trialling innovative learning strategies because when using this approach, researchers can be immediately responsive to the needs of the participants. Impact on Society: An understanding of the factors associated with student engagement and high self-efficacy for using mobile technologies is essential for teachers tasked with designing contemporary learning activities in today’s higher education learning environments. Encouraging the use of mobile devices that students own, and have familiarity using, helps to make learning and teaching more sustainable. Future Research: Further research is needed to measure the impact of factors associated with student engagement, on the design of student-centred learning using contemporary technologies. It would also be helpful to examine the implications of student engagement measures as predictors of excellence in teaching, and in the development of learner capability (e.g., critical thinking, social justice awareness, reasoning, etc.).

INTRODUCTION: Unpreparedness of novice nurses during the process of transition to their professional role can has broad consequences for the nurse and health care system and leads to reduction of the quality of patient care. This study has been carried out with the aim of investigating the experiences of the unpreparedness of novice nurses. METHOD: This study was conducted qualitatively by using conventional content analysis. Participants were 21 persons including 17 novice nurses, 2 supervisors, and 2 experienced nurses who were selected through purposeful sampling from four hospitals dependent on Tehran University of Medical Sciences. FINDINGS: Participants' experiences were reflected in three main themes of "functional disability", "communicative problems", and "managerial challenges". Each of these dimensions consisted of several sub-categories. These areas had represented the inability to apply the learned knowledge in practice. DISCUSSION: The sensitivity of health system, especially, educational mentors and nursing managers to create preparation in novice nurses by providing appropriate orientation programs at the beginning of work and the revision and amendment of nursing curriculum can solve this problem to some extent.

Teaching children and youth to be socially competent is a central theme within schools. As An estimated 10% of school-age children, however, have social skill difficulties significant enough to lead to peer rejection For children with disabilities, the problem is even worse. Early education teachers have indicated that up to 75% of children with disabilities need remediation in social skills Teaching social skills directly is one strategy to provide children with the social behaviors they need to successfully interact socially with peers with and without disabilities