Computer-Based Learning Objects in Healthcare: The Student Experience (original) (raw)
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Reusable Learning Objects in Health Care Education
Concepts, Methodologies, Tools and Applications
Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication Data Interprofessional e-learning and collaborative work : practices and technologies / Adrian Bromage ... [et al.], editors. p. cm. Includes bibliographical references and index. Summary: "This book provides relevant theoretical frameworks and the latest case driven research findings to improve understanding of interprofessional possibilities through e-learning at the level of universities, networks and organizations, teams and work groups, information systems and at the level of individuals as actors in the networked environments"-Provided by publisher.
Examining the Use of Web-Based Reusable Learning Objects by Animal and Veterinary Nursing Students
International Journal of Web-Based Learning and Teaching Technologies, 2016
This intervention study examined the interaction of animal- and veterinary nursing students with reusable learning objects (RLO) in the context of preparing for summative assessment. Data was collected from 199 undergraduates using quantitative and qualitative methods. Students accessed RLO via personal devices in order to reinforce taught sessions. Interviewees reported that the RLO helped them meet the requirements of the curriculum. Quantitative data supported two valid points; the lack of engagement of students when given a free-choice and reluctance for self-assessment. The practical significance of the qualitative outcomes lies with how first year undergraduates on animal and veterinary nursing-related courses use RLO designed to address equine management and health topics, where the students have mixed equine experience.
British Journal of Educational Technology, 2011
We investigated the effectiveness of reusable learning objects (RLOs) when delivered in a workshop or released for self-study with groups of student-nurses studying chemistry. Analysis of examination results showed that the proportion of students answering chemistry questions correctly increased significantly in both the workshop and selfstudy cohorts following the introduction of the RLOs. In terms of the factors that supported learning, students rated functional characteristics, such as universal availability and control over learning, as more important than media characteristics, such as audionarration and interactivity. There was no correlation between ratings and the age of the respondent, their computer confidence or whether they studied alone or in the workshop. Similarly, design differences between individual RLOs did not appear to detract from learning. Data suggest that the sense of control and ownership of the learning process that RLOs afforded to the learners were the keys to their effectiveness. By reporting the attainment of study cohorts compared with non-intervention groups, exploring differential learning-contexts for RLO use and by providing empirical evidence of reuse, the study provides evidence which is underreported in the literature despite the wide uptake of learning object format.
Reusable Learning Objects for Medical Education: Evolving a Multi-institutional Collaboration
2004
In early 2002 a number of UK HE institutions founded a collaborative project to produce a bank of high quality elearning resources to support and enhance teaching in the traditionally difficult area of statistics, epidemiology and research skills. Creation of these resources is very costly; typically amounting to more than one institution can afford to fund. Yet many of these resources are generic and can be used, r e-used and shared between institutions. So the collaboration was proposed to produce and share these resources in a cost-effective manner.
2010
he information explosion and increasing popularity of electronic information storage means nursing students today must access a variety of information repositories to retrieve health and nursing information. Nurse educators are called to design innovative teaching and learning opportunities for student nurses to attain informatics competence within the current health care environment. This paper reports student nurses' evaluation of a nursing information software program, Nursing Central © software (Unbound Medicine), that was housed on a handheld personal digital assistant (PDA) and used for a six-week clinical rotation . Eight (32%) of the intervention group nursing students completed the voluntarily online survey that contained open-ended and Likert questions. Study findings suggest that the PDA-based, Nursing Central © software improved access, retrieval, and quality of information to support nursing care in clinical practice. However, further study with a larger, more diverse sample and longer intervention period is required before widespread adoption of this teaching support within nursing education.
8 Reusable Learning Objects for Medical Education: Evolving a Multi- institutional Collaboration
2016
In early 2002 a number of UK HE institutions founded a collaborative project to produce a bank of high quality e-learning resources to support and enhance teaching in the traditionally difficult area of statistics, epidemiology and research skills. Creation of these resources is very costly; typically amounting to more than one institution can afford to fund. Yet many of these resources are generic and can be used, re-used and shared between institutions. So the collaboration was proposed to produce and share these resources in a cost-effective manner. Reusable learning objects offer a number of educational advantages compared with more traditional course-based approaches. Because they are stand-alone resources that encompass a single “chunk ” of learning, they can be used in
Virtual learning objects: contributions to the learning process in health and nursing*
To highlight the contributions of the application of Virtual Learning Objects (OVAs) for the learning process in health and nursing. Methods: A systematic review was conducted using the databases of PubMed / MEDLINE, Scopus, CINAHL and ISI Web of Knowledge. We analyzed 13 studies, published in the English language, for the period of 2004 to 2008. Results: The predominate research about OVAs was developed with a focus on patients (50%), students (38.4%) and healthcare professionals (7.1%). With regard to the levels of evidence, 30.8% of the studies were classified as level II and level III-1, respectively, and 30.4% were level IV. Conclusion: The OVAs have contributed significantly to the increase in knowledge and learning in patients, students and caregivers, providing a promising perspective for education in health and nursing.
An exploratory study of web‐enhanced learning in undergraduate nurse education
Journal of clinical …, 2007
An exploratory study of web-enhanced learning in undergraduate nurse education Aim. The aim of the study was to explore undergraduate nursing students' views of web-enhanced learning and to examine issues relating to their pattern of access to a rehabilitation nursing module website. Background. As information technology is an integral component of western health care, all nurses are expected to have the necessary knowledge, skills and attitudes to be competent in its use. Methods. In phase 1, a focus group interview was conducted with students (n ¼ 6) who had not logged onto a similar module website. In phase 2, a questionnaire was administered to students undertaking the web-enhanced module. In phase 3, each student's (n ¼ 231) pattern of access to the module was identified and compared with the student's performance as evidenced by their module assignment mark. Results. Students held favourable attitudes towards web-enhanced learning but some students experienced difficulties. There was a significant positive association between the students' assignment mark and the number of times logged onto the module website. Significant negative correlations were found between mark and week of first log on, and week of first log on and number of hits onto the module site. This suggests that students who logged onto the module in the first few weeks were more likely to achieve higher marks. Conclusions. This study's findings suggest that students who accessed the module website early and often were more likely to produce more comprehensive nursing assessments and consequently achieve higher assignment marks than their colleagues.
Abstract The Electronic Medical Record (EMR) is an integral part of health care. The National League for Nursing (NLN) along with accrediting agencies have recognized the importance of the development and understanding of the EMR. In nursing schools, the challenge is when to introduce the EMR to the students. The capstone project challenged the introduction of an EMR to the first semester of an associate degree nursing program. Looking at the perception of usefulness and ease of use of the EMR for nursing students in the first semester, the capstone provided data showing the impact of the introduction of the EMR in the first semester. Literature provided to support the project and the use of three theories. The Adult Learning Theory (ALT), Technology Acceptance Model (TAM), and the Experiential Learning Theory (ELT) provided understanding into the population, the technology and how the student EMR is used to in the lab environment to impact the student’s perception. The study was conducted in one semester with a survey distributed to the students by faculty not teaching in the course the study in conducted. The survey was distributed in two separate times. The data shown from the data collection provided insight into the initial perception and post experience with the student EMR in the lab. Further recommendations for development in a nursing program surrounding the EMR are provided. The recommendations discussed will impact the discussion of the appropriateness of developing the education surrounding the EMR and the EMR’s impact for nursing and health care programs.
Learning objects in medical education
Medical Teacher, 2006
A learning object (LO) is a grouping of instructional materials structured to meet a specified educational objective. Digital LOs, which can be stored electronically, allow a new approach to instructional activity, making medical education more efficient, and potentially more cost-effective. They are reusable and can incorporate text, graphics, animations, audio, and video to support and enhance learning. A learning object can stand alone or be aggregated with additional objects to create larger forms of educational content meeting multiple educational objectives. Digital learning objects located in online repositories can be accessed by many computers and are easily handled by an array of learning management systems for delivery to learners at any time. Integrating digital learning objects with traditional educational methods in a blended learning approach assists medical educators in meeting the challenges of competing priorities. Multimedia LOs enable learners to tailor their experience to their preferred learning style. Through the use of learning objects, learners' reactions, their acquisition of knowledge, skills and attitudes, and their behavioral changes become readily measurable. Learning objects provide multiple research opportunities, such as their use in adaptive learning, their added value in preclinical versus clinical education, and their impact as part of a blended learning strategy.