This document summarizes a book about experiential learning in nursing education. The book discusses experiential learning theory and models of teaching such as team teaching, practical return demonstrations, and hospital exposure experiences. It describes students' experiences with these teaching strategies and how they helped students develop skills and values important for nursing practice. The book aims to help educators better structure experiential learning environments.
It's KM at Learning Resources and Educational Media Center, Mae Fah Luang University.
We are renovating "Ask a Librarian" to "Ask Us".
One in the way to branding our library. - Rakphao
Being a Teacher: Cover, title and imprint pages, with contents list and prefaceSaide OER Africa
Being a Teacher, Professional Challenges and Choices. Teachers are not just teachers. They are also people. In straddling issues of both professional and personal identity, this module comes to grips with the professional choices teachers are required to make, and do make, in developing the knowledge, skills and values of learners.
This module is suitable for both inducting novice teachers into the role of the teacher and for
in-service programmes in which practising teachers could valuably compare their own experiences
with this systematic overview of the role of a teacher and teaching as a profession. The
contextual setting in South Africa is readily adaptable to other settings: the core issues are the
same.Series Editor, John Gultig
It's KM at Learning Resources and Educational Media Center, Mae Fah Luang University.
We are renovating "Ask a Librarian" to "Ask Us".
One in the way to branding our library. - Rakphao
Being a Teacher: Cover, title and imprint pages, with contents list and prefaceSaide OER Africa
Being a Teacher, Professional Challenges and Choices. Teachers are not just teachers. They are also people. In straddling issues of both professional and personal identity, this module comes to grips with the professional choices teachers are required to make, and do make, in developing the knowledge, skills and values of learners.
This module is suitable for both inducting novice teachers into the role of the teacher and for
in-service programmes in which practising teachers could valuably compare their own experiences
with this systematic overview of the role of a teacher and teaching as a profession. The
contextual setting in South Africa is readily adaptable to other settings: the core issues are the
same.Series Editor, John Gultig
Being a Teacher: Professional Challenges and Choices.Saide OER Africa
Teachers are not just teachers. They are also people. In straddling issues of both professional and personal identity, this module comes to grips with the professional choices teachers are required to make, and do make, in developing the knowledge, skills and values of learners.
This module is suitable for both inducting novice teachers into the role of the teacher and for in-service programmes in which practising teachers could valuably compare their own experiences with this systematic overview of the role of a teacher and teaching as a profession. The contextual setting in South Africa is readily adaptable to other settings: the core issues are the same.
Higher education institutions, as knowledge-intensive organizations, produce huge volumes of knowledge through direct teaching-learning experiences. However, considering that the application of knowledge management in the higher education teaching-learning process is a relatively new area for this context, much of the knowledge produced is lost when stakeholders decide to leave. In order to contribute to the effective management of knowledge in this particular area, this presentation presents a theoretical model of experiential knowledge creation processes in the higher education teaching-learning process. Building on the foundational works of Kolb, Nonaka, Wenger, Eraut and others, the model describes individual and group processes that underlie the creation of experiential knowledge through the transformation of teaching-learning objects of attention, as well as the enabling conditions that promote a more favorable climate for experiential knowledge creation in the HE teaching-learning process. In addition to this, we describe how the proposed theoretical model can serve as a useful framework for three main activities connected to innovation in higher education: (1) the design and implementation of teaching-learning approaches; (2) the development of information and communication technologies and; (3) the design and implementation of assessment measures and methods for academic programs.
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
Being a Teacher: Professional Challenges and Choices.Saide OER Africa
Teachers are not just teachers. They are also people. In straddling issues of both professional and personal identity, this module comes to grips with the professional choices teachers are required to make, and do make, in developing the knowledge, skills and values of learners.
This module is suitable for both inducting novice teachers into the role of the teacher and for in-service programmes in which practising teachers could valuably compare their own experiences with this systematic overview of the role of a teacher and teaching as a profession. The contextual setting in South Africa is readily adaptable to other settings: the core issues are the same.
Higher education institutions, as knowledge-intensive organizations, produce huge volumes of knowledge through direct teaching-learning experiences. However, considering that the application of knowledge management in the higher education teaching-learning process is a relatively new area for this context, much of the knowledge produced is lost when stakeholders decide to leave. In order to contribute to the effective management of knowledge in this particular area, this presentation presents a theoretical model of experiential knowledge creation processes in the higher education teaching-learning process. Building on the foundational works of Kolb, Nonaka, Wenger, Eraut and others, the model describes individual and group processes that underlie the creation of experiential knowledge through the transformation of teaching-learning objects of attention, as well as the enabling conditions that promote a more favorable climate for experiential knowledge creation in the HE teaching-learning process. In addition to this, we describe how the proposed theoretical model can serve as a useful framework for three main activities connected to innovation in higher education: (1) the design and implementation of teaching-learning approaches; (2) the development of information and communication technologies and; (3) the design and implementation of assessment measures and methods for academic programs.
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
Identify the distinction of DSM 5 vs ICD.
Explain the significant change in the fifth edition .
Discuss and differentiate the purposes of mental illness classification.
More from James Malce Alo, PhD, MAN, MAPsych, RN, OSHA (20)
Best Ayurvedic medicine for Gas and IndigestionSwastikAyurveda
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
263778731218 Abortion Clinic /Pills In Harare ,sisternakatoto
263778731218 Abortion Clinic /Pills In Harare ,ABORTION WOMEN’S CLINIC +27730423979 IN women clinic we believe that every woman should be able to make choices in her pregnancy. Our job is to provide compassionate care, safety,affordable and confidential services. That’s why we have won the trust from all generations of women all over the world. we use non surgical method(Abortion pills) to terminate…Dr.LISA +27730423979women Clinic is committed to providing the highest quality of obstetrical and gynecological care to women of all ages. Our dedicated staff aim to treat each patient and her health concerns with compassion and respect.Our dedicated group ABORTION WOMEN’S CLINIC +27730423979 IN women clinic we believe that every woman should be able to make choices in her pregnancy. Our job is to provide compassionate care, safety,affordable and confidential services. That’s why we have won the trust from all generations of women all over the world. we use non surgical method(Abortion pills) to terminate…Dr.LISA +27730423979women Clinic is committed to providing the highest quality of obstetrical and gynecological care to women of all ages. Our dedicated staff aim to treat each patient and her health concerns with compassion and respect.Our dedicated group of receptionists, nurses, and physicians have worked together as a teamof receptionists, nurses, and physicians have worked together as a team wwww.lisywomensclinic.co.za/
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journey
Experiential Learning a Bridge Towards Excellent Clinical Nsg Practice
1. “Learners are learning from experiences they have
experienced which cannot be taught by teachers except
themselves.”
EXPERIENTIAL
LEARNING
BRIDGE TOWARDS EXCELLENT
CLINICAL NURSING PRACTICE
James Malce Alo, RN, MAN, MAP, Ph.D
2. i
James Malce Alo, RN, MAP, MAN, PhD
EXPERIENTIAL
LEARNING
Bridge towards Excellent Clinical Nursing
Practice
JAMES M. ALO, RN, MAP, MAN, PhD
3. ii
Experiential Learning
Bridge towards Excellent Clinical Nursing Practice
Philippine Copyright, 2009 by
James M. Alo
1st Edition
Published and exclusively distributed
By: HanjazZ Publishing
Add: Blk 2Lt 13-C Grasshopper St. Saint Mary Village
Las Pinas City, 1740
Mobile #:09187309403
Tel #:(02)846-1450
Web site: http://www.james2gloves.com
ISBN # 978-971-94484-19
ALL RIGHTS RESERVED
No part of this book may be reproduced
In any form or by any means without the written
permission from the author.
Printed by
A & C Printers
200- A N Domingo St. San Juan City
Tel. # 986-33-23/998-2507
E-mail Add: ac_printer@yahoo.com.ph
4. iii
To penetrate into the essence of all learners and significance and
to release the fragrance of that inner attainment for the guidance
and benefit of others, by expressing, in the world of forms, charity
and beauty – this is the sole game which has any intrinsic and
absolute worth. All other, happenings, incidents and attainments
can, in themselves, have eternal importance.
James Malce Alo
------ To whom this book is dedicated
5. iv
Preface
This book is written primarily for teachers who will be creating
environments for learners and guiding their learning and
development in schools, skills in laboratory, and hospital
exposure. Instructors and students who are interested in the
academic study of experiential learning will find the book useful.
This book is a comprehensive chronological description of
student’s experiences and insights in the classroom, laboratory,
and clinical exposures.
Learning, thus, is presented as a process and I have
consistently translated it into an experience in which individuals
engage. I encourage teachers and students to apply the
information in this book in a flexible manner when they are
learning by experience. In this age of scientific research,
personnel in academic programs for students nor informed
teachers can’t afford to ignore the impact of research studies on
the management of learners’ education. Thus, it is imperative that
those who will be responsible for creating environments for
students acquire a base knowledge from which to make decisions
and for structuring their own future growth in understanding
learning development.
JMA
6. v
Brief Contents
Page
Dedication iii
Preface Iv
PART 1
Introduction 1
Chapter 1
Experiential Learning 3
What is Learning 4
Types of Learning 5
Domains of Learning 9
Other Types of Learning 10
Kolb’s Experiential Learning Theory 14
Experiential Learning can be a highly Effective 20
Method in Nursing Education
Sudbury Model of Democratic Education 22
Humanistic Nursing Practice Theory 24
Teacher an Agent of Change 26
The Nature of Experience 27
Types of Experiential Learning Theory 28
Experiential Educator’s Role 28
The Active Involvement of the Students 30
The Teachable Moment of Experience 31
Cyclical Nature of Theory 35
Five Models of Team Teaching 35
Basic Prerequisites for Successful Team Teaching 38
Types of Team Teaching 40
Category of Team Teaching 42
Ethnography in Health Care 48
Chapter 2
Nursing Culture 50
Postmodern Notions of Culture 50
7. vi
Culture Becoming: Nursing Education 52
Ways of Knowing 53
Culture Socialization 55
Intention to Nurse 56
Cultural Development of Expertise 57
Cultural Context 58
Modernist Excellence Context 59
Discourse of Best Practice 60
Time and Space in Context 61
Power in Context 62
Nursing Work Culture 64
Cultural Being: Entering the Client’s World 65
Routines 65
Dialogue Relation 66
Caring Presence 70
Community Base Caring 72
Cultural Knowing 74
Disciplinary Power 74
Evidence Based Practice 76
Reflection and Praxis 77
Learning enhancement by Effective Study Skills 79
and Habits
Simulation Technology for Undergraduate Nursing 80
Education
PART II
Chapter 3
Team Teaching (TT) 85
Experiences:
1. Developed teamwork between and among 88
student nurses
2. Helped broaden understanding of the course 91
3. Enhanced knowledge 94
4. Improved interaction and critical thinking skills 95
8. vii
5. Fostered camaraderie among group members 98
6. Sometimes TT as strategy can be also 99
perceived disapprovingly
Researchers’ Observation 103
Insights on the Experiences 108
Chapter 4
Practical Return Demonstration (PRD) 109
Experiences:
1. Knowledge learned from the classroom was 110
applied
2. Understanding of nursing care was 113
strengthened
3. Confidence in delivering care was developed 115
4. Student nurse was prepared to be a 116
competent nurse
5. Psychomotor skills through coordination was 117
developed
6. Student nurse was trained in advance 118
7. Organization in delivery of care is developed 120
Researchers’ Observation 123
Insights on the experiences 126
Chapter 5
Hospital Exposure (HE) 128
Experiences:
1. Applied nursing skills to real settings 129
2. Rendered individualized nursing care 132
3. Appreciated the law of health and well- 134
being
4. Challenged work to care giving 136
5. Likened the work of a professional nurse 139
6. Acquired mastery of the clinical 141
procedures
Researchers’ Observation 146
Insights on the Experiences 150
9. viii
Chapter 6
Descriptions to the Teaching Strategies Used by 154
the Nursing Instructors
Experiences:
1. Teamwork in teaching 154
2. Challenging, students were inspired to 157
study the course
3. Catches interest to students 159
4. It is exciting resulting to high expectation 160
5. Dependency among teachers in presenting 163
topic discussions
Researchers’ Observation 169
Insights on the Experiences 171
Chapter 7
Values learned as student nurses experienced 173
providing care to their clients
1. Reverence 173
2. Integrity 174
3. Compassion 176
4. Excellence 178
Researchers’ Observation 182
Insights on the Experiences 184
Chapter 8
Students beliefs to experiential learning based on 186
their experienced in the school and
hospital
Researchers’ Observation 194
Insights on the Experiences 195
Chapter 9
Intentions of the Student Nurses in Doing Nursing 198
Care
Researchers’ Observation 203
Insights on the Experiences 204
10. ix
Chapter 10
Students view the relationship of experiential 205
learning towards clinical nursing practice
Researchers’ Observation 209
Insights on the Experiences 209
Chapter 11
Outcome of team teaching, practical return 210
demonstration, and hospital exposure that
changed student nurse’s life direction
Researchers’ Observation 229
Insights on the Experiences 232
Conclusion 235
Appendix a 237
References 239
Subject Index 246
Name Index 251