Session 9: New trends in health education

Saturday, 20 June, 2015 - 11:30 to 13:00
Conference room: 

Best Practices and Processes for Designing MOOC Videos: A Case study using edX courses

Background: MOOCs are “online courses designed for large numbers of participants that can be accessed by anyone anywhere as long as they have an internet connection, are open to everyone without entry qualifications, and offer a full/complete course experience online for free”. Videos are usually a widely used resource in MOOCs and knowledge on different aspects that impacts the design and production of the videos is needed. Objective: To explore production aspects that can improve videos for MOOCs based on the video producers perspective Method: A qualitative case study was conducted, in Stockholm Sweden, among staff members in charge of the design and production of videos for MOOCs over a period of eighteen months. Data collection consisted in a series of field notes and journal conducted thought the development of three MOOCs (Explore statistics with R, Pragmatics randomized controlled trials in healthcare, Introduction to urology). Interpretive analysis aimed at revealing best practices and processed for designing MOOC videos. Results: The findings presented in this article consist of XX themes. (a) Time to establish a good relation between the faculty and video producers, (b) Storyboard driven production is preferred, (c) Technical affordances of the recording studio, (d) video length, source and faculty acting (e) Video editing process that allows faculty involvement Conclusions: Our findings provide an additional perspective to existing studies (Guo et al 2014, Alario-Hoyos et al 2014) with a focus on best practices and processes of benefits to video producers.

Simulation in Surgical - Perioperative nursing educaiton and training

Introduction: Simulation may be used to teach theory, assessment, application and integration of knowledge and skills in surgical nursing and allows learners to function in an environment that is as close as possible to an actual clinical situation. Simulation is very useful for the evaluation method for surgical nursing care and also for enhancing and evaluating critical thinking, problem solving, and team leading for all levels of staff. Aim of this review is to highlight the effectiveness of simulation in surgical – perioperative nursing education and training. Systematic review was made in google scholar using “simulation AND nursing” as well as “simulation AND nursing education” key words for research articles on simulation using filters years of publication (last five) and the term was found only in title. 387 articles were the results from the first search and we included only research articles. Results: Importance and effectiveness of simulation in surgical-perioperative nursing education and training is highlighted in reviewed research articles pointing out that a simulated environment lets surgical nurses learn, train, grow, and even make mistakes without the possibility of patient harm. A simulation session can be video-recorded and played back later to show participants behaviors that they may have been unaware of during the simulation. Scenarios using the patient simulators can be played out with no harm to a patient and they also test communication and leadership skills while perioperative interns can step into the role of a perioperative nurse with its responsibilities and demands, in a risk-free environment with no danger of injuring actual patients. Conclusion: Surgical - perioperative care nursing requires a high level of attention to details, quick assessment skills, and critical thinking and simulation allows the opportunity to learn and practice in a controlled and safe environment. Simulation can be used to expose the learner to real conditions and treatments but also to infrequent ones that would otherwise be missed in usual clinical training environments.

E-learning in Medicine – From Copyright Infringement to Personal Data Violation

In a frenzy of an increasingly augmented saga, both in photorealism alongside with an immense multitude, medical data are circulating over the Internet, whether copyright protected or loosely posted around. Multimedia data that are used in medicine may be produced for education purposes, and indeed, the vast majority of images, videos, animations and sounds proclaim so. However, while the motive behind this audiovisual paraphernalia may be noble, all the data cropped from the inner-circle of a patient’s nomenclature are stored in databases that have multipoint access, not to say that they are Internet accessed or, in the best case scenario, widely spread. It is expectable, that such an attitude will erode leaks of personal data. If for social media data a great deal of fuss has erupted and the issue of digital forgetting is on the edge at high barometric pressure, then what to expect if data concerning the ability of a subject to work, to strike up an acquaintance, or to contract medically unfit collateral relations is brought to surface in a defamatory manner?

Debriefing of Virtual Patient Encounters: Systematic Collection of Nursing Students Clinical Reasoning Activities

Background Studies have shown that nursing students have challenges in translating and applying their theoretical knowledge in a clinical context. Virtual patients (VPs) have been proposed as an adequate learning and assessment activity to improve clinical reasoning. Although feedback and debriefing are essential aspects to foster learning in medical simulation, few studies have explored systematic and theory anchored ways of supporting feed forward and debriefing based on student activity collected in a systematic manner. Objective The aim of this study was to develop a systematic approach for collecting the nursing students’ clinical reasoning artifacts as they encounter virtual patients. Method The Outcome-Present-State-Test (OPT) model for clinical reasoning was used as the starting point since it is an internationally common model used by faculty to plan for and design learning activities in nursing education (Pesut DJ et al.). Two virtual patients were developed using the virtual patient nursing design model vpNDM (Georg C et al. 2014). Nighty-five participants from undergraduate nursing education encountered the VPs and the intervention was composed of the exploration of methods for tracking and collecting the participants’ clinical reasoning artifacts. Results An instrument to collect the students’ clinical reasoning was developed. Artifacts are collected during the whole virtual patient encounter. The aspects collected are related to clinical judgment, nursing action, outcome and present states, cue logic and the client in context. The empirical demonstrated that the instrument was able to collect and expose quantitative and qualitative aspects of the students’ clinical reasoning. Conclusions A method to systematically collect aspects of clinical reasoning during a virtual patient driven learning activity would allow purposeful feed forward and provide the necessary information for constructive debriefing sessions.
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