Humanising the curriculum: The role of a Virtual World

Interactive Computer Simulation for Adolescent Screening, Brief Intervention, and Referral to Treatment (SBIRT) for Substance Use in an Undergraduate Nursing Program

3D multi-user virtual environments (MUVE) bring new opportunities to foreign language teaching and learning as a platform for teaching practices. Due to immersive and interactive nature of 3D MUVE, these tools have gained popularity in the field of foreign language learning and teaching. The power of virtual learning environments lies in creating immersive 3-D spaces that give users a sense of learning by doing. Moreover, the environment is interactive and is much the same as real world interaction. MUVE provides strong support for synchronous collaborations, interactions, and immersive environments for experiential and constructivist learning settings. Some key features of the virtual worlds comprise the ability to construct 3D environments that simulate real world situations, as well as the ability to have a virtual identity to create a cross-cultural self and the ability to have participants from around the world acting virtually in designated roles that convey new types of learning within this environment.

This research aims (1) to see the increase in students' mathematical critical thinking abilities using the connecting, organizing, reflecting, and extending (CORE) learning model in terms of the level of self-efficacy, (2) to find out whether there are differences in the increase in mathematical critical thinking abilities between students who have high and low levels of self-efficacy, and (3) to determine the interaction between the CORE learning model and self-efficacy in improving critical thinking skills. This research used a sample of 57 students from class VII SMP Taruna Terpadu Bogor. The sampling technique for this research uses a cluster random sampling technique. The instruments used are test instruments in the form of critical thinking ability questions and non-test instruments in the form of self-efficacy questionnaires. The results of this research show that (1) there is no difference in the increase in mathematical critical thinking abilities between students who study the CORE learning model and the conventional learning model, (2) there is a difference in the increase in students' mathematical critical thinking abilities between students who have a high level of self-efficacy and low, (3) there is no interaction between the CORE learning model and self-efficacy on mathematical critical thinking skills

Aims: To investigates the relationship between a supportive learning environment and the learning motivation of senior high school students at Tubod National High School in Davao Del Norte, Philippines. Study Design: The study employed a quantitative, predictive correlational design, the research explores how variations in the learning environment contribute to shifts in student motivation levels. Place and Duration of the Study: Tubod National High School in Davao Del Norte, Philippines, between September up to December 2023. Methodology: The study involved senior high school students from grades eleven to twelve. Using Slovin’s formula, the researchers selected 199 among the 378 senior high school students who rated the two adopted questionnaires. Participants were selected through stratified random sampling to ensure representation across both levels. Employing statistical treatments such as mean, standard deviation, and the Pearson Correlation Coefficient, the research analyzes the nuanced interplay between the supportive learning environment and student learning motivation. Utilizing carefully selected tools, namely the Students' Motivation Toward Science Learning (SMTSL) and Supportive Learning Environment for Expertise Development (SLEED-Q) questionnaires. Results: Findings revealed a high level of supportive learning environments and student learning motivation. In terms of significant relationship, supportive learning environment and student learning motivation of senior high school students were found to have a moderately positive correlation. Conclusion: The study examined the impact of a supportive learning environment on senior high school students' learning motivation. The findings revealed that the supportive learning environment had a high overall mean score of 4.08 (SD = 0.56), indicating that senior high school students believe their classroom provides a very supportive learning environment. Meanwhile, student learning motivation also scored high with a mean of 4.04 (SD = 0.52), suggesting that students are generally motivated to learn. Moreover, the statistical analysis showed a p-value of 0.002 and a Pearson r value of 0.526, indicating a statistically significant and moderately positive correlation between a supportive learning environment and student learning motivation. Therefore, to promote high levels of student motivation, the study emphasizes the significance of providing a supportive learning environment in the classroom.

To determine if extended immersive ward-based simulation programmes improve the preparedness of undergraduate bachelor's degree nursing students to be ward ready for professional practice as a registered nurse. The practice readiness of new graduate nurses to enter the workforce continues to raise concern among educators and industry. Often the transition period is a vulnerable time when the reality of clinical practice bears little resemblance of their experiences as a student. Simulation of a busy ward offers the opportunity for pre-registered nurses to practise a variety of situations they are likely to encounter once qualified in a safe and supportive learning environment. The review considered studies that investigated the experiences and learning outcomes of nursing students following participation in extended immersive ward-based simulation. Databases searched included CINAHL, EMBASE, Medline and Scopus. Two reviewers independently assessed retrieved studies that matched inclusion criteria using standardised critical appraisal instruments. Reporting of review followed PRISMA checklist. Fourteen studies met the inclusion criteria. The majority of studies used a quasi-experimental mixed methods approach (10). Programme evaluations focused on self-reporting in learning satisfaction and student perceptions of performance. Six studies used a pre- and post-test design to compare the after effect on preparedness for professional practice. Two studies investigated student learning between simulated experiences and experiences gained during clinical placements. Learning satisfaction was high among students who participated in programmes that incorporated extended immersive ward-based simulation experiences. Students are able to practise what they need to know and on what will be expected of them in professional practice. Evidence on whether these programmes make a difference in workplace performance, and retention of graduate nurses is yet to be established. Extended immersive ward-based simulation allows educators the opportunity to meet the perceived needs of students in preparation for professional practice.

BackgroundNursing students may experience clinical practice as unsafe due to the interactions with patients, fear of making mistakes, lack of clinical experience and supervision, which results in anxiety and stress. Thus, interventions to improve and organize the learning environment in clinical practice for nursing students are warranted, and the aim of this pilot-study was to evaluate a new concept of clinical practice in order to get insight on the different initiatives and gain knowledge for further developing.MethodsThe new concept consisted of nursing students being affiliated to the same department during their clinical practices, reflective supervision, and participation in a self-compassion course. Data was collected using questionnaires and focus group interviews of 17 nursing students, 17 clinical supervisors, and 14 head nurses. A mixed-methods strategy was employed to give the study a pragmatic approach. Finding from the questionnaires and focus group interviews were analyzed separately and then weaved together into themes.ResultsThe results generated four themes: Information and involvement before and during the new concept, Learning outcomes, safety, and well-being, Impact of reflective supervision and self-compassion course, and Transition from study life to working life. In general, the participating nursing students, clinical supervisors, and head nurses had positives experiences regarding the new concept. They felt well-informed, and they experienced that it contributed to a safe learning environment, increased well-being, strengthened the relationship between nursing students and clinical supervisors and healthcare staff at the department, and prepared the nursing students to working life.ConclusionOur results complement the suggestion that improved quality of clinical practice for nursing students is an effective strategy to establish a safe and supportive learning environment that contribute with satisfaction, successful experiences, and attraction of future nurses. However, further intervention studies are needed to compare the effect of the new concept with traditional clinical practice.

As higher education institutions increasingly prioritise English for Occupational Purposes (EOP) to enhance internationalisation and equip students for specific professional roles, ensuring curriculum alignment with students' career needs becomes paramount. For preschool education major students, this necessitates mastering English proficiency tailored to kindergarten bilingual teaching contexts. Despite growing emphasis on EOP in higher education, limited research has examined how local cultural integration within hybrid project-based learning (HPBL) frameworks can enhance communicative competence among preschool education majors. This study employs needs analysis to investigate how integrating local culture within a hybrid project-based learning (HPBL) framework can address identified learner needs and enhance communicative competence. The study begins with a needs analysis to identify the specific linguistic, social, and cultural challenges learners face in real-world communication. Based on these findings, the pedagogical approach is developed by embedding culturally relevant content into project tasks, thereby increasing learner engagement and contextual relevance. These tasks are delivered through a hybrid project-based learning model, which combines face-to-face interaction with digital collaboration to create a flexible and supportive learning environment. Through this process, learners are guided to complete projects that require meaningful communication and cultural reflection. A qualitative needs analysis was conducted using open-ended questionnaires administered to 20 second-year preschool education majors. Data was analysed using inductive thematic analysis. Findings reveal strong learner support for integrating local folklore, classroom discourse practices, and culturally grounded teaching materials. However, existing curricula remain predominantly exam-oriented and linguistically focused, with minimal contextualisation to kindergarten teaching scenarios. The study contributes to EOP curriculum design by proposing a culturally responsive HPBL model that aligns vocational language training with localised pedagogical realities.

The project aimed to evaluate the relationship between the learning environment, teaching strategies, and student participation among art students in a Chinese university. Utilizing a combination of quantitative analysis, the study sought to assess the overall satisfaction of students with these key educational components. By analyzing various dimensions such as physical, social, and psychological environments, the research determined how these aspects contributed to student engagement and learning outcomes. Teaching strategies were examined to identify the effectiveness of methods employed by educators, focusing on the adaptability of strategies to meet the needs of students in creative fields. Additionally, the study investigated the levels of student participation, covering behavioral, emotional, and cognitive engagement. By gathering data through surveys and performing statistical analyses such as T-tests and ANOVA, the research offered insights into areas needing improvement, aiming to enhance both the quality of art education and the holistic development of students. This study was relevant for educators and institutions focused on optimizing teaching methods and learning environments for art students. The findings from this research provided a deeper understanding of how different aspects of the learning environment and teaching strategies influenced student engagement, particularly in art education. The insights gained guided educators in creating more dynamic and supportive learning environments that fostered creativity and critical thinking. Additionally, the study emphasized the importance of personalized teaching methods and the need for continuous adaptation to student needs. Ultimately, the research offered actionable recommendations for improving the overall educational experience of art students, ensuring they developed both academically and professionally.

BackgroundTanzania has embarked on health service developments advancing the quality of respectful and compassionate nursing care provision through training in health literacy and respectful and compassionate care. The undergraduate nursing program, while technically sound is inadequate in these areas. Through an EU + funded collaborative partnership between universities in Europe and Tanzania with associated training hospitals, modules in the topic areas were developed, implemented, and clinical learning environments assessed. The study aim was to ascertain the development of compassionate and respectful nursing care and health literacy competencies of undergraduate nursing students in Tanzania following completion of an education program. A secondary aim was to evaluate the suitability and capacity of the clinical learning environment to optimize the learning process for student nurses undertaking the program.MethodsA pragmatic approach was used, drawing on formative evaluation through the phased development and implementation of an education program for undergraduate student nurses using a pretest-posttest design. A questionnaire survey was undertaken with student nurses (n = 151) in three Tanzanian universities before and after the education program was delivered.ResultsNursing students’ knowledge, skills and attitudes related to Health Literacy all showed statistically significant improvement two weeks after the education program. For Respectful and Compassionate Care, no statistically significant difference was found. In the referral hospitals clinical learning environments, nursing students rated the overall subcategory “Satisfaction” at 41,6% on Strongly Agree/Agree.ConclusionsThe development and implementation of an education program for undergraduate nursing students in Tanzania resulted in improved health literacy competencies. However, it did not produce the same outcome in competency development for respectful and compassionate care. Active inclusion and integration of respectful and compassionate care into the hospital setting with development of the learning environment can facilitate nurse’s competency development. Supportive clinical learning environment boost students in their learning process.

BackgroundNurses have a moral obligation to ensure holistic care of patients, inclusive of the spiritual dimension. However, there seems to be a void in the teaching and learning of spiritual care in nursing curricula. Despite the South African Nursing Council being in favour of holistic nursing, there are no measures in place to ensure implementation of spiritual care, hence its practice is not standardised in nursing education in South Africa. Currently, the undergraduate nursing curriculum does not provide clear direction on how spiritual care in nursing should be integrated and the reason for this is not clear. It appears that the lack of professional regulation, difficulties in definition and the personalised nature of spiritual practice are partly responsible for the practice being barely enforced and scarcely practised by students in clinical placements. The aim of the study was to develop a practice theory for teaching–learning of spiritual care in the undergraduate nursing programme.ObjectivesThe study objective was to describe and explore the students’ experiencs of teaching–learning of spiritual care in the undergraduate nursing programme.MethodsA qualitative, explorative, descriptive and contextual design with purposive sampling was used. The sample consisted of undergraduate nursing students at a University in the Western Cape Province. Measures for trustworthiness were applied.ResultsThe findings indicated a need to provide support, a conducive learning environment and structure for teaching, learning and practice of spiritual care.ConclusionThere is a need for formal education regarding spiritual care in nursing.

Introduction: Adolescence is a crucial phase marked by rapid growth and development in physical, psychological, emotional, and social aspects. At this stage, preparedness to face emergency situations becomes important to ensure a safe and supportive learning environment. Emergencies such as cardiac arrest, choking, or loss of consciousness may occur unexpectedly, requiring immediate and appropriate response. However, the readiness of high school students in providing Basic Life Support (BLS) is still limited. Therefore, community service activities aimed at equipping adolescents with life-saving skills are essential to strengthen school-based emergency preparedness. Objective:The purpose of this community service program was to improve the preparedness of students at SMA 1 Cihaurbeuti through practical training in Basic Life Support (BLS). Methods: The methods used in this activity were participatory training consisting of lectures, demonstrations, and hands-on practice using manikins. Students were introduced to basic emergency management and trained to perform essential BLS procedures, including chest compressions and rescue breathing. Pre-test and post-test evaluations were conducted to measure the improvement in knowledge and skills. Results: The evaluation showed a significant improvement in students’ knowledge as indicated by the difference between the initial and final assessments. In addition, students demonstrated the ability to perform chest compressions and artificial respiration according to standard procedures. These outcomes indicate that the training effectively enhanced students’ skills and readiness in handling emergency situations. Conclusion: This community service activity was successfully implemented and resulted in increased preparedness among students at SMA 1 Cihaurbeuti in facing emergencies. The improvement in knowledge and practical skills in BLS contributes to strengthening school readiness in creating a safe and healthy learning environment.

The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading.

As clinical impartiality is an accepted basic principle of ethical practice, any proactive exercises that may inform selection, training, clinical placements, and other interventions, which promote future positive and equitable professional conduct, thus guarding against future discriminatory attitudes are germane. Within this context, the purpose of this review was to identify trends and patterns in health student, namely future practitioners', regard for substance-using patients using the Medical Condition Regard Scale. Six electronic databases were systematically searched for studies that used the Medical Condition Regard Scale as an outcome measure in assessing health student regard for drug-using patients. Academics who had published in this area were also consulted to recommend texts that would complement the above citation sourcing process. Following an elimination of duplicates, the application of inclusion and exclusion criteria, as well as conducting citation searches, 16 studies were incorporated in the final review. Although the quality of all included studies was satisfactory, no study was free from a potential source of bias. This review found that patients with drug-use problems were consistently held in the lowest echelons of regard by trainee health practitioners. The impact of sex, age, year of course, and personal exposure to mental health difficulties in predicting negative regard was unclear. Unless addressed, patients with drug problems may have a high potential for future treatment marginalisation by tomorrow's health professionals. This scenario needs to be proactively managed by all stakeholders through a greater investment in educational and clinical training placement opportunities.

It is not uncommon for educators to struggle with providing their students real-world experiences within the classroom environment. This is particularly true when teaching a subject as application-oriented as auditing. This article furthers existing literature on using virtual worlds in the classroom by describing the learning strategies of using a common virtual world application, Second Life, to simulate a physical examination of inventory in a master's-level auditing class. Specifically, this article explores how an inventory simulation exercise can be used within a virtual world to maximize learning objectives focused on critical thinking and professional judgment, project management and teamwork, effective documentation, interviewing skills, and applying auditing standards. It also examines the feedback received from students in incorporating virtual worlds into the classroom, and lessons learned for future application. Based on pre- and post-assignment surveys, the results demonstrate that students significantly improved their inventory observation knowledge, interviewing, audit documentation, critical thinking, and group work skills completing a virtual world inventory simulation experience. The most significant lesson for instructors to take away is how to include virtual worlds into course activities to maximize the learning objectives.

ABSTRACTClinical interprofessional education has traditionally taken place in hospital wards, but much diagnosis and treatment have shifted to the outpatient setting. The logical consequence is to shift more students’ clinical placements from the “bedside” to outpatient settings. However, it is unclear how we ensure that this shift maximises learning. The purpose of this article is to understand the authentic learning experience in an interprofessional outpatient clinic setting. We performed an exploratory case study with interviews of four nursing students, 13 medical students, and six staff members who worked in an interprofessional outpatient orthopaedic clinic from March 2015 to January 2016. The interviews were transcribed and analysed using systematic text condensation. The students’ self-reported learning experience in this outpatient clinic was characterised by direct patient contact and by authentic, interprofessional, task-based learning, and a preference for indirect supervision when conducting uncomplicated patient consultations. The supervisors intended to create this interprofessional outpatient clinic experience by having a clear teaching approach based on adult learning principles in a safe and challenging learning environment. The shift to the outpatient setting was strongly and practically supported by the management. This study indicates that student learning can be shifted to the outpatient clinic setting if there is supportive management and dedicated supervisors who establish a challenging yet safe interprofessional learning environment.