Redesigning the assessment of an entrepreneurship course in an information technology degree program : Embedding assessment for learning practices
- Authors: Pardede, Eric , Lyons, Judith
- Date: 2012
- Type: Text , Journal article
- Relation: IEEE Transactions on Education Vol. 55, no. 4 (2012), p. 566 - 572
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- Description: Entrepreneurship is a novel course in the curriculum for students in the Information Technology (IT) degree program at La Trobe University, Bundoora, Australia. In comparison to other IT-related courses, the Entrepreneurship course seeks to develop business management knowledge and skills; its learning design is thus different to that of other courses in the IT program. The concept of constructive alignment for curriculum renewal suggests that there are several components of good course design. In this paper, we use the principles of constructive alignment to analyze and redesign several components of the Entrepreneurship course. The focus is on reviewing and aligning the assessment tasks to ensure an effective evaluation and the achievement of student learning outcomes. Since assessment drives student learning, we describe the innovative assessment tasks that were implemented to enhance student learning, provide the rationale for the design of these tasks as supported by the current literature, and reflect on possible future improvements. The course redesign process and the constructive alignment and innovative assessment can be applied to other courses in the field, and more broadly to curriculum, teaching, and learning in higher education.
Thinking like a nurse
- Authors: Porter, Joanne , Perkins, Alicia , Lyons, Judith , Sewgolam, Shireen
- Date: 2019
- Type: Text , Book chapter
- Relation: The road to nursing Chapter 8 p. 117-136
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- Description: Critical thinking and problem-solving, clinical reasoning, self-reflection and self-awareness are valued attributes of the contemporary nurse. These skills are essential for the provision of safe and competent person-centred care to patients with ever-increasing acuity and multiple, often complex comorbidities. This chapter focuses on critical thinking, clinical reasoning and reflective practice, and personal documentation using e-portfolios, along with strategies to assist beginning nurses in the development of these specific skills, which should be honed, practised and adapted to everyday clinical practice. The chapter also assists the professional nurse to develop methods to demonstrate their personal and professional development through the use of e-portfolios.
Awakening and engaging in your learning
- Authors: Lyons, Judith
- Date: 2019
- Type: Text , Book chapter
- Relation: The road to nursing Chapter 2 p. 16-28
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- Description: This chapter discusses what it means to be an awake student and how you can be an engaged student to take the maximum advantage of the learning environment. It will explore the interrelationship of being an awake student and an awake nurse. Nursing requires constantly observing the situation, being aware of the context of practice, the situation or event in which you are taking part, and the patient in your care in order to make professional nursing decisions. To be successful in learning and practice, you will need to develop the graduate attributes of a nurse. These including being a professional and ethical decision-maker, politically astute situational leader and citizen, socially and culturally aware agent of change, critically reflective thinker adept in clinical reasoning, creative problem-solver, skilled therapeutic communicator, capable interdisciplinary healthcare team member and competent, caring, safe and professional nurse (Federation University Australia 2015). This chapter also provides ideas for how to overcome difficulties and engage in your learning together with ways that will help you to spend effective time in your learning endearvour. It discusses how you can transition to university learning in a way that makes you an equal partner in the learning process towards becoming an independent learner.
Influence of perceptions and stereotypes of the nursing role on career choice in secondary students : A regional perspective
- Authors: Raymond, Anita , James, Ainsley , Jacob, Elisabeth , Lyons, Judith
- Date: 2018
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 62, no. (2018), p. 150-157
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- Description: Background: This study examined the influence that perceptions and stereotypes of the nursing role had on future career choice of rural secondary students. Objective: The study was undertaken to identify a method of attracting final year secondary school students to an undergraduate nursing degree at a rural University. Design: A mixed method study using a pre–post-interventional design. Setting: The rural campus of an Australian university. Participants: 71 secondary students attending a secondary school career development program at a rural Australian university. Method: Semi structured questionnaires were used for data collection. The surveys were analysed using descriptive statistics and content analysis of open-ended survey questions. Results: The research supports the importance of being aware of young people's impressions about nurses and nursing as a career, to ensure the successful implementation of targeted recruitment. Conclusion: Targeted recruitment strategies can increase students’ awareness of the wide variety of pathways within nursing, rather than leaving awareness to what family, friends or career advisers tell them, or how nurses are portrayed on television, movies and the media. © 2018 Elsevier Ltd
Redesigning the assessment of an entrepreneurship course in an information technology degree program : Embedding assessment for learning practices
- Authors: Pardede, Eric , Lyons, Judith
- Date: 2012
- Type: Text , Journal article
- Relation: IEEE Transactions on Education Vol. 55, no. 4 (2012), p. 566 - 572
- Full Text: false
- Reviewed:
- Description: Entrepreneurship is a novel course in the curriculum for students in the Information Technology (IT) degree program at La Trobe University, Bundoora, Australia. In comparison to other IT-related courses, the Entrepreneurship course seeks to develop business management knowledge and skills; its learning design is thus different to that of other courses in the IT program. The concept of constructive alignment for curriculum renewal suggests that there are several components of good course design. In this paper, we use the principles of constructive alignment to analyze and redesign several components of the Entrepreneurship course. The focus is on reviewing and aligning the assessment tasks to ensure an effective evaluation and the achievement of student learning outcomes. Since assessment drives student learning, we describe the innovative assessment tasks that were implemented to enhance student learning, provide the rationale for the design of these tasks as supported by the current literature, and reflect on possible future improvements. The course redesign process and the constructive alignment and innovative assessment can be applied to other courses in the field, and more broadly to curriculum, teaching, and learning in higher education.
Curriculum learning designs : Teaching health assessment skills for advanced nursing practitioners through sustainable flexible learning
- Authors: Fitzgerald, Les , Wong, Pauline , Hannon, John , Solberg Tokerud, Marte , Lyons, Judith
- Date: 2013
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 33, no. 10 (2013), p. 1230-1236
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- Description: Background: Innovative curriculum designs are vital for effective learning in contemporary nursing education where traditional modes of delivery are not adequate to meet the learning needs of postgraduate students. This instance of postgraduate teaching in a distributed learning environment offered the opportunity to design a flexible learning model for teaching advanced clinical skills. Aim: To present a sustainable model for flexible learning that enables specialist nurses to gain postgraduate qualifications without on-campus class attendance by teaching and assessing clinical health care skills in an authentic workplace setting. Methods: An action research methodology was used to gather evidence and report on the process of curriculum development of a core unit, Comprehensive Health Assessment (CHA), within 13 different postgraduate speciality courses. Qualitative data was collected from 27 teaching academics, 21 clinical specialist staff, and 7 hospital managers via interviews, focus groups and journal reflections. Evaluations from the initial iteration of CHA from 36 students were obtained. Data was analyzed to develop and evaluate the curriculum design of CHA. Results: The key factors indicated by participants in the curriculum design process were coordination and structuring of teaching and assessment; integration of content development; working with technologies, balancing specialities and core knowledge; and managing induction and expectations. Conclusions: A set of recommendations emerged as a result of the action research process. These included: a constructive alignment approach to curriculum design; the production of a facilitator's guide that specifies expectations and unit information for academic and clinical education staff; an agreed template for content authors; and the inclusion of synchronous communication for real-time online tutoring. The highlight of the project was that it built curriculum design capabilities of clinicians and students which can sustain this alternative model of online learning. © 2012 Elsevier Ltd.
Preparing for success
- Authors: Wikander, Lolita , Lyons, Judith
- Date: 2019
- Type: Text , Book chapter
- Relation: The road to nursing Chapter 4 p. 48-60
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- Description: In this chapter, you will learn how to plan your study around your existing commitments. You will be encouraged to build on your stengths and improve in areas that may hold you back. You will learn how to find time to study and be kind to your future self. This chapter gives you an idea of the different kinds of academic support you may be able to access and provides some hints for using the online study environment to your advantage. Critical reflection in self-directed learning will assist you to develop strategies for lifelong learning. Learning in the university context is self-directed, and the skills developed and employed in your nursing education will ensure you have mastered the graduate attributes needed to continue learning while you practise a s a nurse. Self-directed learning means being active and constructive in your learning process. This entails being clear on what your learning goals are and making a choice about how you will achieve your learning goals. It also involves deciding what strategies you will adopt in your own learning, together with what the teachers require you to do for successful completion of your courses. The section on relection and self-directed learning provides you with strategies for deep learning, which is learning for understanding as opposed to surface learning like cramming to pass tests. If you employ deep learning strategies, this learning will form the basis of your knowledge and skills, and you will be able to build on and apply it in new contexts. You are a partner in the learning endeavours. You will discover that you learn not only from your lecturers, but also from your peers and networks. You will be provided with hints for making both formal and informal peer support and group work function effectively for you. Finally, you will be given suggestions for using social media to help feel connected while simmultaneously avoiding common pitfalls in your journey to become the best nurse you can.
Nursing as a profession
- Authors: Lyons, Judith , Bliss, Suzanne
- Date: 2019
- Type: Text , Book chapter
- Relation: The road to nursing Chapter 12 p. 183-203
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- Description: All regulated health practitioners need to be aware of the standards imposed on them by their regulatory body in order for them to be able to practise. The standards are imposed on nurses and midwives by the Australian Health Practitioner Regulation Agency (AHPRA), which regulates the Australian workforce through the Nursing and Midwifery Board of Australia (NMBA). The NMBA regulates registered nurses, enrolled nurses and midwives. This chapter focuses on the professional aspects of nursing. It is intended to assist you to understand your obligations to obtain and retain your nursing or midwifery registration and your legal, regulatory and moral obligations both as a nursing or midwifery professional and as an individual. It also differentiates the scope of practice for the registered nurse, enrolled nurse and midwife, as we have the responsibility to provide safe, quality care to our clients. The first section discusses the general legal and regulatory requirements for nurses. Next, we turn to the Professional Practice Framework that constitutes a key part of nurses' legal and regulatory obligations. The Professional Practice Framework forms the overarching statement of nursing's values contained in the Code of Ethics and Code of Conduct, as well as the recently implemented Standards for Practice for Registered and Enrolled Nurses (NMBA 2016a, 2016c). We explain the registration standards first, then examine the new Standards for Practice. These standards replaced the old Competency Standards on 1 July 2016, and were developed to better reflect contemporary practice in nursing. The next section contains information on professional boundaries, including the recently updated Codes of Ethics and Conduct. Finally, we make some brief remarks relation to scope of practice.
Foundations of nursing practice
- Authors: Cramer, Rhian , Coombs, Nicole , Lyons, Judith , Kim, Jeong-Ah
- Date: 2019
- Type: Text , Book chapter
- Relation: The road to nursing Chapter 11 p. 168-182
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- Description: Becoming a safe and contemporary nurse is more than just being able to demonstrate clinical skills or understand disease processes. It is about critical thinking - understanding why we do what we do and how to do it in the most efficient and effective way. Achieving the best outcomes for the patients is always paramount. This chapter explores the foundational principles of contemporary nursing practice: evidence-based practice, person-centred care, and communication. It also introduces the growing role of technology in healthcare and looks at how numerous factors come together to influence health outcomes for the individual patient.
Evaluate to improve learning: Reflecting on the role of teaching and learning models
- Authors: Milton, John , Lyons, Judith
- Date: 2011
- Type: Text , Book chapter
- Relation: Higher education research and development anthology p. 297-312
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Learning with technology: Theoretical foundations underpinning simulations in higher education
- Authors: Lyons, Judith
- Type: Text , Conference paper
- Relation: Annual conference of the Australian Society for Computers in Tertiary Education
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- Description: Embracing learning for the future through learning technologies requires a clearer understanding of the pedagogies that inform the simulated teaching and learning strategies used to facilitate student learning. Higher Education e-learning literature often groups educational games with simulation. However, educational simulation attributes are different from games or simulated games with very different aims and objectives within the learning context, which have implications for technology-based learning designs. In order to optimize the use of technologybased simulation this paper presents the theoretical foundations of educational simulation in a disciplinary context. Understanding the simulation pedagogy will assist academics to create technology-based simulated learning environments that highlight the inherent simulation attributes to enable and facilitate learning.
Peer learning a pedagogical approach to enhance online learning: A qualitative exploration
- Authors: Raymond, Anita , Jacob, Elisabeth , Jacob, Darren , Lyons, Judith
- Date: 2016
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 44, no. (2016), p. 165-159
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- Description: Abstract Background Flexible online programs are becoming increasingly popular method of education for students, allowing them to complete programs in their own time and cater for lifestyle differences. A mixture of delivery modes is one way which allows for enhanced learning. Peer learning is another method of learning which is shown to foster collaboration and prepare healthcare students for their future careers. This paper reports on a project to combine peer and online learning to teach pharmacology to nursing students. Objectives To explore undergraduate nursing student opinions of working in peer groups for online learning sessions in a pharmacology course. Design A qualitative study utilising a self-reported questionnaire. Setting A rural campus of an Australian university. Participants Second year nursing students enrolled in a Bachelor of Nursing Program. Methods A hard copy questionnaire was distributed to all students who attended the final semester lecture for the course. Content analysis of open-ended survey questions was used to identify themes in the written data. Results Of the 61 students enrolled in the nursing subject, 35 students chose to complete the survey (57%). Students reported a mixed view of the benefits and disadvantages of peer online learning. Sixty 6% (66%) of students liked peer online learning, whilst 29% disliked it and 6% were undecided. Convenience and ease of completion were reported as the most common reason to like peer online learning, whilst Information Technology issues, communication and non-preferred learning method were reasons for not liking peer online learning. Conclusion Peer online learning groups’ acted as one further method to facilitate student learning experiences. Blending peer online learning with traditional face-to-face learning increases the variety of learning methods available to students to enhance their overall learning experience.