Elina Haavisto

The comparison of students’ satisfaction between ubiquitous and web-basedlearning environments

Higher education is moving towards digitalized learning. The rapid development of technological resources, devices and wireless networks enables more flexible opportunities to study and learn in innovative learning environments. New technologies enable combining of authentic and virtual learning spaces and digital resources as multifunctional learning platforms. In the development process it is important to ensure that the quality of environment and the pedagogical suitability are high in relation to the intended learning outcome. The quality of the learning environment can be assessed, for example, from students’ levels of satisfaction. In this study a satisfaction is proposed by following aspects: instruction and feedback, pedagogical and technological methods, perceived enjoyment and self-motivation. The aim of this study was to compare the students’ satisfaction with a ubiquitous learning environment based on 360o–technology and a traditional web-based online learning environment. A comparative, quasi-experimental study design was used. 115 students assigned on clinical histology and histotechnology course and voluntarily to the study, 61 students were assigned to an experimental group and 54 to a control group. The experimental group studied via a 360o–ubiquitous learning environment (ULE) and the control group via a web-based online course (WLE). Satisfaction was assessed at the end of studies by using an instrument developed for this study. The instrument measured aspects affecting the perceived satisfaction by 25 items (Likert 1–5) and 2 open-ended questions. The data was analysed by using the Mann Whitney U-test and with an inductive content analysis. Students in both groups were highly satisfied in the use of the learning environments. Used pedagogical and technological methods were assessed as high. The environments were assessed as easy to use and re-use. Diverse, interesting and clear learning content was seen as highly positive. Statistically significant difference between groups were seen in aspect concerning instruction and feedback. Other significant differences were not seen between groups. Developmental needs were seen in instruction and feedback aspect. More structured course planning, more supportive supervision and technical support were pointed out. The results suggest that ubiquitous learning environments should be used as supportive in histology and histotechnology studies. The results also indicated that the further development and optimisation of the learning environment should be done.

Design principles for simulation games for learning clinical reasoning: A design-based research approach

BACKGROUND Nurses sometimes lack the competence needed for recognising deterioration in patient conditions and this is often due to poor clinical reasoning. There is a need to develop new possibilities for learning this crucial competence area. In addition, educators need to be future oriented; they need to be able to design and adopt new pedagogical innovations. The purpose of the study is to describe the development process and to generate principles for the design of nursing simulation games. METHOD A design-based research methodology is applied in this study. Iterative cycles of analysis, design, development, testing and refinement were conducted via collaboration among researchers, educators, students, and game designers. RESULTS The study facilitated the generation of reusable design principles for simulation games to guide future designers when designing and developing simulation games for learning clinical reasoning. CONCLUSION This study makes a major contribution to research on simulation game development in the field of nursing education. The results of this study provide important insights into the significance of involving nurse educators in the design and development process of educational simulation games for the purpose of nursing education.

Facilitating the transition from a nursing student to a Registered Nurse in the final clinical practicum: a scoping literature review

BACKGROUND Transition from a nursing student to a Registered Nurse is a stressful and challenging process. Different postgraduate residency and orientation programmes have been developed to ease the first year of employment, but less attention has been paid to pregraduate programmes and how the final clinical practicum of nursing education should be conducted to facilitate this transition. AIM To review the empirical studies concerning interventions that aim to facilitate the transition from nursing student to Registered Nurse in the final clinical practicum of nursing education. The aim was to scrutinise the structures and contents of the interventions and factors connected with the facilitated transition. METHOD A scoping literature review was conducted with systematic searches in three electronic databases: CINAHL, MEDLINE and ERIC. The searches were limited to studies that were written in English, had available abstract and were published between 2005 and 2016. Two researchers assessed the studies regarding their eligibility with reference to the inclusion and exclusion criteria, and 17 articles were included in this review. Inductive content analysis was used to categorise the contents of studies. RESULTS The structures of the interventions described included: the participation, learning environment, amount of clinical work, supervisor criteria and supervision methods. The contents of the interventions included supervisor support, transition supportive learning activities and the students practicum duties. The factors that were connected with facilitated transition were the quality of the supervision, adjusting to a professional nurses role, achieved comfort and confidence and achieved competence. CONCLUSION This scoping review offers insight into the diversity of interventions facilitating transition implemented in the final clinical practicum of nursing education. In order to unify these practices and determine the elements necessary to include, studies with stronger designs need to be conducted.

Students’ perceptions on the use of a ubiquitous 360° learning environment in histotechnology: a pilot study

Abstract This study assessed students’ perceptions of a ubiquitous 360° learning environment (ULE) in histotechnology comparing ULE perceptions to conventional web-based learning environment (WLE). Based on pervasive, seamless ubiquitous technologies and computing, ULE combines an authentic learning environment, i.e. histotechnology laboratory, with digital learning resources, embedded functional objects, mobile devices and sensing technologies. A highly usable user interface was created using a 360° spherical panorama imaging technique. The ULE was developed and conducted by a research group. Students’ perceptions on 360° ULE use were assessed in a quasi-experimental pilot study. From a histotechnology course, 57 out of 100 students participated voluntarily. The 360° ULE experimental group (n = 29) and WLE control group (n = 28) studied for 8 wks in 2014–2105. Assessment focused on the main criteria for ULE, i.e. flexibility, personalization, context-awareness, interactivity subscales. The WLE control group was assessed as more valuable from flexibility, context-awareness, and interactivity perspectives. Only the personalization aspect was perceived as higher in ULE than WLE. WLE group numerical values were systematically higher than the ULE group values, though statistically significant differences were revealed between groups. Both ULE and WLE environments supported learning. All measured subscales were assessed as high. Personalization and context-awareness aspects were evaluated as highest in both ULE and WLE groups, while interactivity was perceived as lowest. This study has implications for those developing technology-enhanced learning environments. Our developed 360° ULE could be easily implemented for health, medical, or nursing education as either practical training or continuing education.