11. Improving the use of e-learning in health care curricula : presentation of best practicesPatrik Pucer, Boštjan Žvanut, Damjan Vavpotič, 2016, original scientific article Abstract: E-learning is nowadays included in different health care curricula. However, this learning and teaching approach is still relatively underused in the health care study programmes. Hence, the goal of this article is to present three e-learning best practices in health care, which were validated in our previous projects/studies.First best practice, e-learning practice contents for the development of critical thinking, presents the approach which resulted in significant (p<0.001) raise in the number of discussion posts (+12.2%) for which the opinions and conclusions of the participants were justified with valid arguments. Furthermore, also the survey results showed that students achieve critical thinking skills with these contents. Second best practice, inclusion of the health care students in the development of e-contents, also resulted as a valid approach for improving the use of e-learning in health care curricula, which was confirmed by the expert opinion and e-contents final users. Finally, third best practice, our approach for evaluation and comparison of e-learning and traditional pedagogical elements value by health care students and teachers, was confirmed in the interview with the management as a valid approach that helps the management to identify whether previous elearning initiatives and activities were successful. Best practices, presented in this paper, represent the evidence that the use of modern information and communication technologies should be considered in the future as a serious requisite in health care study programmes. The broader community interested in the e-learning initiative should prepare a list of similar best practices, validate its effectiveness and prepare guidelines for their optimal implementation..
Keywords: e-learning, health care, best practices
Published in RUP: 08.08.2016; Views: 3420; Downloads: 194
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12. Pomen vodene razprave v simulacijah visoke stopnje posnemanja resničnostiIgor Karnjuš, Miljenko Križmarić, Damjan Zazula, 2014, review article Abstract: Vodena razprava (angl. debriefing) je najpomembnejši del učenja s simulacijami visoke stopnje posnemanja resničnosti, v kateri mentor pozove učeče se, da kritično ocenijo znanje in spretnosti, ki so jih pokazali med izvedbo scenarija. Kljub številnim raziskavam, ki proučujejo izobraževanje s simulacijami, je področje vodene razprave še razmeroma slabo opredeljeno. V prispevku so o sodobni literaturi povzete bistvene značilnosti vodene razprave, njene faze, tehnike in metode. Poudarjena je vloga mentorja, saj je učinkovitost vodene razrave v veliki meri odvisna ravno od njegove usposobljenosti. Podane so smernice, s katerimi mentor lahko oceni lastno uspešnost pri vodenju razprave. Prav tako je izpostavljen pomen pri kontinuiranem izobraževanju v kliničnem okolju, saj vodena razprava omogoča oceno uspešnosti izvedbe klinične obravnave in možnosti postavljanja novih strategij s ciljem doseči večjo usposobljenost zdravstvenega tima. Čeprav je vodena razprava temelj izobraževanja s simulacijami visoke stopnje posnemanja resničnosti, je tudi pomemben način učenja v kliničnem okolju. Mnogi vidiki vodene razprave so še vedno slabo raziskani, zato bo temu segmentu v prihodnosti potrebno nameniti večjo pozornost.
Keywords: vodena razprava, simulacije visoke stopnje posnemanja resničnosti, simulatorji bolnika, metode učenja, mentorji
Published in RUP: 21.12.2015; Views: 3074; Downloads: 15
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14. A balanced scorecard-based model for evaluating e-learning and conventional pedagogical activities in nursingTomaž Hovelja, Damjan Vavpotič, Boštjan Žvanut, 2015, original scientific article Abstract: The evaluation of e-learning and conventional pedagogical activities in nursing programmes has focused either on a single pedagogical activity or the entire curriculum, and only on students or teachers' perspective. The goal of this study was to design and test a novel approach for evaluation of e-learning and conventional pedagogical activities that considers students', teachers' and managers' perspectives. A case study of the proposed approach was performed at a publicly funded nursing faculty with Slovenian and Italian students from 2009 to 2012. The case study was combined with focus group discussions, interviews, direct observation and survey. The proposed approach allows management to compare the value of different pedagogical activities through the students', teachers' and managers' perspectives. The approach proved useful in the evaluation of pedagogical activities and provided valid arguments for long-term pedagogical process improvement
Keywords: evaluation, curriculum, cost-effectivness, e-learning
Published in RUP: 14.10.2015; Views: 3678; Downloads: 228
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20. Kadrovski izzivi in dileme na področju elektronskega izvidovanja in elektronskega bojevanjaDamjan Golob, 2010, master's thesis Keywords: kadri, osebje, načrtovanje, pridobivanje, izbira, nacionalna varnost, zaščita, vojska, obveščevalna dejavnost, elektronsko bojevanje, elektronsko izvidništvo
Published in RUP: 15.10.2013; Views: 3340; Downloads: 156
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