|Title:||Establishing an innovative teaching model for a student exchange programme in nursing education|
|Subject:||Hong Kong Polytechnic University -- Dissertations|
Nursing -- Study and teaching -- China -- Hong Kong -- Case studies
Student exchange programs -- China -- Hong Kong -- Case studies
|Department:||School of Nursing|
|Pages:||xiv, 521 p. : ill. (some col.) ; 30 cm.|
|Abstract:||This research evaluated an innovative and uniquely structured nursing student exchange programme which was designed with the aim of contributing to the accomplishment of Strategic Objective One of a University in Hong Kong. The six week programme was conducted between the School of Nursing of a University in Hong Kong and the School of Nursing of a University in Shanghai. Students from both Schools constituted two classes, one of which was held in Hong Kong and the other in Shanghai. Each class contained a mix of students from both Hong Kong and Shanghai, i.e. exchange and non-exchange students. The learning experiences arranged in the programme included theory taught in classroom lectures and in tutorials, clinical visits and social activities. The lectures were given by teachers from both Schools. The teacher from the School of Nursing in Hong Kong gave the lectures on 'Health Counselling', using English as the teaching language medium. Two teachers from the School of Nursing in Shanghai gave the lectures on 'Interpretation of Clinical Data', using Putonghua as the teaching language medium. With the use of videoconferencing, students in the classes in both sites received the lectures simultaneously. The tutorials were conducted in each of the Schools separately without the use of videoconferencing. Following initial access negotiations by the teachers, the non-exchange students organised the clinical visits to different health care settings which they attended together with their exchange student classmates. They also organised and, together with their exchange student classmates, shared in various social and cultural activities. The objectives of the research were firstly to determine whether the objectives of the student exchange programme had been met. These programme objectives addressed the enhancement of participating students' all-round development in seven elements which were stated in the Strategic Objective One of the University in Hong Kong. The second objective was to explore the students' learning experiences gained through participating in activities organised in the programme. The third objective was to identify other benefits for the participating students gained as a result of participating in the programme; and the fourth was to explore the possibility of establishing an innovative teaching model in nursing education.|
A summative programme evaluation design was adopted and triangulation was the research method. Both quantitative and qualitative approaches were implemented. The data sources derived from the Course Experience Questionnaire (CEQ), the Videoconference Participant Questionnaire (VPQ), students' assessment scores, semi-structured interviews with students and teachers and students' reflective journals. The quantitative data was managed by statistical analysis using SPSS software including descriptive and inferential statistics. The qualitative data was managed by means of content analysis. The combination of the quantitative and qualitative data approaches enabled a broader and deeper exploration and understanding of the students' learning experiences. The results of the research showed the participating students, no matter whether they were exchange or non-exchange, or where they attended the programme, gained many positive experiences in relation to the seven elements of the University's Strategic Objective One which addressed the students' all-round development, including enhancement of their global outlook, critical and creative thinking, social and national responsibility, cultural appreciation, life-long learning, biliteracy and trilingualism and leadership skills. The students and teachers had positive views of the effect of videoconferencing in education but also recognised the limitations of the technology in relation to its implementation in the programme. During the programme the students explored different styles of teaching and learning, observed similarities and differences in the health care services and nursing practice and in the cultures of the two cities. These experiences stimulated them to compare, critique, appreciate and learn from each other. Many students felt these experiences would be unforgettable and of value to them throughout their lives and in their future careers. It is concluded that the innovative and uniquely designed and structured programme has established a model for teaching and learning in nursing education.
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