Effects of contextual interactive healthcare training on caregivers of patients with suspected <scp>COVID</scp>‐19 infection: Anxiety, learning achievements, perceived support and self‐efficacies during quarantine

Lin, Xiaoyue; Liang, Zhong-Mei; Chan, Kan Kan; Li, Wenyi; Ling, Xiaolan

doi:10.1111/jcal.12644

Cited by 6 publications

(5 citation statements)

References 39 publications

(63 reference statements)

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“…In contrast to Williams et al, this study found a way to evaluate and reflect the performance of an AI project and to conduct classes efficiently from teachers' perspectives [35]. In contrast to Geng et al's finding that teachers employ design thinking in teaching to address the barrier of resource shortages, beliefs, and redesign of curricula, our results suggest training teachers on AI contextual problem design to help them deal with teaching problems such as solving conflicts peacefully [17].…”

Section: Axial Code 2: Continual Design and Improvementcontrasting

confidence: 75%

“…Previous researchers have pointed out several kinds of design frames from teachers' perspectives regarding innovative lesson design, such as pedagogical frames, knowledge-based design frames, process-based design frames, contextual design frames, idea development frames, perception frames, enactment frames, and institutional frames [7,8,16]. It has been investigated how to teach effectively with the support of design frames [7,13,17].…”

Section: Design Frames From Teachers' Perspectivesmentioning

confidence: 99%

“…Lin et al proposed the contextual, interactive, and visual framework to help tutors focus on the professional developmental trajectory of healthcare training when dealing with emerging technologies in COVID-19 context [16]. Saeli et al extended the frame of pedagogical content knowledge to programming when redesigning material for teaching computer science [17].…”

Section: Design Frames From Teachers' Perspectivesmentioning

confidence: 99%

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Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective

Lin

Chen

Chan³

et al. 2022

Sustainability

Self Cite

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Teaching artificial intelligence (AI) is an emerging challenge in global school education. There are considerable barriers to overcome, including the existing practices of technology education and teachers’ knowledge of AI. Research evidence shows that studying teachers’ experiences can be beneficial in informing how appropriate design in teaching sustainable AI should evolve. Design frames characterize teachers’ design reasoning and can substantially influence their AI lesson design considerations. This study examined 18 experienced teachers’ perceptions of teaching AI and identified effective designs to support AI instruction. Data collection methods involved semi-structured interviews, action study, classroom observation, and post-lesson discussions with the purpose of analyzing the teachers’ perceptions of teaching AI. Grounded theory was employed to detail how teachers understand the pedagogical challenges of teaching AI and the emerging pedagogical solutions from their perspectives. Results reveal that effective AI instructional design should encompass five important components: (1) obstacles to and facilitators of participation in teaching AI, (2) interactive design thinking processes, (3) teachers’ knowledge of teaching AI, (4) orienteering AI knowledge for social good, and (5) the holistic understanding of teaching AI. The implications for future teacher AI professional development activities are proposed.

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Section: Axial Code 2: Continual Design and Improvementcontrasting

confidence: 75%

Section: Design Frames From Teachers' Perspectivesmentioning

confidence: 99%

Section: Design Frames From Teachers' Perspectivesmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective

Lin

Chen

Chan³

et al. 2022

Sustainability

Self Cite

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“…Caregivers often face complex challenges in managing the care of Alzheimer's patients. Mobile apps and platforms offer educational resources, training modules, and information that can empower caregivers with knowledge and skills [27]. This assists them in providing more effective care, managing challenging behaviors, and enhancing the overall wellbeing of the patients they support.…”

Section: Zhaomentioning

confidence: 99%

E-learning for Alzheimer's Disease

Zhao

2023

EAI Endorsed Trans e-Learn

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With the increase of the aging population, the incidence rate of Alzheimer's disease (AD) is also rising. Faced with this challenge, e-learning, as an innovative educational method, has shown great potential in the care and management of Alzheimer's disease patients. This article reviews the application progress of E-learning in Alzheimer's disease. E-learning has revolutionized the field of education, providing learners with accessible and flexible learning opportunities. This paper provides an overview of various aspects of e-learning, including virtual classrooms, mobile learning, blended learning, Massive Open Online Courses (MOOCs), webinars, and the challenges associated with implementing e-learning.The background section explores the evolution of e-learning, highlighting its rise in popularity and the advancements in technology that have facilitated its growth. Virtual classrooms for adult learners are discussed, showcasing how these online platforms facilitate interactive and collaborative learning experiences. Mobile learning for adult learners is examined, emphasizing the convenience and accessibility provided by mobile devices in delivering educational content.Blended learning is another approach explored in this paper, which combines traditional face-to-face instruction with online components, offering a balanced learning experience. The benefits and challenges of implementing MOOCs, which provide free and open access to educational resources from top institutions, are also examined. Additionally, webinars are discussed as a popular method for delivering live online presentations and workshops to adult learners.Finally, the paper addresses the challenges of E-learning, including technological barriers, lack of personal interaction, and the need for self-discipline and motivation. Strategies for overcoming these challenges are suggested, such as providing technical support and fostering online community engagement.Overall, this paper provides valuable insights into the background and various approaches to E-learning, as well as the challenges encountered in its implementation. Understanding these aspects will help educators and institutions effectively harness the potential of E-learning to enhance adult education.

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“…Recently, investigators have conducted studies on the use of technology to improve learners’ ability to use PPE correctly for the protection of themselves and their patients [ 22 , 23 ]. Several studies have investigated the effectiveness of videos for conveying information related to COVID-19 [ 24 ].…”

Section: Introductionmentioning

confidence: 99%

Fostering Nursing Staff Competence in Personal Protective Equipment Education during COVID-19: A Mobile-Video Online Learning Approach

Jen

Chou

Chang

2022

IJERPH

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Nursing staff who are competent to use personal protective equipment (PPE) correctly can protect themselves while providing safe, high-quality care to patients. Under pandemic conditions, the ability to wear PPE correctly is essential in clinical practice, but the acquisition of correct PPE-wearing procedures is difficult for most staff in the absence of live practice drills. This study aimed to test the mobile video online learning approach by integrating PPE contexts into a digital learning system. We conducted an experiment to verify whether the mobile video online learning approach could effectively improve nursing staff’s learning achievement, learning anxiety, critical thinking skills, and learning self-efficacy. The study used a quasi-experimental design and was conducted with 47 nursing staff, divided into one group using a mobile video online learning approach and one group with a conventional learning approach. We used pre-and post-test examinations of learning achievements, learning anxiety, critical thinking, and learning self-efficacy. Results showed a significant effect of using the mobile video online learning method in helping nursing staff to decrease learning anxiety and improve knowledge about COVID-19 protection, increase learning achievement, critical thinking skills, and learning self-efficacy. These benefits are of interest to nursing workplace managers wishing to maintain professional standards during epidemics by improving the nursing staff’s PPE knowledge and self-efficacy concerning PPE.

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Effects of contextual interactive healthcare training on caregivers of patients with suspected COVID‐19 infection: Anxiety, learning achievements, perceived support and self‐efficacies during quarantine

Cited by 6 publications

References 39 publications

Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective

Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective

E-learning for Alzheimer's Disease

Fostering Nursing Staff Competence in Personal Protective Equipment Education during COVID-19: A Mobile-Video Online Learning Approach

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