1 resultado para student-teacher relationship
em Repository Napier
Filtro por publicador
- Repository Napier (1)
- Aberdeen University (3)
- Academic Archive On-line (Jönköping University; Sweden) (1)
- Academic Archive On-line (Karlstad University; Sweden) (1)
- Academic Archive On-line (Stockholm University; Sweden) (1)
- AMS Campus - Alm@DL - Università di Bologna (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (1)
- Aquatic Commons (2)
- ArchiMeD - Elektronische Publikationen der Universität Mainz - Alemanha (1)
- Archive of European Integration (2)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (2)
- Aston University Research Archive (13)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (3)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (13)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (3)
- Brock University, Canada (36)
- Bucknell University Digital Commons - Pensilvania - USA (6)
- Bulgarian Digital Mathematics Library at IMI-BAS (1)
- CentAUR: Central Archive University of Reading - UK (14)
- CORA - Cork Open Research Archive - University College Cork - Ireland (5)
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- Portal de Revistas Científicas Complutenses - Espanha (9)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (30)
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- Repositório Científico da Universidade de Évora - Portugal (3)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (8)
- Repositório Científico do Instituto Politécnico de Santarém - Portugal (2)
- Repositório digital da Fundação Getúlio Vargas - FGV (7)
- Repositório Institucional da Universidade de Aveiro - Portugal (7)
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- Repositorio Institucional de la Universidad de Almería (1)
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- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (80)
- Repositorio Institucional UNISALLE - Colombia (1)
- Research Open Access Repository of the University of East London. (2)
- SAPIENTIA - Universidade do Algarve - Portugal (3)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (4)
- School of Medicine, Washington University, United States (2)
- Universidad de Alicante (5)
- Universidad del Rosario, Colombia (3)
- Universidad Politécnica de Madrid (5)
- Universidade de Lisboa - Repositório Aberto (5)
- Universidade dos Açores - Portugal (1)
- Universidade Federal de Uberlândia (1)
- Universidade Federal do Pará (4)
- Universidade Federal do Rio Grande do Norte (UFRN) (25)
- Universidade Metodista de São Paulo (10)
- Universidade Técnica de Lisboa (3)
- Universitat de Girona, Spain (1)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (1)
- Université de Montréal (3)
- Université de Montréal, Canada (23)
- University of Canberra Research Repository - Australia (4)
- University of Connecticut - USA (4)
- University of Michigan (12)
- University of Queensland eSpace - Australia (19)
- University of Washington (8)
- WestminsterResearch - UK (2)
- Worcester Research and Publications - Worcester Research and Publications - UK (3)
Resumo:
An understanding of research is important to enable nurses to provide evidencebasedcare. However, undergraduate nursing students often find research a challenging subject. The purpose of this paper is to present an evaluation of the introduction of podcasts in an undergraduate research module to enhance research teaching linkages between the theoretical content and research in practice and improve the level of student support offered in a blended learning environment. Two cohorts of students (n=228 and n=233) were given access to a series of 5 “guest speaker” podcasts made up of presentations and interviews with research experts within Edinburgh Napier. These staff would not normally have contact with students on this module, but through the podcasts were able to share their research expertise and methods with our learners. The main positive results of the podcasts suggest the increased understanding achieved by students due to the multi-modal delivery approach, a more personal student/tutor relationship leading to greater engagement, and the effective use of materials for revision and consolidation purposes. Negative effects of the podcasts centred around problems with the technology, most often difficulty in downloading and accessing the material. This paper contributes to the emerging knowledge base of podcasting in nurse education by demonstrating how podcasts can be used to enhance research-teaching linkages and raises the question of why students do not exploit the opportunities for mobile learning.