INTED2019 Proceedings最新文献

{"title":"IMPROVING QUALITY OF TEACHING PROCESS THOUGHT THE GDPR IMPLEMENTATION","authors":"R. Mekovec, Dijana Peras, Tatjana Zrinski","doi":"10.21125/INTED.2019.1371","DOIUrl":"https://doi.org/10.21125/INTED.2019.1371","url":null,"abstract":"","PeriodicalId":207588,"journal":{"name":"INTED2019 Proceedings","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127537034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PARENTS’ ATTITUDES TOWARDS THE INTRODUCTION OF INFORMATICS AS A COMPULSORY SUBJECT IN PRIMARY EDUCATION IN THE REPUBLIC OF CROATIA","authors":"T. Curin, P. Oreški","doi":"10.21125/INTED.2019.1952","DOIUrl":"https://doi.org/10.21125/INTED.2019.1952","url":null,"abstract":"","PeriodicalId":207588,"journal":{"name":"INTED2019 Proceedings","volume":"304 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123060035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DATA ANALYSIS FOR EXPANSION OF THE RESEARCH LABORATORY FOR RENEWABLE ENERGY SOURCES","authors":"Dunja Srpak, Ladislav Havas, Tomislav Horvat, Damir Vusić","doi":"10.21125/INTED.2019.1888","DOIUrl":"https://doi.org/10.21125/INTED.2019.1888","url":null,"abstract":"","PeriodicalId":207588,"journal":{"name":"INTED2019 Proceedings","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115815852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"'LOGGED IN' OR 'LOCKED OUT' ITC EXPERIENCES OF MATURE LEARNERS ON A UK NURSING PROGRAMME","authors":"D. Gurbutt, L. Mcphail","doi":"10.21125/INTED.2019.0179","DOIUrl":"https://doi.org/10.21125/INTED.2019.0179","url":null,"abstract":"The explosion of Information, Communication and Technology (ICT) use in recent decades within healthcare, and particularly within nursing practice, is changing the ways in which patient care is delivered. Policy reviews and research evidence indicate that barriers to ICT usage are experienced by some groups of student nurses, particularly those who are mature and female, in a way that constrains potential impact on their professional development. This research adds to and develops the research evidence in the field by examining in what ways, and the extent to which, a group of mature, female, nursing students utilise ICT within the boundaries of one pre-registration nursing programme based on partnership working between a UK School of Health situated within a large university and its related NHS Trusts. Utilising a qualitative, case study approach this study examines the biographical, university and clinical placement use of ICT for student nurses. Consideration is given to the interconnectedness of these experiences as these students begin to develop their professional identities. The experiences of this group of students are determined through interviews and observation of clinical practice. Three research questions define the parameters of the research. These are: 1) How are mature, female nursing students accessing and using ICT within nursing education? 2) What are the barriers that may prevent mature, female students from accessing and using ICT within nursing education? 3) What actions do mature, female nursing students consider may be taken to improve their knowledge and subsequent use of ICT in both their academic studies and clinical placement work? Findings suggest that experiences of ICT relate to biographical history and the extent to which student nurses are supported and encouraged to engage with ICT in their university programme. The data suggests that for many student nurses the feeling and experiences of being generationally, emotionally and hierarchically ‘locked out’ of using ICT raises real challenges for the extent to which UK government and regulatory policy is being effectively enacted for particular groups of student nurses. This study, therefore, contributes to knowledge in and around pedagogical practice for preregistration nurse education programmes. In particular it raises the importance of locating policy development in this area around the explicit privileging and enabling of ICT usage in all practice situations. In other words the development of a collective efficacy in nurse pre-registration programmes that is suggestive of notions of being ICT ‘logged in’ rather than being ‘locked out’ for mature, female student nurses.","PeriodicalId":207588,"journal":{"name":"INTED2019 Proceedings","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129313639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"VIRTUAL LIBRARIES OF TISSUE AND CLINICAL SAMPLES: POTENTIAL ROLE OF A 3-D MICROSCOPE","authors":"A. Peña-Fernández, F. Izquierdo, L. Acosta, M. Peña, Á. Magnet, M. Evans, G. Torrado, Christopher N. J. Young","doi":"10.21125/INTED.2019.2269","DOIUrl":"https://doi.org/10.21125/INTED.2019.2269","url":null,"abstract":"Our international innovative teaching group from different European Universities (De Montfort University, DMU, UK; and the Spanish University of Alcalá, University Miguel Hernández and University of San Pablo CEU), in conjunction with practicing biomedical scientists in the National Health Service (UK) and biomedical researchers, are developing two complete e-learning packages for teaching and learning medical parasitology, named DMU e-Parasitology (accessible at: http://parasitology.dmu.ac.uk), and biology and chemistry, named DMU e-Biology (accessible at: http://parasitology.dmu.ac.uk/ ebiology/index.htm), respectively. Both packages will include a virtual microscope with a complete library of digitised tissue images, clinical slides and cell culture slides/mini-videos for enhancing the teaching and learning of a myriad of techniques applicable to health science undergraduate and postgraduate students. Thus, these packages include detecting human parasites, by becoming familiar with their infective structures and/or organs (e.g. eggs, cysts) and/or explore pathogenic tissues stained with traditional (e.g. haematoxylin & eosin) or more modern (e.g. immunohistochemistry) techniques. The Virtual Microscope (VM) module in the DMU e-Parasitology package is almost completed (accessible at: http://parasitology.dmu.ac.uk/learn/microscope.htm) and contains a section for the three major groups of human-pathogenic parasites (Peña-Fernández et al., 2018) [1]. Digitised slides are provided with the functionality of a microscope by using the gadget Zoomify®, and we consider that they can enhance learning, as previous studies reported in the literature have reported similar sensitivity and specificity rates for identification of parasites for both digitised and real slides. The DMU e-Biology’s VM, currently in development, will provide healthy and pathological tissue samples from a range of mammalian tissues and organs. This communication will provide a description of both virtual libraries and the process of developing them. In conjunction, we will use a three-dimensional (3D) super-resolution microscopy, 3D Cell Explorer (Nanolive, Lausanne, Switzerland), to incorporate potential 3D microscopic photographs/short videos of cells to provide students with information about the spatial arrangement and morphologies of cells that are essential for life.","PeriodicalId":207588,"journal":{"name":"INTED2019 Proceedings","volume":"298 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116114986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"RESULTS ON A PEDAGOGIC APPROACH FOR TAILORING PUBLIC HEALTH INTERVENTIONS TO MINIMISE OPPORTUNISTIC INFECTIONS","authors":"A. Peña-Fernández, Carmen Lobo-Bedmar, M. Peña","doi":"10.21125/INTED.2019.2273","DOIUrl":"https://doi.org/10.21125/INTED.2019.2273","url":null,"abstract":"We are performing curriculum modifications on the first year BSc (Hons) Biomedical Science module “Basic Microbiology” (De Montfort University, UK) to increase students’ knowledge of basic medical parasitology and infectious diseases, so these students can acquire the necessary skills to tackle their final degree module “Medical Microbiology”. Following student feedback on a novel short intervention in 2017/18 to promote awareness about human immunodeficiency virus (HIV), we have created an engaging workshop session to cover not only HIV but also the opportunistic infections that can affect HIV patients that have developed acquired immune deficiency syndrome (AIDS) and how to prevent them. The objective of this work was to evaluate the effectiveness of the improved workshop developed and to collect students’ impressions to perform further modifications if needed. Briefly, students were required to develop public health measures for HIV positive patients with two different degrees of immunosuppression (i.e. with CD4+ T cells in peripheral blood above and below 200 cells/μl) to prevent exposure and infection from opportunistic pathogens such as Cryptosporidium spp., Toxoplasma gondii or Pneumocystis jirovecii from: a) sexual exposures; b) intravenous drug use; b) environment and work; c) food and water; d) foreign travel. Students, following evidence-based public health methodology, tailored their measures or interventions using the most up-to-date information reported in the literature regarding HIV chemoprophylaxis and recent guidelines published by US Department of Health and Human Services on HIV/AIDS treatment and prevention. Interventions were critically analysed with all students in the last 20 min. of the workshop, which was repeated several times due to the number of students (n=203). The objectives of this workshop were evaluated by careful analysis of a specific feedback questionnaire (n=46 out of 203) voluntarily completed by students at the end of the workshop. The questionnaire showed the following feedback: 80.4% (65.2% agreed; 15.2% strongly agreed) indicated that they learnt how to identify public health interventions; and 95.7% (56.5% agreed; 39.1% strongly agreed) indicated that they would be able to establish measures to reduce HIV transmission and prevent opportunistic infections. Additionally, 95.7% (39.1% agreed; 56.5% strongly agreed) indicated that the workshop helped them to understand the relevance of local and global interventions. Finally, 97.8% of responders considered that the content (52.2% agreed; 45.7% strongly agreed) and duration (60.9% agreed; 37% strongly agreed) of the workshop was appropriate; and 89.1% (58.7% agreed; 30.4% strongly agreed) and 73.9% (41.3% agreed; 32.6% strongly agreed) enjoyed and were satisfied with the workshop provided, respectively. In conclusion, the improved workshop developed would seem to be effective for promoting sexual and public health education to minimise opportunistic pathoge","PeriodicalId":207588,"journal":{"name":"INTED2019 Proceedings","volume":"51 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124037838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IMPLEMENTATION OF ENVIRONMENTAL RECOVERY TRAINING RESPONSE TO BIOLOGICAL INCIDENTS IN A HUMAN HEALTH DEGREE","authors":"A. Peña-Fernández, M. Peña","doi":"10.21125/INTED.2019.0012","DOIUrl":"https://doi.org/10.21125/INTED.2019.0012","url":null,"abstract":"Agents involved in biological incidents and outbreaks of infection can spread easily, so response teams are required to quickly implement a recovery plan to decontaminate and restore the environment impacted by these incidents to minimise public risks. A group of academics at De Montfort University (DMU, UK), with support from first responders during the 2014-16 Ebola outbreak, are developing appropriate training to provide basic skills so human health science students can respond to biological incidents. Following the competences identified by the European Commission, we have created key competences for these students based on the core skills that any medical first responder to biological emergencies should have. To provide students with the key competences related to environmental planning, we have created specific training that consisted of a 2 hours practical plus theory related to emerging diseases and the international response provided to tackle the Ebola pandemic. The practical component was a research-led workshop to develop a complete protection and recovery plan to respond to an outbreak of infection by Cyclospora cayetanensis in an urban area. Students used the novel methodology developed by Public Health England [“UK Recovery Handbook for Biological Incidents” (Pottage et al., 2015)] [1] to select appropriate options or techniques to protect and recover the affected environment, according to the physiological characteristics of the biological agent/microorganism involved and the environment impacted. Critical thinking and discussion is also needed to select recovery options (R.O.), e.g. use of chlorine-based decontamination liquids as part of the R.O. “reactive liquids” will have limited efficacy as oocysts of Cyclospora are resistant to these. After successful testing of the training with postgraduate students, we introduced it in a level 6 module in the DMU degree programme BMedSci in Medical Science in 2016/17 (n=24). A small proportion of these BMedSci students reported that they did not enjoy (13.4%) or were not satisfied (20%) with the training provided, which could be attributed to the fact that the topic of the training (environmental sciences) was not of direct interest for these students who are studying a degree more related to medicine. However, despite the short duration of the training, students were able to tailor an appropriate response with the resources and information provided (physiological characteristics and a literature review on decontamination/inactivation techniques for Cyclospora was provided to overcome time constraints). Specifically, 73.3% indicated that they gained some public health prevention/preparedness knowledge against a biological incident; 80% highlighted that they learnt how to establish some public health interventions; and 60% learnt how to tailor a recovery plan. A few students (20%) had difficulties with the recovery concepts and the interpretation of the physiological characteristics, whic","PeriodicalId":207588,"journal":{"name":"INTED2019 Proceedings","volume":"141 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129229416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE EDU-ARCTIC PROJECT: INTERACTING FOR STEM ACROSS COUNTRIES AND CURRICULA","authors":"P. Aspholm, Francisco José Gómez Senent, H. K. Wam, Agata Goździk","doi":"10.21125/INTED.2019.1233","DOIUrl":"https://doi.org/10.21125/INTED.2019.1233","url":null,"abstract":"EDU-ARCTIC is an open-schooling project, funded by the EU for the years 2016-2019 and managed by \u0000scientists, nature educators and computer–technologists. The main aim is to attract young people (13- \u000020 years old) to the natural sciences. Further, to raise awareness of how everything in nature is \u0000connected, and that STEM education therefore in part must be interdisciplinary across normal school \u0000curricula. To achieve these goals, EDU-ARCTIC uses innovative online and freely accessible tools, \u0000combined with nature expeditions. \u0000 \u0000Four main modules complement each other, but can also be used independently: \u00001) Webinars, during which scientists conduct online lessons about their own field of expertise. The \u0000lessons come as packages with worksheets and online games. The lessons bring youth close to \u0000scientists. They can ask questions about research and conditions of scientific works. It is also a valuable \u0000tool for teachers to brush up their STEM knowledge and get inspiration for their own teaching. \u00002) Polarpedia, which is an online encyclopedia of scientific terms used in the webinars. The science is \u0000kept easy-to-grasp, with the aim to stimulate the pupils’ curiosity to look for more information. \u00003) Monitoring system, which uses citizen science and the project’s own app to record observations of \u0000meteorology and phenology. Observations are open for everybody to use in their own teachings. \u00004) Arctic Competitions, which is the module that has engaged the pupils the most. They submit their \u0000idea for a science project in winter, work with the project over a few months and present it in spring as \u0000an essay, a poster or a video. Teachers come up with innovative ways to fit this work into the normal \u0000curricula. A few lucky winners get to join scientists on expeditions to polar research stations. \u0000 \u0000After 2.5 years, EDU-ARCTIC has engaged more than 1100 teachers and educators from 58 countries. \u0000There is a language barrier for some teachers, and it is difficult to fit webinars into the school timetable. \u0000However, the challenges are minor compared to the interdisciplinary success of having teachers meet \u0000across countries and curricula. Here we illustrate this in detail by presenting a way of interdisciplinary \u0000teaching (“the beauty of poetry and maths”) developed by one of the teachers in the project, Mr. \u0000Francisco Jose Gomez Senent. Starting from a single poem published in Nature, it innovatively \u0000combines mathematics, literature, history and linguistic competences. The teacher originally used it to \u0000stimulate curiosity about the aesthetic criterion in science. Science is not only about facts! The approach \u0000can be generalized to cover a wide range of curricula, and different teachers can use it in a team effort \u0000across classes.","PeriodicalId":207588,"journal":{"name":"INTED2019 Proceedings","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134349682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PROMOTING TRAINING IN HEALTH CARE PROGRAMMES FOR ENVIRONMENTAL MONITORING OF HUMAN PATHOGENS","authors":"A. Peña-Fernández, M. Evans, Carmen Lobo-Bedmar","doi":"10.21125/INTED.2019.2272","DOIUrl":"https://doi.org/10.21125/INTED.2019.2272","url":null,"abstract":"","PeriodicalId":207588,"journal":{"name":"INTED2019 Proceedings","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116290602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"GRANDPARENTS' CONTRIBUTION TO EDUCATIONAL STRATEGIES AND SCHOOL MONITORING DURING SEVERE FAMILY CRISES","authors":"M. Bruyninckx, Dimitri Cauchie, Adeline Leleu","doi":"10.21125/INTED.2019.2086","DOIUrl":"https://doi.org/10.21125/INTED.2019.2086","url":null,"abstract":"","PeriodicalId":207588,"journal":{"name":"INTED2019 Proceedings","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122273106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}