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This paper reveals the importance of resource evaluation for the selection of appropriate learning materials for the education of occupational nurses. It provides four examples that can be used for the proposed curriculum and their assessment. This information is important because appropriate materials increase chances to accomplish a course and acquire needed knowledge and skills. Those materials that are used by an educator should make it easier for students to perceive the information but not to confuse them. Evaluating selected resources, teachers receive an opportunity to influence learners’ educational experiences positively (Selecting teaching and learning resources 2017). The use of technology for conveying information requires special attention because everything found on the Internet may be biased or full of errors. In this way, evaluation allows ensuring that course materials are reliable and accurate, that they cover topics discussed in a class, and meet the statements of intent. As the proposed course will be focused on safety and health surveillance, resources used for it will focus on the related information. All of them will be technological, due to the advantages they provide (not costly, easy to use, available, correspond to students’ interests, etc.). In particular, online published textbooks, presentations, film clips, and virtual reality will be approached.
Resource evaluation can be conducted in different ways. Here, it will be mainly focused on their content’s connection with the statements of intent. Additionally, their utility and significance will be discussed. Learnability and interest will also be included, due to the necessity to meet learner’s demands (Course design and instructional materials adoption guidance 2017). In this way, the way resources will be used and what will be learned from them will be outlined, considering appropriateness to the course.
In general, many people associate education with the utilization of textbooks. Nevertheless, it is much easier to access those that can be found online and to carry them to any location. For instance, a book written by Thornbory (2014) can be obtained from the Internet in pdf or read on Google Books and other online libraries. This source is appropriate for occupational nursing students because it focuses on the most important topics, including public health, management of health and safety, health promotion, etc. (Thornbory 2014). All information is presented in a logical order and provides a complete program. Unfortunately, it does not answer the needed questions and fails to take into account students’ background knowledge, which is critical (Selecting teaching and learning resources 2017). Nevertheless, being applied along with other materials and teachers’ explanations, it is likely to be suitable for the course and can be used during individual and group work.
Using presentations, educators can make their lectures easier to understand, as the most important information is perceived by students both with their vision and hearing. For example, a presentation prepared by IHNA Hcig and Nursing Institute at Health Careers International (2014) is appropriate for the course because it educates students on the variety of risk assessment tools. Having this material at home, learners will easily revise important information when needed. Moreover, images used in it can make it easier for students to memorize data. The content of this material is appropriate for the course, as risk assessment is vital for both patient and nurse safety (Course design and instructional materials adoption guidance 2017). However, sometimes presentations attract more attention than a lecturer’s speech. To avoid disconnection with the audience, educators should ensure that the information they provide is not identical to the content of the presentation. In this way, they can add additional facts to the discussion, beefing up students’ knowledge.
Occupational nursing students can be taught using various film clips that reveal cases faced by nurses because verbal, visual, and non-verbal cues are considered. Moreover, film clips can replicate real-world scenarios showing students how theory and experience can affect the performance of nurses. The information they provide is often more understandable than in a text. Film clips demonstrate information so that students do not need to imagine situations. However, the use of these resources is often time-consuming, and many educators are afraid of missing an opportunity to teach a complete course (Course design and instructional materials adoption guidance 2017). To improve this situation, they can resort to the most important fragments of the whole film or short videos that provide limited information. For example, Risk management for nurses uploaded by VEA Australia – New Zealand (2012) is one of the educational videos that can be used in the framework of risk management for nurses program. It reveals that occupational nursing has many inherent risks that are present on a daily bases and have serious consequences. This material can be used during the introduction of the topic, for instance, to grab students’ attention. Other film clips can be purchased for the following classes.
One of the educational resources that become popular today is virtual reality. It allows students to use their knowledge and skills in practice without actual participation, ensuring engaging and exciting learning (Jacobs & Carter 2017). They are both fun and complex because students are not only enjoying the possibility to get into an imaginary world but also solving some tasks. Moreover, they can learn from their own mistakes because no one can be hurt in virtual reality. Nevertheless, its integration is rather costly because of the use of advanced technology (Selecting teaching and learning resources 2017). Simulations can be focused on the identification of risks present in a particular environment or ways to ensure safe patient transportation. Moreover, these simulations can be adapted to those topics that are to be discussed in the course (Jacobs & Carter 2017).
This assignment provided me with an opportunity to realize the importance of evaluating teaching resources and expand my awareness of its value. I understood that all needed information cannot be learned by students if they are not provided with those materials that cover appropriate topics. Moreover, I realized that if some data is not provided by a teacher, students usually find it on the Internet. However, they do not pay attention to the fact that it is full of inaccurate information. Thus, I realized that it is vital to ensure that educational materials are aligned with the course aim, objectives, and outcomes. In addition to that, they should be appropriate for the students’ level so that they do not face difficulties when using selected resources. Finally, I acknowledged that the data received by students should be up-to-date and valid, as the education of occupational nurses may affect the well-being of the whole community.
IHNA Hcig and Nursing Institute at Health Careers International 2014, Tools for risk assessment in nursing – return to the nursing program, Web.
Jacobs, R & Carter, K 2017, ‘Interprofessional simulation education designed to teach occupational therapy and nursing students complex patient transfers’, Journal of Interprofessional Education & Practice, vol. 6, no. 1, pp. 67-70.
Selecting teaching and learning resources 2017, Web.
Thornbory, G 2014, Contemporary occupational health nursing: a guide for practitioners. Routledge, London.
VEA Australia – New Zealand 2012, Risk management for nurses, online video, Web.