Holmesglen Institutional Repository (Holmesglen Inst. of TAFE)
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Instruments evaluating the quality of the clinical learning environment in nursing education: an updated systematic review
No full textThis is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.The clinical learning environment offers meaningful learning opportunities for nursing students to apply theoretical knowledge to practice on actual or simulated patients. A previous systematic review assessed the quality of several instruments that evaluated the quality of clinical learning environments. This updated systematic review aimed to identify: any additional instruments that have been researched in the last 5 years, ii) the psychometric properties of available instruments and iii) the estimated comparable psychometric properties of the available instruments.NursingHolmesglen Institut
Social and emotional learning for VET (in the Australian context)
No full textFellowship ReportThe primary goal of the ISSI Fellowship was to investigate social and emotional learning (SEL) in vocational education and training (VET) learners for the Australian context, in addition to exploring international best practices in SEL in various settings to learn how they can be applied to VET programmes in Australia.FuturetechHolmesglen Institut
Tabbner's nursing care :theory and practice
No full textItem is not available from this repository. Print copy held in Holmesglen Institute.NursingHolmesglen Institut
Blended enriched virtual model for the prediction of students' performance using probablistic based model
No full textThis is a chapter in a conference paper titled Soft Computer Applications. It is an eBook and not available for open access.The online mode of learning is gaining popularity in the education field due to various reasons. The rapid expansion in the practice of web-based technologies have made educators to take advantage of ICT based learning in Higher Education Institutes worldwide in emergency situations. The occurrence of novel COVID-19 pandemic shifts the ongoing physical education system from face-to-face learning to virtual learning worldwide. Virtual learning is not sufficient for the fulfillment of undergraduate students’ learning requirements as they require practical knowledge as well. Therefore, higher education institutes need the integration of blended learning methods for the improvement of students’ learning outcomes in their respective field of studies. Blended learning is the latest trend of implementing online learning strategy along with other e-learning tools. This research paper focuses on the development of a blended virtual model using a probabilistic model i.e. Bayesian network classifier for the prediction of students’ academic performance. The blended enriched virtual model is adapted that includes online and offline learning. Online learning includes online lectures, chat collaborations and online courses. Whereas offline face to face learning includes physical classroom lectures and lab sessions for practical work. The proposed BN model is applied to undergraduate computing students for analysis of learning outcomes of Data Structures and Algorithms subject. According to the findings of proposed BN model that if students properly attend the classroom lectures followed by their lab practical in Face-to-face learning and the proper online learning activities like lectures, chats and online courses, the learning outcomes of the students may be improved, and the proposed BN model also reports the accuracy of about 85%.Computing and Information TechnologyHolmesglenSoft Computer Applications: Proceedings of the 9th International workshop soft computing applications (SOFA 2020)Cham, Switzerlan
Fostering innovation through applied research: global best practice study.
No full textThis is report and a podcast.The global best practice study presents findings from five international cases demonstrating how applied research can successfully be embedded into education. These findings are meant to serve as inspiration for the next steps in the Challenger project, which aims to develop a new framework guiding the integration of applied research into vocational education and training (VET). Four of the five cases presented in the best practice study focus on how different educational institutions have used applied research to promote innovation and learning. They include three VET providers, namely Holmesglen Institute (Australia), Copenhagen School of Design and Technology (Denmark) and Saskatchewan Polytechnic (Canada), as well as a university of applied sciences – the Singapore Institute of Technology (Singapore). The fifth case study examines applied research activities by the Waag Futurelab, a foundation focusing on the development of technological and social design skills as well as the promotion of social innovation. Outcomes of the best practice study will inform the design of the »Next generation community makerspace« as well as role models and dissemination/exploration tools for the integration of applied research into VET by the Challenger project.Higher Education and Applied ResearchHigher Education and Applied ResearchNursingHolmesglen Institut
‘You’re walking on eggshells’: exploring subjective experiences of workplace tracking
No full textOpen access.Eleven qualitative interviews investigated employees’ and employers’ subjective and affective perceptions and experiences of workplace tracking, finding that employees were ambivalent about being tracked, their divergent feelings affecting their actions and experiences, while employers emphasized the benefits, concerns and rationales of the practice.Sports Media and Sport Business DegreesSchool of Sociology, The Australian National University, Canberra, AustraliaLearning Transformations, Office of DVC(A), Swinburne University of Technology, Hawthorn, AustraliaDepartment of Business Technology & Entrepreneurship, School of Business, Law & Entrepreneurship, Swinburne University Technolog
Learning and teaching in the COVID era and beyond: challenges and opportunities in a mixed sector institute
No full textThe COVID-19 pandemic has forced a rethinking and reshaping of traditional delivery models of learning and teaching in education sectors worldwide. We report on a study that examines the transition from face-to-face instruction to remote, blended and hybrid learning and the significant changes for learners and teaching staff at Holmesglen Institute.Early Childhood EducationHolmesglen InstituteAVETRA 2023 ConferenceMelbourn
"She says her name is Ella": navigating transgender inclusion in simulation with student nurses
No full textThis pilot project was created for an intraprofessional workshop engaging Stage2 Diploma of Nursing students and Year 2 Bachelor of Nursing students at a large educational institute in Melbourne. Our aim was to explore the understanding of the nursing student cohort regarding the importance of health disparity, expand knowledge and provide exceptional care, by improving inclusive language when caring for transgender patients. Students engaged in discussion in empathy and self-reflection before participating in an immersive Simulation scenario working with transgender actors through themes of diversity, inclusion and patient advocacy.NursingHolmesglen InstituteSTARS 2023Brisbane, Ql
Looking through a Johari Window: professional learning in early childhood education.
No full textAbstract only, Please contact author for access.In these challenging times, it is more important than ever to bring together people with different perspectives who can not only learn from each other, but also allow learning that is new to everyone involved. Using the analogy of the Johari Window helps parties understand where they are in relation to the knowledge or ideas shared between them, and how they can move ahead. Perspective is important when discussing professional learning in early childhood education because it is fundamental in providing person-centred learning and essential for shared decision-making. Thinking about different perspectives, blind spots and potential for learning together can be prompted by the visual model of the Johari Window.
This paper draws on a doctoral study that examined the role of the Education Leader in early childhood education and their day-to-day enactment of the role. The aim of the study was to gain a deeper understanding of, and insight into, the role of the Educational Leader in their day-to-day pedagogical decision-making, with a view to deepening current definitions and understanding of the role. We used shadowing as a research methodology, along with observation, contextual interviews and reflective conversations as data collection methods in this qualitative single case study.
The original form of the Johari Window consists of four panes or arenas to represent how knowledge is shared – or not – by two parties. The modified version of the Johari Window has two additional panes: subject matter that is misunderstood or misconstrued by one party, and subject matter that is misunderstood or misconstrued by the other party. We used the modified version of the Johari Window to gain greater insight into, and understanding of, participants’ perspectives of professional learning needs at the preschool. For the purposes of the study, we identify the ‘parties’ as ‘the Educational Leader’ and ‘teachers/educators’ at the preschool. We came to regard the Johari Window as a dynamic device in the sense that different arenas opened or changed as people interacted with one another and came to understand each other’s truths.
In this interactive presentation, conference participants will be invited to discuss and provide examples of how we might recognise our own, and other’s perspectives, and the ways we can ‘open’ the panes and allow learning from each other to build new knowledge.Early Childhood EducationHolmesglen InstituteUniversity of MelbourneDeakin UniversityAARE 2023 ConferenceMelbourn