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PhD Irma Mikkonen

Innovative and I nspiring L earning Environments Symposium at RCN European Federation of Nurse Educators with the RCN Education Forum International Conference 2012, 3 October , Cardiff. PhD Irma Mikkonen. OIS –Open Innovation Space. Student orientation. Work-life orientation.

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PhD Irma Mikkonen

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  1. Innovative and InspiringLearning EnvironmentsSymposium at RCN European Federation of NurseEducators with the RCN Education Forum International Conference 2012, 3 October, Cardiff PhD Irma Mikkonen

  2. Irma Mikkonen

  3. OIS –Open Innovation Space Student orientation Work-life orientation Interdisciplinary Action - based Collaborative Integration of theory and practice; Integration of R&D&I and instruction & learning Irma Mikkonen

  4. Symposium objectives You will • Get ideas for enriching your learning and teaching • Assess you learning/teaching from the viewpoint of integration of theory and practice • Use the ideas aroused in the symposium to support and motivate students’ learning Irma Mikkonen

  5. Five presentations • A new way to become a competent nurse • A new kind of pedagogy in adult education • Research, development and innovation actions integrated in students’ learning • A virtual ideal home for senior citizens as a learning and development environment • Increasing safety of surgical patient – a multitask sheet as an aid for OR educators Irma Mikkonen

  6. A new way to become a competent nurseIX th European Conference of Nurse Educators3. – 5.10.2012 Pirkko Jokinen Principal Lecturer, PhD, RN

  7. In this adult nurse education programme the approach is blended learning Blended learning is defined …as an integration of traditionalface-to-face, work-based and onlineapproaches to education

  8. The blended learning approach in programme Social Media Face-to-face and online teaching, coaching and consulting Assessment Remembering Understanding Applying Analyzing Evaluating Creating Face-to-face learning Face-to-face learning Face-to-face learning Self-guided learning in groups and individually Self-guided learning in groups and individually Learning on and from work, practical training, mentoring

  9. Learning on and from work • The students and staff are encouraged to a collaborative knowledge exchange and construction • The aim • is that both the students and the staff are learning and developing their nursing skills in partnership

  10. Practical training • clinical practice places according to students’ personal study plans • a named supervisor on practice and supervising teacher from school • The student’s personal blog - The environment • for the student to reflect on experiences • for supervisor and teacher to trigger student’s reflection and self-assessment

  11. Mentoring • A mentor is an expert RN with high level professional skills • The aim of mentoring is • to support the student’s growing towards a competent nurse • to support the student’s socialisation to nurse profession

  12. Conclusion • Learning on and from work: • There have been students’ and staff’s common projects, posters, information bulletins and sessions on actual nursing issues • Practical training: • The tripartite communication in the blogs has proved to be useful in strengthening the students’ learning • Mentoring: • the degree of engagement in mentoring process has varied, but the students and mentors have been satisfied with the mentoring

  13. A new kind of pedagogy in adult educationIX th European Conference of Nurse Educators 3. – 5.10.2012 Anne-Leena Juntunen Senior Lecturer, PhD (Education)

  14. LEARNING PROCESS IN ADULT EDUCATION SEMINAR -keycompanies, teachers, otherstudents and experts THEORY AND PRACTICE INTEGRATION  Project plans FINDING DEVELOPMENT OBJECT -observations -interviews -keycompanymeeting MULTIDISCIPLINARY BRAINSTORMING -idea-camp -preplan of team´s project -virtual learning (Elgg) MODELING THE OBJECT -evaluation of new product, service, method of work WELFARE WITH INNOVATION – EVENT -spread the results NEW THEORY AND PRACTICE -workshop -virtuallearning IMPLEMENTATION in keycompany EVALUATION

  15. The picture communication for disabled people Increase the interaction between staff and the customers Strengthening the self-determination of the customers

  16. Voluntary work in older people services Recruiting new volunteers Alleviate the loneliness of older people

  17. Substance abuse work in the third-sector New voluntary and customer activating recreational activities

  18. Visits to the godparentfarm 2012 Green care in the kindergarten Activity on a godparent farm Improving the rural environment and green-care thinking

  19. Conclusions The importance of theoreticalmodeling Assignmentsareconnected with genuineworkenvironments Cooperation of studentteams, teachers, representatives of keypartners and otheragencies Challenges Implementation of multi-sectoralcooperation Guidance and evaluation of the learningprocess of studentteams After the experimentwecontinuebythispedagogy

  20. Research, Development and Innovation Actions Integrated in Students’ Learning Marja Gröhn-Rissanen OIS-projectManager, RN, MSc

  21. RDI-activities (research, development and innovation) in Health promotion- project course (5ECTS) • students from different fields, teachers and RDI staff as well as working life representatives jointly solve different health promotion assignments arising from needs of the region marja-liisa.grohn-rissanen@savonia.fi

  22. The student learnss *to design and implement the project *to co-operate with the client, a variety of multi-field professionals and students *to reflect his ideas/thoughts about the importance of the Heath promotion actions *to use and developexpertise and networks in Health promotion marja-liisa.grohn-rissanen@savonia.fi

  23. The process of the course • students select (http://tyhank.wordpress.com) or search for a work assignment for the project course • the project agreement with a working life representative will be signed • students design a health promotion project (the project plan) • students implement the project in a multidisciplinary team • students evaluate the process and write the project report

  24. Projectsarelinked to • desing of innovative products and services in Health care and wellbeing • organization of Health events or training • projects of Savonia UAS • students’ own thesis • data collection of a research, development work or a project marja-liisa.grohn-rissanen@savonia.fi

  25. The course is an example of how • students actively develop know-how and competence of the region(particularly in North Savo and East Finland) within health and wellbeing, together with our multi-field network of partners • students are actively involved in RDI actions in Savonia • RDI work is integrated as part of studies in Health degree programs • ​principles of OIS is implemented in Savonia

  26. A virtual Ideal home for senior citizens as a learning and development environment (HIMA)-project1.5.2010-30.4.2013 Project manager Päivi Tiilikainen Principal lecturer, researcher Marja Äijö

  27. The IDEAL HOME in SECOND LIFE

  28. The KITCHEN

  29. The EXERCISE PATH in IDEAL HOME

  30. VIVA- GAME

  31. VIVA- GAME – Iltaleena`s home

  32. VIVA- GAME: Viivi`s home (flat)

  33. The RENEWED VIRTUAL LEARNING ENVIRONMENT FOR the OLDER PEOPLE CARE STUDIES

  34. Operating Room Nurse Key Skill Management (ORN-KSM)An EU project to transfer the KSM approach to the ORNEORNA (Europe), ISEI (Belgium),OKPIP (Poland), SAVONIA (Finland), CHU (France), IFCIL (France), DP conseil(France) and BD center (Poland) Marja Silén-Lipponen Project Manager, RN, PhD

  35. An unstable balance of the skills KEY skills: - have a decisive impact on the every day operation • SENSITIVE skills: • - linked to the • fine adjustments in work • cause regular minor • failures • RISK skills: • only a few people of the • team masters • whole competence of the team

  36. Students action-based work with nurses and nursing teachers in developing OR nursing OR nurses observation in clinical practice Presentations Posters Thesis work • Focus group interviews • Beginners • Experts

  37. The categories of competencies Evaluation of the key skills List of key skills The expertise level of the employee’s competence 0: the employee has not achieved competence. 1: the employee uses his competence; performs under supervision but can not ensure an autonomous expertise either in terms of productivity or quality. 2: the employee is self-sufficient and is efficient in his work. 3: the employeeisexpert and a trainer for thisskill; isobjective to it and cansharehisexperience and knowledge. ,

  38. Precise evaluation of the skill expertise per team List of the skills the least mastered Efficient individual or group training programs! List of the employees having least expertise of the skills List of less mastered skills Precise evaluation of the skill expertise per team Evaluation of the skill expertise by each employee

  39. Thank you for your attention!You will find more information inhttp://oisfinland.wordpress.com

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