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Present as a representation (process)​

Choose between these course objectives:​

A Search and communicate relevant literature and scientific results in speech and text​

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B Apply theoretical knowledge on teamwork in collaboration with other students. ​

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C Formulate reviewable research questions​

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How do you take control over students' expectations and course context? We want the "right students" from the beginning and give them a reason to stay. ​

Consider what might have an effect on students' actions and behavior as we want autonomous students? ​

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2) Present at least one fair examination designed for on-line examination (for objectives below)​

3) What makes this a fair examination? ​

Choose between these objectives:​

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A Apply relevant regulations for health care or environmental regulations for specific situations – examination​

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B Develop, plan and conduct an oral presentation ​

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C Review and constructively comment other student’s written and oral presentation. ​

- Discussions and activities focused on building relationships towards content and other students. 

-Group allocations so that they can meet each other and work towards developing a collaborative climate through mutual tasks or opportunities for socialization and exchange of experience.

- The structure has to be clear and it often is in digital courses

- Important to ask students: What are the expectations and what do students believe that they need to learn and what they know from before? Find ways so that they can follow their own progression.

- One could incorporate Moodle tools to keep a type of diary where students can follow their expectations and knowledge progress

- In course evaluation or in sessions at the end of the course ask students about what they think was the most important thing they’ve learned for their future career 

- Ask students to give advice to future students to finish the course successfully

Some questions:

- How to further work on increasing psychological safety? 

-How to develop this with a small course budget? More collaboration on content development might also increase engagement and help on-boarding.

Examination: We recommend to do this in person, not online. The teacher need to follow the process on development (show a draft in bullet points), plan (show the plan), and conduct presentation (pass or fail).
What makes it fair is that you do something in real-time, it is not possible to ask someone else to do the examination.

Evaluate students' knowledge and understanding (for example about scientific terminology or practical clinical training). Creating a very clear and detailed specific grading criteria (with less room for personal interpretation). 

Two ways to determine if the students have met the study objective or not. The first one is the “presentation” and “group discussion,” and the second is “written essay.”  

If the students be able to: 1) identify a research problem in the area of healthcare and environmental regulation, 2) structure their idea based on scientific concepts and theoretical framework, 3) use an appropriate method, 4) transfer their knowledge in a structured manner based on the study instruction, and finally 5) engage in group discussion (opponent and defense); then we can say that the learning goal has been achieved in this specific course

Evaluate student activities (opponent and defense) during the exam seminar based on the grading criteria. 

Grading criteria should be provided and explained on the course introduction day. 

Group work: in this case the work division needs to be described and submitted to the examiner before the exam seminar. 

Exam: the goal is not to examine the memorization skills of students rather it should be about problem solving skills and critical thinking. 

 

 

1.     The assignment is structured in a number of stages, a written assignment and a part that builds towards a peer review moment. The students need to show content knowledge, but also are enabled to show critical understanding and application of the content by being required to summarize and critically assess others work.

2.     The peer review moment is an independently held group meeting with a clear structures on the roles and outcomes. Students need to review each others work and provide feedback, upon which they need to fill out a type of sheet that allows them to express the type of feedback received  and given and how useful it was. 

3.     The grading is based then on the written assignment and the feedback sheet. This allows one to express their knowledge both orally and in written form and allows for assessing wider knowledge of the area. A good structure is very important. 

Apply relevant regulations for health care for specific situation

- apply relevant regulation for a patient case

- To Pass; choose correct regulation and explain how to apply it in the specific case and also explain the process of how to find the relevant regulation and reach the conclusion

Oral seminar via Zoom presenting cases.

Give every student personalised cases. 

Personalised cases and oral group seminar via Zoom

2) Quiz as an entrance ticket to the Zoom-room. (other possibilities to prove preparation could also be done).

3) Everyone, who has passed the quiz/proved preparation, gather in the Zoom-room for introduction. Teacher present.

4) Students are assigned to a break-out-room and work on specific assignments during the morning. The assigments aim to clarify the theory and give students opportunities to discuss different applications.

5) After lunch, students meet up at campus (five different campi for the nursing programme) and create new groups. 

6) Each group get a new assignment, where theory is applied in a specific context, and should be made into a presentation.

7) Group presentation/one from each group presents. Students offer feedback from feedback criteria.

8) Revision of presentations.

9) Revised presentations, either in presence of the teacher or recorded and sent to the teacher.

10) Teacher gives feedback on a larger group level - not necessarily to each group or individual.