Universal Design For Learning: Theory And Practice Downloads Torrent
Latrisha Adan
In the 1990s, Anne Meyer, David Rose, and their colleagues at CAST introduced universal design for learning (UDL), a framework to improve teaching and learning. Based on new insights from the learning sciences and creative uses of digital technologies. UDL can help educators improve and optimize learning experiences for all individuals.
In this book, Meyer and Rose, along with David Gordon, provide the first comprehensive presentations of UDL principles and practices since 2002. This new look at UDL includes contributions from CAST's research and implementation teams, as well as their collaborators in schools, universities, and research settings.
Universal Design for Learning: Theory and Practice downloads torrent
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Many misunderstand the UDL framework strictly to be a tool or set of guidelines for designing general education learning experiences that can be better accessed by students with disabilities. This is true for many reasons:
Perhaps examining the congruence among the research and frameworks that have been developed to guide both deeper learning and inclusive learning will help others to recognize the more comprehensive value of the UDL guidelines to not just meet the needs of historically marginalized learners, but all learners.
In partnership with the Center on Standards and Assessment Implementation, the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) developed a series of resources to assist educators in planning teaching and learning around College- and Career-Ready Standards (CCRS).
One of the publications, the Fundamentals of Learning (FOL), draws from leading theory and research about learning and assessment and from an examination of the Common Core State Standards. This resource focuses on three fundamental aspects of learning that support K-12 students' achievement of the CCRS: (1) Making Meaning, (2) Participating and Contributing, and (3) Managing Learning.
Perhaps leveraging the differences and points of confluence between this tool and CAST's Universal Design for Learning Guidelines can help provide better instruction and learning outcomes for all students.
We envision that this crosswalk (pdf) (word doc) can be used by school leaders, coaches, and mentors to deepen teacher understanding about the types of instructional practices and learning experiences that will help all students to become expert learners.
The theoretical knowledge of nursing underpins the practice, while the practice environment determines the circumstances within which the theoretical knowledge is applied. The biggest challenge facing nursing as an academic field is the theory-practice gap, which is a universal issue in nursing. This study aimed to raise solutions to close the gap between theory and practice in nursing education through the eyes of nursing students in UAE.
This study explored the solutions to bridge the theory-practice gap in nursing education in the UAE. The study has implications for nursing education and practice within the UAE and is imperative for graduating workplace ready professional nurses within the country.
Though professional knowledge is introduced as theory in the classroom settings, it is within laboratory sessions that this knowledge is translated into practice in nursing education, and in clinical practice in hospital settings, these skills are transferred, to provide meaningful need-based care for patients. Thus, the theory-practice gap is most obvious in nursing education in laboratory sessions and clinical practice. This theory-practice gap is concerning as it primarily affects patient safety negatively, while concurrently contributing to an unsatisfactory clinical experience for the novice nursing student in the clinical environment.
Organizational culture and processes act as an important motor of the theory-practice gap, in addition to student and instructor factors in the teaching-learning environment. Several studies suggest that the reasons for the existence of the gap are multifactorial [3]. The frustrations and difficulties associated with the gap are experienced mainly by student nurses and newly qualified nurses, and can harm their socialization into the professional role, and subsequent professional development [4,5,6,7]. The reality shock is considered a major cause for low job satisfaction and high job attrition rates among newly qualified nurses [8, 9]. The theory-practice gap has also been cited as a contributory factor in medication errors [10, 11] and reduced physical assessment skills use among nurses [12]. The existence of the theory-practice gap can influence the quality of nursing care and patient outcomes.
Several studies highlight the theory-practice gap in nursing education worldwide and in the Middle East and North Africa (MENA) region [6, 13,14,15,16]. Most reviewed studies in this field focused on searching for whether the gap is present or not, while some studies considered possible reasons for it. However, solutions to decrease this gap, and to link theory to practice, are rarely discussed and studied [14, 17, 18]. The role of nursing academics in linking theory to practice is crucial in closing the theory-practice gap [6, 14, 19], while the role of preceptor to assist the nursing students in developing clinical skills and integration into the culture of the clinical area cannot be emphasized more [20].
Several international studies from UK, Ireland, Turkey and the US have identified the importance of collaboration between nursing instructors, nurses, nursing school and hospital managements as one of the most suggested means of bridging the gap [14, 15, 20, 21]. Several studies showed the importance of the availability of adequate number of well-trained academics and clinical preceptors. These studies identified other strategies to close the gap between theory and practice in nursing education such the presence of clear context-based curriculum and availability of standard clinical guidelines [6, 14, 18]. Eggertson [22], an expert Canadian nurse, stressed on the need for undergraduate nursing education that better equip nurses to assume leadership roles in inter-professional teams and support them in providing high-quality patient-centered care.
The nursing program, at the College of Health Sciences in the UAE, is a 4-year Baccalaureate degree program, having initial program accreditation from the Ministry of Higher Education for Scientific Research (MOHESR), and institutional accreditation from the UAE Commission of Advanced Accreditation (CAA). The current program study plan consists of 127 Credit hours; 98 credits of theory, 9 laboratory sessions and 27 clinical placement. Laboratory practice sessions are opportunities for students to practice hands-on clinical competencies and skills, albeit in a safe environment. Students in clinical placement are accompanied by clinical instructors with a ratio of eight to ten students assigned to one instructor. While in the clinical placement units, each student is paired with a nurse, as preceptor, who will demonstrate the nursing care provided to patients and provide opportunities for students to practice hands-on on real patients. At the end of the clinical placement, the clinical instructor will evaluate the students, with the preceptor feedback, based on competency checklists and the CAT (clinical assessment tool that students are already familiar with.
In the UAE, every year nursing student cohorts are graduated and start their professional careers in hospitals around the country and internationally. There is shortage in the number of nurses in the UAE and the surrounding countries such Sadi Arabia, Qatar and Oman. These countries require a large nursing taskforce and a ready to practice nursing graduates. This is a major concern for healthcare service managers, and highlights the need for immediate action to expedite the process of attracting and graduating ready to practice, local nurses that understand the local culture and context and remain in the system (23, 24). Therefore, it is essential that these nurses are well prepared upon graduation so they can handle the requirements of their new roles [23, 24]. Reviewing the body of literature showed that suggestions and interventions to close the theory-practice gap in nursing education were rarely discussed worldwide. Moreover, there are no study to discuss this subject in the UAE.
It was thought that the best people to suggest solutions to close this gap are the nursing students who went through this experience. Finding solutions to the theory-practice gap before entry to practice may reduce the difficulties experienced by the graduating participants, and increase their ability to integrate their knowledge appropriately in the practice setting. The current paper aims to raise possible solutions to close the gap between theory and practice in nursing education through the eyes of nursing students currently studying and experiencing this phenomenon in nursing education in UAE.
Gerrish and Lacey [29] state that ethical implications should be addressed in every research stage, including protecting participants and researchers from harm, using voluntary participation, anonymity, and confidentiality, as well as informed consent. This study obtained ethical approval from the College Research Committee and College Institutional Review Board. All participants were given a participant information sheet and were made aware of their rights to withdraw from the study at any stage without giving a reason, and that this would not affect their educational progress or statutory rights. Anonymity was assured. All interviews obtained were audiotaped, and transcriptions were used for analysis purposes. All interviews were transcribed verbatim and were used only for this study. Participant confidentiality was maintained throughout. All methods were carried out in accordance with relevant guidelines and regulations.
Participants revealed hesitation infrequently engaging with their instructors. Their reasons were related to the number of participants per group, the time designated to allow the participants to practice in each unit to understand all the nursing care required, and the clinical faculty instructor responsible for allocating more time to participants to bridge the gap between theory and the clinical training. As one of the participants reported:
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