Teaching the MDGs: the Role of the Nurse in Multidsciplinary Project Based Instruction

2.50
Hdl Handle:
http://hdl.handle.net/10755/308620
Category:
Full-text
Type:
Presentation
Title:
Teaching the MDGs: the Role of the Nurse in Multidsciplinary Project Based Instruction
Author(s):
Oerther, Daniel B; Oerther, Sarah E
Lead Author STTI Affiliation:
Omicron Omicron-at-Large
Author Details:
Daniel B Oerther, PhD, MS, BS, BA, daniel.oerther@mst.edu; Sarah E Oerther, MSN, BSN, MEd, RN
Abstract:

Session presented on: Monday, November 18, 2013

Promoted by the United Nations, the Millennium Development Goals (MDGs) are eight quantitative metrics to be achieved by 2015 with the ultimate purpose of reducing global poverty, chronic disease, and stalled development.� Over seven years, the authors have partnered with nurses and other professionals to teach the MDGs through project based instruction in the USA, Brazil, Guatemala, India, Kenya, and Tanzania.� Project based instruction (also known as project based learning or PBL) uses in-depth, rigorous real world projects to facilitate student learning.� Hallmarks of PBL include hands-on design, problem solving, decision making, and investigation in a student centered, active learning environment with instructors playing the role of facilitator and expert advisor.� Courses by the authors have included mandatory study abroad as well as service based learning to combine formal instruction with service to the global community.� Trans-disciplinarity and synchronicity have been explored as part of past and ongoing courses.� Reflective exercises as well as summative assessments of student cognition and attitudes have also been incorporated as part of these courses.� Projects have included the deployment and assessment of technologies for point of use and community level clean drinking water and sanitation, school feeding programs, community gardens, the construction of health clinics and schools, as well as recent innovations to create economic opportunity through jobs in the information economy.� This presentation will summarize results from seven years of ongoing instruction and provide best practices and lessons learned for nursing instructors considering PBL approaches to offer authentic learning opportunities for nursing students in the area of the MDGs (including community health).
Keywords:
community health; MDGs; project based instruction
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleTeaching the MDGs: the Role of the Nurse in Multidsciplinary Project Based Instructionen
dc.contributor.authorOerther, Daniel Ben
dc.contributor.authorOerther, Sarah Een
dc.contributor.departmentOmicron Omicron-at-Largeen
dc.author.detailsDaniel B Oerther, PhD, MS, BS, BA, daniel.oerther@mst.edu; Sarah E Oerther, MSN, BSN, MEd, RNen
dc.identifier.urihttp://hdl.handle.net/10755/308620en
dc.description.abstract<p>Session presented on: Monday, November 18, 2013</p> Promoted by the United Nations, the Millennium Development Goals (MDGs) are eight quantitative metrics to be achieved by 2015 with the ultimate purpose of reducing global poverty, chronic disease, and stalled development.� Over seven years, the authors have partnered with nurses and other professionals to teach the MDGs through project based instruction in the USA, Brazil, Guatemala, India, Kenya, and Tanzania.� Project based instruction (also known as project based learning or PBL) uses in-depth, rigorous real world projects to facilitate student learning.� Hallmarks of PBL include hands-on design, problem solving, decision making, and investigation in a student centered, active learning environment with instructors playing the role of facilitator and expert advisor.� Courses by the authors have included mandatory study abroad as well as service based learning to combine formal instruction with service to the global community.� Trans-disciplinarity and synchronicity have been explored as part of past and ongoing courses.� Reflective exercises as well as summative assessments of student cognition and attitudes have also been incorporated as part of these courses.� Projects have included the deployment and assessment of technologies for point of use and community level clean drinking water and sanitation, school feeding programs, community gardens, the construction of health clinics and schools, as well as recent innovations to create economic opportunity through jobs in the information economy.� This presentation will summarize results from seven years of ongoing instruction and provide best practices and lessons learned for nursing instructors considering PBL approaches to offer authentic learning opportunities for nursing students in the area of the MDGs (including community health).en
dc.subjectcommunity healthen
dc.subjectMDGsen
dc.subjectproject based instructionen
dc.date.available2013-12-19T17:33:42Z-
dc.date.issued2013-12-19en
dc.date.accessioned2013-12-19T17:33:42Z-
dc.conference.date2013en
dc.conference.name42nd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationIndianapolis, Indiana, USAen
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten
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