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Nursing students’ experience of a transformative approach to teaching cross cultural clinical decision making
Exploring graduate students’ perception and adoption of AI chatbots in Zimbabwe: Balancing pedagogical innovation and development of higher-order cognitive skills
Addressing sexual health concerns in Tanzania: perceived barriers among healthcare professionals and students in the “training for health professionals” study
Readiness to embrace artificial intelligence in information literacy instruction at a Zimbabwean University
Nursing students’ experience of a transformative approach to teaching cross cultural clinical decision making
by Orchard, Carole A.
Objectives: This study reveals the learning gained by Canadian and Rwandan nursing students from a course to enhance cross cultural clinical decision-making skills using a collaborative approach across two countries. Methods: A qualitative descriptive study was conducted using thematic analysis. The study included analysis of end of course reflections of 94 students. Results: Students became more open-minded, curious, strengthening teamwork, increasing their critical thinking, and identifying cross-cultural similarities in practice. They challenged their previous beliefs about others. Conclusions: Students achieved a transformation of previous knowledge and decision-making skills. Results indicate the value of underpinning courses with theories and being open in allowing students to develop their own means to achieve expected learning outcomes. Implications for an international audience: Creating learning environments designed to stimulate open mindedness and exploration of cultures among students can be achieved through online learning. Providing opportunities for students to learn across other countries about their nursing practices and health systems are critical to understanding how future patients who are immigrants and refugees from other countries differing perspectives to their health care needs. © 2024 the author(s),
Exploring graduate students’ perception and adoption of AI chatbots in Zimbabwe: Balancing pedagogical innovation and development of higher-order cognitive skills
by William, Fodouop Kouam Arthur
This research paper explores the perceptions and adoption of AI chatbots by graduate students in Zimbabwean universities. The study aims to understand the potential benefits and challenges of adopting AI chatbots in the education sector and its impact on developing higher-order cognitive skills. The study used qualitative methodologies, including field interviews, to analyze the data. The findings suggest that graduate students have a positive attitude towards AI chatbots because they enhance their learning experience, enable them to overcome skill gaps, and aid in test preparation. Furthermore, the study revealed that AI chatbots foster the development of higher-order cognitive skills by augmenting traditional lectures, test preparation, and personalization. However, challenges include plagiarism, outdated information, and financial constraints associated with AI chatbots. The study recommends that AI companies offer discounts to graduate students to enable them to access AI chatbot tools and that universities develop referencing systems allowing students to acknowledge using AI chatbots as sources. © 2024. Fodouop Kouam Arthur William and Muchowe Regis Misheal.
Addressing sexual health concerns in Tanzania: perceived barriers among healthcare professionals and students in the “training for health professionals” study
by Massae, Agnes F.
Little is known about the factors that may prevent healthcare professionals as key stakeholders from exploring sexual health issues in Tanzania. This study examined healthcare professionals’ perspectives on the barriers to addressing sexual health concerns in practice. In June 2019, we conducted an exploratory qualitative study involving 18 focus group discussions among healthcare professionals (n = 60) and students (n = 61) in the health professions (midwifery, nursing, medicine) in Dar es Salaam, Tanzania. Study participants and design were purposively selected and stratified. We used a focus group discussion guide in Kiswahili. Data were transcribed in Kiswahili and translated into English. A thematic analysis approach was used for data analysis. Two themes were developed: (1) differences between health care professional and patient socio-demographic characteristics; (2) health care system and patients’ backgrounds, such as communication barriers, lack of confidentiality and privacy within health facilities, type of clinical presentation and complaint, patient behaviours, and their clinical background. Several key barriers prevented sexual health communication between healthcare professionals and patients, affecting the quality of sexual health service delivery. Additional sexual health clinical training is warranted for health professions students and professionals to optimise sexual health care delivery in a culturally conservative country like Tanzania. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Readiness to embrace artificial intelligence in information literacy instruction at a Zimbabwean University
by Chatikobo, Monica Vimbai
The rapid developments in technology and the rise of artificial intelligence (AI) have prompted a need for librarians to revamp their information literacy services. This article evaluates the potential for integrating AI into information literacy (IL) instruction at Bindura University of Science Education Library (BUSEL) by employing the Artificial Intelligence Readiness Index (AIRI) and Chapnick’s Framework. A case study approach was employed, gathering data from library, finance, and ICT staff through questionnaires and interviews. The results indicate that while instructors possess a basic understanding of essential AI concepts, such as human intelligence and task performance, their familiarity with AI tools varies significantly. The study revealed that BUSEL is currently unprepared for AI integration, primarily due to insufficient technological infrastructure and a lack of institutional support. There is absence of leadership influence, which has resulted in a limited understanding of AI among staff members. Although the IL curriculum aligns with relevant frameworks and standards, the library's IL content is outdated and lacks AI-related materials. Furthermore, there are no established policies to guide the integration of AI. AIRI score suggests that BUSEL is AI-aware but not fully prepared to implement it effectively. It is recommended that the library invest in enhancing its infrastructure and initiate comprehensive staff training. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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