Gröhbiel, Urs

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Gröhbiel
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Gröhbiel, Urs

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Now showing 1 - 10 of 38
  • Publication
    Participatory videos to teach the use of renewable energy systems. A case study from rural Nepal
    (2019) Pimmer, Christoph; Zahnd, Alexander; Gröhbiel, Urs [in: Proceedings of the ISES Solar World Conference 2019 and the IEA SHC Solar Heating and Cooling Conference for Buildings and Industry 2019]
    04B - Beitrag Konferenzschrift
  • Publication
    Instant messaging and nursing students' clinical learning experience
    (Elsevier, 2018) Pimmer, Christoph; Brühlmann, Florian; Odetola, Titilayo Dorothy; Dipeolu, Oluwafemi; Gröhbiel, Urs; Ajuwon, Ademola J. [in: Nurse Education Today]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Publication
    Theory-practice gap: the experiences of Nigerian nursing students
    (Unisa Press, 2018) Odetola, Titilayo Dorothy; Oluwasola, Olusola; Pimmer, Christoph; Dipeolu, Oluwafemi; Akande, Samson Oluwayemi; Olaleye, Oladipupo Samuel; Gröhbiel, Urs; Ajuwon, Ademola Johnson [in: Africa Journal of Nursing and Midwifery]
    The “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n=80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1)procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2)political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3)material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4)temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Publication
    Mobile instant messaging (MIM) to support teaching practice: insights from a nurse tutor program in Nigeria
    (University of Malawi, 2018) Ajuwon, Ademola; Pimmer, Christoph; Odetola, Titilayo; Gröhbiel, Urs; Olusola Oluwasola; Olaleye, Oladipupo [in: Malawi Medical Journal]
    Aim To determine the feasibility of using the Mobile Instant Messaging (MIM) platform, WhatsApp, to provide supervision and support for student nurse tutors during a teaching practice placement in Nigeria. Methods A descriptive qualitative method was used to design and evaluate a six-week WhatsApp group discussion intervention among 19 student nurse tutors. Two pre-intervention focus group sessions (n=9 and n=10) and a workshop were conducted to assess the students' content needs and media usage, and to develop a short online supervisory curriculum. To evaluate the intervention, two focus group sessions (n=9 and n=9) were carried out, transcribed verbatim, and analysed together with the actual WhatsApp conversations using thematic content analysis. Findings The participants found the WhatsApp-enabled learning space valuable, in particular for the transfer and application of knowledge in their day-to-day teaching practice and, more generally, for their professional development. There were rich and multifaceted indicators of learning and professional development in evidence which were mostly triggered by specific facilitation techniques. The four themes from the WhatsApp conversations are: (1) sharing and discussing “tricks of the trade”; (2) providing direction and triggering reflective (teaching) practice; (3) sparking professional discussions and announcing professional development opportunities; and (4) maintaining a continuous moderating and teaching “presence”. Conclusion Despite some technical challenges centered mainly on the accessibility of the MIM space, the study identified indicators of good supervision practice and the results point to the feasibility and value of MIM to enhance supervision during teaching practice.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Publication
    Facebook for supervision? Research education shaped by the structural properties of a social media space
    (Taylor & Francis, 2017) Pimmer, Christoph; Chipps, Jennifer; Brysiewicz, Petra; Walters, Fiona; Linxen, Sebastian; Gröhbiel, Urs [in: Technology, Pedagogy and Education]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Publication
    Findings from a Critical Review of Mobile Learning in Higher Education Settings
    (2016) Pimmer, Christoph; Pachler, Norbert; Mateescu, Magdalena; Gröhbiel, Urs
    06 - Präsentation
  • Publication
    Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies
    (Elsevier, 2016) Pimmer, Christoph; Mateescu, Magdalena; Gröhbiel, Urs [in: Computers in Human Behavior]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Publication
    Supervision on social media. Use and perception of Facebook as a research education tool in disadvantaged areas
    (Athabasca University Press, 2016) Pimmer, Christoph; Linxen, Sebastian; Gröhbiel, Urs; Chipps, Jennifer; Brysiewicz, Petra; Walters, Fiona [in: International Review of Research in Open and Distributed Learning]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Publication
    Crossing the boundaries of schools and workplaces by leveraging the convergence of mobile and social media. Tentative considerations from an apprenticeship study from the Global South
    (27.03.2015) Pimmer, Christoph; Gröhbiel, Urs; Gwandiwa, Daniel; Friedli, Michael [in: 4th Congress on Research in Vocational Education and Training, Bern, Switzerland]
    04 - Beitrag Sammelband oder Konferenzschrift