Day: May 16, 2020

Visiting the Dentist is Important. Here’s Why

It’s easy to put off a dentist appointment, especially when you don’t have teeth pain or have an urgent need. But here’s why you need to visit the dentist.

I chose to pursue a career in dental hygiene because I realized that I could truly make a difference and help people lead healthier lives. Many people do not understand the importance of proper dental care.

In addition to cleaning teeth and performing dental exams, dental hygienists educate their patients about the benefits of preventive dental care and how to maintain good oral health. Oral health is an important indicator of overall health and visiting the dentist should be a part of your healthcare routine.

Here are three reasons to visit the dentist every six months for a regular teeth cleaning:

1. Prevent plaque build-up

Plaque is a tacky deposit that adheres to the teeth and gingiva line (your gums) and is filled with damaging bacteria. Plaque build-up can be caused by the lack of a regular oral hygiene routine. Once plaque builds on the teeth, tartar becomes an issue and it may cause discoloration of the teeth. Seeing a dentist twice a year can help reduce plaque accumulation and improve an individual’s overall oral health condition.

2. Identify and treat tooth decay

It doesn’t take a hygienist long to diagnose tooth decay. Tooth decay affects the external layer of the teeth and is usually caused by the consumption of sugary foods. Tooth decay can exacerbate as plaque builds up and can gradually ruin the teeth. Regular cleanings prevent decay from progressing and destroying the teeth. Left untreated, tooth decay can cause aching, dental caries and can aggravate the gums.

Visiting the dentist regularly makes it easier for you to address tooth decay early on and reduce the need for expensive and occasionally painful dental work, such as a tooth extraction.

Visiting the Dentist is Important.

3. Reduce the risk of gum disease

A dentist can identify gum disease before it develops into a severe issue. If gum disease is left untreated, it can cause the gingiva to swell up, which makes chewing very painful. Consistent cleanings from a dental hygienist, along with proper brushing and flossing, can help ensure healthy gums and teeth and reduce the risk of developing a severe gum disease.

It’s easy to put off a dentist appointment because it may not seem like an urgent need, especially if you aren’t experiencing any pain or discomfort. If you don’t have insurance, dental care might seem like just another unnecessary healthcare expense.

Visiting the dentist is an important part of managing your overall health and wellness, however. Regular teeth cleanings help prevent severe oral health issues from developing and can reduce your chances of having to pay for an expensive and potentially painful dental procedure later on.

Some clinics may offer free or reduced-cost dental services. As a dental hygienist, I plan to volunteer at local community centers, offer classes to public and charter schools, and even work on a sliding fee scale to help lower cost clinics provide dental services to the public.

I’m currently exploring opportunities with the Student American Dental Hygiene Association (SAHDA), a volunteer network of students who help promote oral health, educate the public and provide others with access to dental care in high-need communities.

I look forward to making a change for the better with my degree.

Digital information literacy

I have to prepare an outline for an online module on digital information literacy for the eCDF OIL project.

Digital information literacy is also called fluency, and I like the definition I found on the 21st Century information fluency project website.
This site also has micromodules – small tutorials about information literacy.

Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment.

As well as the definition there is a useful diagram.

Therefore in a module geared up to help users gain skills in digital information literacy, the following needs to be covered:

  • Language and the meaning of terms used for digital searching e.g. subscription-based and free networked datasets, networked information – abstracting and indexing services, full-text material and digitised collections, access points, interfaces, search syntaxes
  • Terms used for digital material e.g. learning objects, resource-based, multimedia etc
  • Range of interfaces for accessing digital information – databases, datasets, electronic libraries, Internet, other multimedia – problem-solving so users can navigate sources and understand their scope
  • Formats of digital information – text, audio, video, images, blogs, wikis etc.
  • Portals, search engines, RSS feeds, subject gateway – catalogue, or directory, of internet resources e.g. OMNI Examples of several subject gateways via the OMNI website plus Internet tutorials on how to find information effectively and Internet detective.
  • Resource Discovery Network (RDN) and web collections and sub-collections e.g. JISC collections
  • Digital repositories e.g. OSLOR, Aeshare, Australian Flexible framework toolboxes
  • FOSS (free and open source software) – examples relevant to information literacy e.g. Diigo ( a web-based annotating tool), blogger, google etc.
  • Digital tools for searching – search engines, subject directories, gateways etc.
  • Data sets e.g. Citation Index, databases, data centres
  • Examples of online resources e.g. NZ National library, British library online gallery – world’s oldest printed book “Diamond Sutra”, wikipedia
  • Publishing on the web, digital publications
  • Intellectual property and options for copyright – creative commons, JISC models, copyright licensing Ltd.

This module will need to be linked to search strategies, evaluating and ethics modules.

References
Blackall, L. (2005). Digital literacy: how it affects teaching practices and networked learning futures _ a proposal for action research. The Knowedge Tree, Edition 07.

Breaks, M. & MacLeod, R. (2001). Joining up the academicinformation landscape: the role of the RDN hubs within the Distributed National Electronic Resource.

21st Century information fluency project

10 Gifts All Nurse Practitioners Should Ask for This Holiday Season

Whether you are already a nurse practitioner or working toward becoming one, here are ten practical, but fun gifts you should ask for this holiday season.

It’s that time of the year again – winter is beginning, the temperatures have started to drop, and the holidays will soon be upon us. No matter what holiday you celebrate, gifts are likely on your mind, and while you might be ticking items off your shopping list for your loved ones, you might not know what to ask for yourself.

The best gifts tend to be the ones that you can use in your daily life. We know how passionate nurse practitioners are about their jobs, and asking for some fun, nursing-themed gifts can help make your workdays a lot easier. It can also help your family have a little fun with the items they buy for you, while not breaking the bank if money is tight.

Whether you are already a nurse practitioner or working toward becoming one, here are ten practical, but fun gifts you should ask for this holiday season:

1. Smartwatch

Timing is everything to a nurse practitioner, and having the right tools can make staying on top of it all much easier. That’s why you should ask for a watch this holiday season. With a smartwatch, you can easily set reminders for yourself, check your notifications and keep track of your calendar—all while on the go.

2. Coffee tumbler

If there’s one thing every nurse practitioner needs to get through the day, it’s energy! However, with your busy schedule, you might not have time to sit down and enjoy a cup of coffee before the start of your shift. Ask for a well-insulated coffee tumbler to keep your coffee warm on the way to work so you can stay energized all day.

3. Water bottle

Being a nurse practitioner can be physically demanding. Not only do you spend a lot of time on your feet, but you might also be running from room to room with limited time for breaks during a busy shift. Ask for a new water bottle this holiday season so that you can remember to stay hydrated even on your longest days.

4. Comfortable shoes and compression socks

When you are on your feet all day long, you need a pair of good shoes. There are plenty of comfortable shoes designed especially for nurses so that you can survive your shift without ever feeling the ache of tired feet. Compression socks can also help improve blood circulation to your feet and ankles, which reduces soreness and swelling. They can make a long shift feel much more comfortable.

5. Stethoscope

Depending on where you work, you might be allowed to bring your own stethoscope. Not only can you ask for a higher quality one, but you can also personalize it with a stylish, monogrammed ID tag that attaches to the tubing. With your own stethoscope, you never have to rush to find an available one, and you never have to worry about someone misplacing or losing yours.

6. Clipboard

Just like stethoscopes, clipboards are a hot commodity in a medical setting. The front desk uses them, nurses use them, and even doctors use them. Sometimes, clipboards go missing from where they should be. Ask for your own clipboard so you never have to search for one again. You can ask for one that’s personalized with your name on it, so everyone will know it belongs to you.

7. Retractable badge clips

As a nurse practitioner, you’ll have some sort of ID badge that you’ll have to carry on you at all times. Typically, it’s put on your shirt/scrubs with a normal clip. However, as technology advances, many hospitals are combining these IDs with key FOBs to get into locked doors. If you weren’t provided a retractable clip, it can become annoying to have to line up your shirt with the lock or remove your ID every time you need to go in a door. If you weren’t provided a retractable clip, you should ask for one for this holiday season to improve your daily quality of life at work.

8. Pocket organizer

Are you constantly misplacing your pens, scissors and other supplies? Ask for a medical pocket organizer to tuck into your scrubs. These are must-have for any nurse practitioner and will help you stay organized with everything you need.

9. New scrubs

You can never have too many scrubs! Start the year off right with a new set, or ask for a scrub jacket so you can stay warm during the chilly winter months. Underscrub t-shirts can also be game-changer when it comes to staying warm and comfortable throughout your shift.

10. Bag/Backpack

A nurse practitioner’s life can be chaotic, busy and unpredictable. You probably have a lot of items to carry between work, school and home — and a tote bag or backpack can make it a lot easier! Ask for a new one this holiday season so that you can keep everything you need in one convenient place!

Digital information literacy

I have to prepare an outline for an online module on digital information literacy for the eCDF OIL project.

Digital information literacy is also called fluency, and I like the definition I found on the 21st Century information fluency project website.
This site also has micromodules – small tutorials about information literacy.

Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment.

As well as the definition there is a useful diagram.

Therefore in a module geared up to help users gain skills in digital information literacy, the following needs to be covered:

  • Language and the meaning of terms used for digital searching e.g. subscription-based and free networked datasets, networked information – abstracting and indexing services, full-text material and digitised collections, access points, interfaces, search syntaxes
  • Terms used for digital material e.g. learning objects, resource-based, multimedia etc
  • Range of interfaces for accessing digital information – databases, datasets, electronic libraries, Internet, other multimedia – problem-solving so users can navigate sources and understand their scope
  • Formats of digital information – text, audio, video, images, blogs, wikis etc.
  • Portals, search engines, RSS feeds, subject gateway – catalogue, or directory, of internet resources e.g. OMNI Examples of several subject gateways via the OMNI website plus Internet tutorials on how to find information effectively and Internet detective.
  • Resource Discovery Network (RDN) and web collections and sub-collections e.g. JISC collections
  • Digital repositories e.g. OSLOR, Aeshare, Australian Flexible framework toolboxes
  • FOSS (free and open source software) – examples relevant to information literacy e.g. Diigo ( a web-based annotating tool), blogger, google etc.
  • Digital tools for searching – search engines, subject directories, gateways etc.
  • Data sets e.g. Citation Index, databases, data centres
  • Examples of online resources e.g. NZ National library, British library online gallery – world\’s oldest printed book \”Diamond Sutra\”, wikipedia
  • Publishing on the web, digital publications
  • Intellectual property and options for copyright – creative commons, JISC models, copyright licensing Ltd.

This module will need to be linked to search strategies, evaluating and ethics modules.

References
Blackall, L. (2005). Digital literacy: how it affects teaching practices and networked learning futures _ a proposal for action research. The Knowedge Tree, Edition 07.

Breaks, M. & MacLeod, R. (2001). Joining up the academicinformation landscape: the role of the RDN hubs within the Distributed National Electronic Resource.

21st Century information fluency project

https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

Why do so many Moodle courses suck?

Moodle is a magnificent free product and has the potential to enable schools and teachers to build wonderfully unique interactive online learning courses in which learner interaction can be tracked, measured and responded to. Despite this the vast majority of Moodle courses I see are a long list of Word and PDF documents with at best a few forums that enable a minimum of human social interaction.

Given the state of many of these courses, it’s no wonder that drop out rates for online learning are so high. And of course Moodle isn’t the only culprit. Many of the other commercially available LMS (learning management systems) and VLE (virtual learning environment) platforms aren’t doing any better.

Moodle has been around now since 2002 and research carried out in 2013 showed that more than 7.3 million students had studied in more than 83 thousand registered sites.


Image from ELTPics: https://flic.kr/p/jBXAwK


So why is it that so little progress has been made in developing innovative courses that really generate interaction with media rich content?

The problem surely isn’t Moodle, because the platform is capable of delivering all of the above.

The reality is that there are a number of causes:

  • I think it’s fair to say that Moodle isn’t the most intuitive of platforms to work with. A lot of progress and improvements have been made, but it’s inevitable that a product with multiple modules constructed by different people is likely to result in some inconsistencies of look and feel.
  • The fact that Moodle is seen as a ‘free’ platform and so a ‘cheap’ way to get learning online is another factor. Schools start using the platform with the impression that it won’t require much financial backing and that once they have provided the platform teachers will just be able to get their classes online.
  • This brings me to the next point and that is lack of training. Most teachers I have met who use Moodle do so with only the most minimal and basic training and again this comes back to the perception that Moodle is a cheap solution. Many school managers seem to think that a few hours of training is enough to get their teachers designing great online courses. It’s not! Training to use Moodle effectively takes considerable time and needs to be constantly reinforced and renewed.
  • A second element of training which is often overlooked is instructional design. A teacher may well be marvellous at developing and delivering their own materials in the classroom, but when it comes to converting those materials into effective online learning units there is a new level of skill and understanding that they need. Understanding the instructional design potential of an online platform and how to structure materials so that students progress through an online environment requires training and experience.
  • Another factor in this mix is that the Moodle platform is often seen as the ‘property’ and responsibility of the IT department and as such they make the platform as secure as possible. Often this means that teachers’ access to many of the different features and potential that Moodle can deliver are hidden from the teacher and they don’t have the opportunity to experiment with the platform and learn for themselves.


So given all of these problems is it worth using Moodle or any other platform to develop online and blended learning for your students? 

The answer is of course a resounding yes. To ignore the potential that online learning and new technology has to offer is to be like King Canute trying to order back the sea.

But to use technology effectively education establishments have to approach online learning with their eyes open.

  • It isn’t a cheap solution.
  • It will require a significant investment in training for teachers
  • Teachers won’t just construct wonderful online courses in their free time. Developing good online materials takes time. More time than it takes to develop paper-based face to face materials, so they will need to be paid for this time.
  • Teachers need to be trained at all levels of the platform including the admin level, not just at teacher level.
How about ready made courses?
Knowing all of this schools may be tempted to by an ‘off the shelf’ solution with all the content ready made, but I would be wary of this type of ‘one size fits all’ content. In many cases the content has just been adapted from a course book with a copious amounts of drag and drop and gap-filling activity mixed with a little multimedia and very little student – teacher or peer to peer interaction built in and no sign of any authentic materials or personalisation. These courses are often dull beyond belief and fail to engage the students.

The best online courses, just like the best face-to-face courses, are usually designed by teachers who have developed an understanding of the needs and interests of their students and can choose content which they will enjoy and find engaging.

So, if platforms like Moodle are really to be used to develop effective and engaging learning which realises the potential of online and blended learning modes of delivery, then we must have managers who are willing to invest in developing the skills of their teachers and teachers who are willing to meet the challenges of new technology head on  and accept their changing and more diverse roles as teachers, mentors and instructional designers.

For teachers who would like to try to develop their own Moodle skills.
You can register for a free Moodle platform at: http://www.mdl2.com/ It takes a few moments to register and then you have your own Moodle platform to use as a sandpit.

Here are a few quick video tutorials that can help get you started.

I hope you find these videos useful and enjoy making a start at using Moodle to create more engaging materials.

https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1