http://hdl.handle.net/10397/1454 Search the Channel search http://repository.lib.polyu.edu.hk/jspui/simple-search http://hdl.handle.net/10397/2543 Title: 飲酒失常識別測驗<br/><br/>Authors: Leung, Sau-fong (梁秀芳)<br/><br/>Abstract: 計算長者的酒精飲用量，甄別酒精依賴症狀以及與酒精依賴相關的問題，希望能有針對性地制定早期干預政策，減少酗酒的遺害。; 飲酒失常識別測驗可以通過自填式或口頭調查的方式進行，後者建議在閱讀能力差的人群中採用。應當在友好的、非威脅性的以及環境盡可能佳的情況下施測。 http://hdl.handle.net/10397/2542 Title: Empowering students in community care of the elderly through Action Learning<br/><br/>Authors: Lai, Kam-yuk Claudia; Wu, Cynthia<br/><br/>Abstract: This Action Learning Project aimed to empower nursing students' by having them address the information needs of older persons in the community. By identifying the health concepts and service needs of thisclient group, students engaged in repeated cycles of reflection, assessment, planning. implementation and evaluation. They were facilitated by their teachers to focus on three aspects of their roles in the community - a problem solver, a resource person and an advocate. The effectiveness of the project is appraised by considering two major aspects: (1) learning effectiveness with regard to (a) students' views of own learning. (b) students' views of own involvement; (c) knowledge and skills of transferring knowledge into practice, (d) social skills and attitudes; and (2) process of self-empowerment on (a) addressing the identified problem, (b) taking roles as client advocates, and (c) resource persons. Data were obtained from a close-ended questionnaire, student journals, records from informal meetings and discussion between students and teachers, as well as the teachers' journals and reflections. Moststudents appreciated the process of learning by tackling the community problems identified by them. They had a deep feeling that they actually could do something for the community when they finally produced health resource guides for their clients. Although many students perceived that the Action Learning Project demanded a heavier workload than a conventional health education project, nearly all of them found it meaningful and worthwhile. It can be concluded that through active engagement in the Action Learning processes and through community participation, students were facilitated to acquire the necessary knowledge and skills in the delivery of health services to older persons. http://hdl.handle.net/10397/1452 Title: Application of Web 2.0 Technology for Clinical Training<br/><br/>Authors: Lau, Sau-mui Adela; Tsui, Eric<br/><br/>Abstract: In clinical training, students plan, implement and evaluate their learning activities by themselves. They apply theories and concepts in a real clinical environment and learn through social interaction and reflective thinking to experience, conceptualize, apply and create new knowledge to solve clinical problems. Since students are sent to different clinical locations for training and are mentored on a one-to-one basis, it is difficult for students to share their knowledge, make enquiries or interact with their peers and mentors for social and reflective learning. Web 2.0 provides a collaborative and social interactiveplatform that allows learners to exchange, share, acquire, codify, distribute, and disseminate knowledge. Its functions and features are able to construct a virtual and distributed environment for learners to gather, filter and update the knowledge over different Internet sources. This chapter thus aims to discuss the functions and features of Web 2.0 technology and its applications to clinical training.