Ms. Yu Xinran discovered during her time working as an operating room nurse that better health outcomes could be achieved by teaching patients about their procedures and wound care. According to her, “better patient Education can minimise needless hospital visits and help patients understand optimal self-care techniques.”

Ms. Yu also found that she was skilled at making documentation and paperwork for nurse clinicians more efficient. Her decision to enrol in the Master of Science (Science of Learning) programme at the National Institute of Education, Nanyang Technological University, Singapore (NIE NTU, Singapore) in 2022 was prompted by her proficiency as well as her belief in the transformative power of education.

“I wanted to transition towards delivering healthcare education to new and aspiring practitioners and formalise my passion for education,” the woman stated.

After selecting NIE based on its reputation for high-quality programmes and educational research, Ms Yu discovered a dynamic environment that valued creativity and scholarly contributions to the field of education. She continued, “A strong scientific foundation combined with an interdisciplinary approach makes the Master of Science (Science of Learning) programme unique.”

Professionals looking to further their education at NIE have access to more than 30 graduate programmes designed to meet the specific learning requirements of people working in a variety of industries and sectors related to education.

Ms. Yu made the difficult decision to quit her work and devote herself full-time to her studies, but she was unwavering in her resolve to make this crucial move towards the career and specialisation she was enthusiastic about.

Stepping outside of her comfort zone meant more than just going back to school. The extensive Master of Science (Science of Learning) programme explores a number of subjects, including technology, psychology, neuroscience, and cognition. Ms. Yu was exposed to new fields of study, such as programming, which she found to be “interesting and difficult.”

She acknowledged, “I had never been exposed to programming, so I struggled with it.” “However, with the help of my peers and the instructors, I realised how much fun programming is and how important it is to our understanding of neuroscience and psychology.”

Ms. Yu was fascinated by how data analysis and programming could assist clinical educators in more accurately assessing students’ learning outcomes, in addition to improving her problem-solving and reasoning abilities.

She also gained a thorough understanding of the ways in which artificial intelligence (AI) can be used to customise learning opportunities for students according to their unique interests and strengths as part of the programme.

She said, “I gained a holistic understanding from the varied interdisciplinary courses, which allowed me to gain insights from a wide range of perspectives and approaches across multiple disciplines.”

The post Transforming Healthcare Education Through Interdisciplinary Curriculum appeared first on The Knowledge Review.