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Ignite Conversations: Research and Pedagogical Innovation [Sharing session 2]

Updated: Oct 6, 2023

About the series

Ignite Conversations: Research and Pedagogical Innovation is a sharing series which showcases innovative teaching and learning research and pedagogical insights and ideas. The sharing series provides an interactive forum for discussing theoretical, methodological, and/or empirical issues of educational research as well as experimenting with novel teaching practice. The sessions also intend to generate awareness and foster collaborations among our community members and CUHK colleagues across disciplines and faculties.

Prof. Steven GALLAGHER, Professional Consultant, Professor in Practice of Law (by courtesy), and Associate Dean (Academic & Student Affairs), CUHK LAW

Topic: Superheroes, Technology and Teaching law

Abstract: Maranville has noted that “Many law students are so bored by the second year that their attendance, preparation, and participation decline precipitously”.In trying to find ways to engage law students, I have been using non-traditional subject matter for legal discussion, including Marvel films and cartoon materials, the latter generated with the help of CUHK teaching grants and ITSC and ELITE. More recently Judy Lo at ITSC has created a chatbot based on my text book “Digital Technology and Law” for use in my new course. I would like to share some observations on the success or otherwise of these methods and tools

Dr. Joanna YEUNG, Professional Consultant, The Nethersole School of Nursing

Topic: Nursing Students’ Experiences of Using Virtual Simulation in Acquiring Clinical Reasoning Skills

Abstract: Nurses with poor clinical judgment fail to detect impending changes in patients’ conditions. Reportedly, virtual simulation in nursing education is positively associated with improvement in the clinical reasoning skills of undergraduate students.

This study examined nursing students' perspectives on clinical reasoning development and learning through virtual simulation. A qualitative design was used, involving 28 bachelor's program students who received 2-hour virtual simulation training with debriefing. Six focus group interviews were conducted, and thematic analysis revealed three main themes: engagement and satisfaction with learning, improved clinical reasoning skills, and preparedness for clinical practice. The findings indicate that virtual simulation training, including debriefing sessions, enhances student engagement, develops clinical reasoning skills, and helps students reflect on their preparedness for clinical practice. Integration of virtual simulation into nursing curricula could enhance future nurses' competencies.


For any queries, please contact Vienne LIN at


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