The Real World Journey of Implementing Fall Prevention Best Practices in Three Acute Care Hospitals: A Case Study

2012 ◽  
Vol 10 (2) ◽  
pp. 95-103 ◽  
Author(s):  
Sandra Ireland ◽  
Helen Kirkpatrick ◽  
Sheryl Boblin ◽  
Kim Robertson
Author(s):  
Chris Swain

Humans learn through play. All games are learning devices—though most teach the player how to play the game itself and do not strive to communicate information with utility in the real world. This chapter is for designers seeking to design game mechanics to communicate learning objectives, values, and ethical messages. The term “mechanic” describes both a) the actions a player takes as she interacts in the context of a game (e.g., run, jump, shoot, negotiate) and b) the response of the system to player actions. In other words, the mechanics are the essence of the player interacting with the game. When the mechanics of a game align with the values the game’s designer strives to communicate, then the player is learning those values experientially. Learning science shows us that this type of experiential learning is a powerful and natural type of learning for humans. Designing game mechanics as described above is easier said than done. This chapter includes six best practices for achieving success, which are supported by case study examples from leading designers in the field.


2018 ◽  
Vol 8 (9) ◽  
pp. 1275-1306 ◽  
Author(s):  
Rosemary Hunter

The various feminist judgment projects (FJPs) have explored through the imagined rewriting of judgments a range of ways in which a feminist perspective may be applied to the practice of judging. But how do these imagined judgments compare to what actual feminist judges do? This article presents the results of the author’s empirical research to date on ‘real world’ feminist judging. Drawing on case study and interview data it explores the how, when and where of feminist judging, that is, the feminist resources, tools and techniques judges have drawn upon, the stages in the hearing and decision-making process at which these resources, tools and techniques have been deployed, and the areas of law in which they have been applied. The article goes on to consider observed and potential limits on feminist judicial practice, before drawing conclusions about the comparison between ‘real world’ feminist judging and the practices of FJPs. Los proyectos de sentencias feministas, a través de la reelaboración imaginaria de sentencias judiciales, han explorado multitud de vías en las que las perspectivas feministas se podrían aplicar a la práctica judicial. Pero ¿qué resulta de la comparación entre dichas sentencias y la práctica real de las juezas feministas? Este artículo presenta los resultados de la investigación empírica de la autora. Se analiza el cómo, el cuándo y el dónde de la labor judicial feminista, es decir, los recursos, herramientas y técnicas feministas que las juezas han utilizado, las fases de audiencia y toma de decisión en las que se han utilizado y las áreas del derecho en que se han aplicado. Además, se toman en consideración los límites observados y potenciales de la práctica judicial feminista, y se extraen conclusiones sobre la comparación entre la labor judicial feminista en el “mundo real” y la práctica de los proyectos de tribunales feministas.


2017 ◽  
Vol 16 (4) ◽  
pp. 171-176
Author(s):  
Campbell Macpherson

Purpose This paper aims to present a case study focused on developing a change-ready culture within a large organization. Design/methodology/approach This paper is based on personal experiences gleaned while driving an organization-wide culture change program throughout a major financial advisory firm. Findings This paper details over a dozen key lessons learned while transforming the HR department from a fragmented, ineffective, reclusive and disrespected department into one that was competent, knowledgeable, enabling and a leader of change. Originality/value Drawing on the real-world culture change intervention detailed here, including results and lessons learned, other organizations can apply similar approaches in their own organizations – hopefully to similar effect.


We the Gamers ◽  
2021 ◽  
pp. 65-80
Author(s):  
Karen Schrier

Chapter 5 describes how games can support real-world action and change. How can knowledge be applied to the public sphere and serve communities? Why and how should games be used to enable ethics- and civics-in-action? What are the best practices and strategies for supporting connections among civics, ethics, and the real world using games? The chapter includes an overview of why it is necessary to engage in real-world action. It describes the benefits of applying learning to real-world contexts and processes, and why games may support this. It also includes the limitations of using games to apply knowledge, and how to minimize those limitations. Finally, it reviews strategies that teachers can take to use games to take action and make change. It opens with the example EteRNA, and also shares five examples-in-action: Reliving the Revolution, 1979 Revolution: Black Friday, Community PlanIt, Bay Area Regional Planner, and Thunderbird Strike.


2009 ◽  
pp. 468-483
Author(s):  
Efrem Mallach

The case study describes a small consulting company’s experience in the design and implementation of a database and associated information retrieval system. Their choices are explained within the context of the firm’s needs and constraints. Issues associated with development methods are discussed, along with problems that arose from not following proper development disciplines.


Author(s):  
Wolff-Michael Roth

To learn by means of analogies, students have to see surface and deep structures in both source and target domains. Educators generally assume that students, presented with images, texts, video, or demonstrations, see what the curriculum designer intends them to see, that is, pick out and integrate information into their existing understanding. However, there is evidence that students do not see what they are supposed to see, which precisely inhibits them to learn what they are supposed to learn. In this extended case study, which exemplifies a successful multimedia application, 3 classroom episodes are used (a) to show how students in an advanced physics course do not see relevant information on the computer monitor; (b) to exemplify teaching strategies designed to allow relevant structures to become salient in students’ perception, allowing them to generate analogies and thereby learn; and (c) to exemplify how a teacher might assist students in bridging from the multimedia context to the real world.


Nurse Leader ◽  
2019 ◽  
Vol 17 (3) ◽  
pp. 235-247
Author(s):  
Deborah C. Stamps ◽  
Jennifer Gales ◽  
Sheri Faggiano ◽  
Theresa Glessner ◽  
Kristin Opett ◽  
...  

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