Abstract TP312: Simulation Based Education for Neurology Nurses to Improve In-hospital Stroke Emergency Performance

Stroke ◽  
2016 ◽  
Vol 47 (suppl_1) ◽  
Author(s):  
Rick Gill ◽  
Teresa Rasmussen ◽  
Ravi Garg ◽  
Jessica Ray ◽  
Matthew McCoyd ◽  
...  
Keyword(s):  
Decision Making ◽  
Cognitive Assessment ◽  
Technical Skills ◽  
Affective Domain ◽  
Team Work ◽  
Cognitive Domain ◽  
Team Members ◽  
Stroke Team ◽  
Simulation Based ◽  
The Subject

Introduction: An in-hospital stroke emergency demands timely decision making and prioritization of tasks by the stroke team nurse. Simulation-based medical education (SBME) focuses on obtaining clinical skills in psychomotor, cognitive and affective domains and is superior to the traditional style of education with improved outcomes of knowledge, skills and behaviors and demonstrable effects for patient-related outcomes. A stroke simulation study at our center showed significant improvements in the cognitive and affective domain of new residents and this next phase aims at incorporating members of the multidisciplinary stroke team. Hypothesis: SBME improves stroke emergency performance, particularly for inexperienced stroke team members. Methods: Eight neuro ICU nurses participated in a high fidelity patient simulation of an in-hospital ischemic stroke eligible for IV tPA. The nurse independently managed every nursing task including a focused patient assessment, verifying and evaluating vitals and treating appropriately, expediting labs, managing common obstacles and coordinating care with the stroke team. Nurses completed an affective survey, pre- and post-test cognitive assessment and debriefing with feedback. An evaluator completed a real-time checklist of pre-defined tasks and the subject participated in a review of their performance with the stroke team. Results: Subjects showed a 19.4% improvement in the cognitive assessment post-simulation (p=0.02). The affective survey showed nurses were confident in their ability to perform the NIHSS. While there was no significant change in the affective domain post simulation due to the subject groups being too small for statistical comparison, recognition of normal parameters (labs and vitals) for treatment of stroke showed an improvement of 6.25%. Conclusion: SBME can facilitate the acquisition of technical skills and non-technical skills such as team work, communication, decision-making and cognizance of personal limitations. This pilot demonstrated that nurses can benefit in the cognitive domain through simulation and feedback indicated that a stroke simulation with increased interaction among stroke team members, with defined roles would add to the fidelity of the simulation.

Abstract T MP83: Simulation Based Medical Education For Incoming Neurology Trainees to Improve Hospital Stroke Emergency Performance

Stroke ◽  
2015 ◽  
Vol 46 (suppl_1) ◽  
Author(s):  
Rick Gill ◽  
Michael Star ◽  
Esteban Golombievski ◽  
Matthew McCoyd ◽  
Sean Ruland
Keyword(s):  
Decision Making ◽  
Medical Education ◽  
Cognitive Assessment ◽  
Situational Awareness ◽  
Clinical Skills ◽  
Team Work ◽  
Cognitive Domain ◽  
Stroke Team ◽  
Simulation Based ◽  
Post Test

INTRODUCTION: An ED-based “stroke code” demands timely decision making and prioritization of tasks by the stroke team neurologist while coordinating care with ED staff, radiology and pharmacists. Simulation-based medical education (SBME) focuses on obtaining clinical skills belonging to the psychomotor, cognitive and affective domains. SBME is superior to the traditional style of medical education and has shown improved outcomes of knowledge, skills and behaviors and moderate effects for patient-related outcomes in other emergency based scenarios including ACLS and procedure-based learning. HYPOTHESIS: To describe the rationale and design for a novel hospital based stroke simulation. SBME can improve stroke code efficiency particularly for inexperienced stroke team members. METHODS: Six incoming PG2 neurology residents participated in a pilot study using a high fidelity patient simulation of an acute ED-based stroke code at week 1 and 3 of orientation. The trainee independently managed every step from activation of the stroke pager including a focused patient assessment, ordering and interpreting labs and imaging, managing common obstacles, staffing with the on-call attending, working with ancillary staff and appropriate treatment as indicated. Residents completed an affective survey, pre- and post-test cognitive assessment and debriefing with feedback, as well as real time checklist and review of videotaped assessment of their performance. RESULTS: Subjects showed a 16.1% improvement in the cognitive assessment from week 1 to week 3 (p=0.02). The affective survey showed residents were moderate to highly confident in their ability to perform a history and physical prior to participation, yet they had low confidence utilizing the NIHSS and managing medications for acute stroke in the ED prior to participation. CONCLUSION: SBME can facilitate the acquisition of technical and non-technical skills such as leadership, team work, communication, situational awareness, decision-making, cognizance of personal limitations important for patient safety and a learning cycle of debriefing and feedback. Post-test and affective survey results demonstrate improvements in the cognitive domain and resident confidence respectively.

scholarly journals A Simulation-based, cognitive assessment of resident decision making during complex urinary catheterization scenarios

2017 ◽  
Vol 213 (4) ◽  
pp. 622-626 ◽  
Author(s):  
Jay N. Nathwani ◽  
Katherine E. Law ◽  
Anna K. Witt ◽  
R.D. Ray ◽  
S.M. DiMarco ◽  
...  
Keyword(s):  
Decision Making ◽  
Cognitive Assessment ◽  
Urinary Catheterization ◽  
Simulation Based

Responses to Instruction on Counseling Women: Does Gender Play a Part?

1988 ◽  
Vol 15 (2) ◽  
pp. 83-89 ◽  
Author(s):  
Lucia Albino Gilbert ◽  
Kay M. Long ◽  
Richard Holt
Keyword(s):  
Undergraduate Students ◽  
Subject Matter ◽  
Person Perception ◽  
Emotional Responses ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Behavioral Domain ◽  
The Subject ◽  
Male Instructor ◽  
Three Components

We investigated how instructors' gender affects students' perceptions. Three components of person perception were assessed: cognitive, affective, and behavioral. The cognitive domain included evaluations of the instructor and the subject matter presented; the affective domain included emotional responses to the instructor and the subject matter; and the behavioral domain included actions in response to the instructor, operationalized as the number of questions asked by students. Ninety-eight undergraduate students enrolled in psychology classes viewed one of four videotapes. Two tapes portrayed a gender-neutral topic and two demonstrated sex-bias in counseling women. The same male and female instructors made identical presentations on each topic. Students then completed the measures. As predicted, the gender of the instructor influenced evaluations of competence and importance of the material, as well as mood states and the number and kind of questions asked. On all three components of person perception, the male instructor was viewed more positively than the female instructor. Students' sex and the type of subject matter further influenced responses, particularly in the affective and behavioral areas. Implications for teaching are discussed.

scholarly journals PENERAPAN METODE PEMBELAJARAN ROLE PLAYING UNTUK MENINGKATKAN HASIL BELAJAR PADA MATA PELAJARAN LAYANAN PORTER SISWA KELAS XI AKOMODASI PERHOTELAN 1 SMK PARIWISATA TRIATMAJAYA SINGARAJA

2020 ◽  
Vol 11 (2) ◽  
pp. 45
Author(s):  
Kadek Meli Anggarsari ◽  
Ni Desak Made Sri Adnyawati ◽  
Cokorda Istri Raka Marsiti
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Role Playing ◽  
Affective Domain ◽  
Student Response ◽  
Cognitive Domain ◽  
Data Collection Tool ◽  
Student Responses ◽  
Service Role ◽  
The Subject

Abstrak Penelitian ini bertujuan untuk (1) mendeskripsikan penerapan metode pembelajaran role playing untuk meningkatkan hasil belajar pada mata pelajaran layanan porter siswa kelas XI AP1 SMK Pariwisata Triatma Jaya Singaraja; (2) mendeskripsikan respon siswa kelas XI AP1 terhadap metode pembelajaran role playing dalam pembelajaran layanan porter. Alat pengumpulan data yang digunakan untuk hasil belajar pada ranah kognitif menggunakan tes tulis, ranah afektif menggunakan lembar observasi, dan ranah psikomotor menggunakan tes kinerja. Alat pengumpulan data yang digunakan untuk respon siswa adalah angket tertutup. Jenis penelitian ini adalah penelitian tindakan kelas. Hasil penelitian ini menunjukan bahwa (1) terjadi peningkatan hasil belajar dilihat dari analisis data pada siklus I yaitu rata-rata hasil belajar 83,6 dan ketuntasan hasil belajar 62,5%. Pada siklus II yaitu rata-rata hasil belajar 87,0 dan ketuntasan hasil belajar 87,5%.  (2) respon siswa terhadap pembelajaran layanan porter dengan metode role playing pada siklus I sebesar 58,03 dan siklus II sebesar 64,18 yang terkategori positif. .        Kata Kunci: hasil belajar, layanan porter, role playing Abstract This research ams to (1) Describe the application of learning method role playing to improve learning on the subject student porter service XI AP1 SMK Pariwisata Triatma Jaya Singaraja. (2) Describe student responses class XI Ap1 SMK Pariwisata Triatma Jaya Singaraja to method study role playing in learning service porter. Test was used in assessing cognitive domain, observation sheet was used in assessing affective domain, and psychomotor domain was assessed through practicing. Test the data collection tool used to respond student is aclosed questionnaire. Study was classroom action research. The result of this study shows that (1) there is an increase in learning outcomes seen from the analysis of the data on the cycle I was 83,6 and completeness of learning outcomes was 62,5% and in Cycle II average of learning outcomes  was 87,0 and completeness of learning outcomes was 87,5%. (2) Student response to porter service learning by method role playing in cycle I amount 58,03 and in cycle II was 64,18 which is category positive Keywords: learning outcome, porter service, role playing      

scholarly journals El desarrollo de competencias en la universidad a través del aprendizaje-servicio / Developing University Student's Competences through Service-Learning

2019 ◽  
Vol 6 (4) ◽  
pp. 275-282
Author(s):  
Sara Ibarrola-García
Keyword(s):  
Decision Making ◽  
Service Learning ◽  
University Students ◽  
Learning Experience ◽  
Team Work ◽  
Social Perspective ◽  
Trabajo En Equipo ◽  
Toma De Decisiones ◽  
The Subject ◽  
Estudiantes Universitarios

ABSTRACTThe objective is to observe in a sample of 155 university students if after participating in the same service-learning experience they manifest similar or different perceptions regarding the understanding of the contents of a subject and the implementation of some skills and attitudes. The data collected show that, the experience helps them to think on the contents studied in the subject. They also perceive that they can develop professional skills, emphasizing to a greater extent the team work, the capacity for reflection, decision making and initiative. From a social perspective, service learning promotes reflection on cultural and communicative differences.RESUMENSe presenta el aprendizaje-servicio como una metodología que favorece el desarrollo competencial en la Educación Superior. Se observa, en una muestra de 155 estudiantes universitarios, si manifiestan percepciones similares o diferentes respecto a la comprensión de los contenidos de una asignatura y la puesta en práctica de algunas habilidades y actitudes. Los datos recogidos ponen de manifiesto que, la experiencia de aprendizaje-servicio les ha ayudada a pensar  sobre los contenidos estudiados; ha favorecido el trabajo en equipo, la capacidad de reflexión, la toma de decisiones y la iniciativa así como la reflexión sobre diferencias culturales y comunicativas.

scholarly journals Penerapan Model Pembelajaran Blended Learning dalam Meningkatkan Hasil Belajar Siswa Sekolah Menengah Kejuruan

2021 ◽  
Vol 3 (1) ◽  
pp. 180-187
Author(s):  
Marsel Nande ◽  
Wati Ahmad Irman
Keyword(s):  
Data Collection ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Affective Domain ◽  
Research Data ◽  
Descriptive Statistics ◽  
Cognitive Domain ◽  
The Subject ◽  
Improve Student Learning

The purpose of this study, namely to improve student learning outcomes in the subject of ledger class XA Accounting at SMK Negeri 1 Ende through the application of blended learning. This type of research used in this research is classroom action research (CAR). The subjecs of this research were 32 students of class XA SMK Negeri 1 Ende. At the same time, the data collection techniques used in this study were: (1) testing, (2) observation, (3) documentation. The research data obtained were analyzed descriptively using simple descriptive statistics. Based on the findings of researchers that learning Basic Accounting, Ledger teaching materials have been done well. In the cognitive domain, it was 18.64% from cycle I to cycle II. In the affective domain, it was 58.90% from cycle I to cycle II. Meanwhile, the psychomotor domain was 27.72% from cycle I to cycle II.

Ascertaining Affective Domain in Engineering: A New Learning Concept

2015 ◽  
Author(s):  
Sujata Wadhwa ◽  
Audrey Barlow ◽  
Siddharth Jadeja
Keyword(s):  
Engineering Education ◽  
Communication Skills ◽  
World Bank ◽  
Affective Domain ◽  
Team Work ◽  
Cognitive Domain ◽  
The World Bank ◽  
New Learning ◽  
The World ◽  
Learning Concept

Engineering Education has always been focusing on the development of technical skills since decades. Technological advancement and digitalization have enabled the educators to implement various teaching pedagogies for the Digital Natives [1]. According to the World Bank report on the employability and skill set of newly graduated engineers in India, the core employability skills like self-discipline, reliability, self-motivation, team work, willingness to learn, flexibility, empathy, understanding and taking instructions for assignments with the weightage of 4.27 and communication skills with the weightage of 4.01 are prioritized much more than the professional skills with the average of 3.91 [2]. The three skills groups identified by The World Bank, partly underpinned by the tripartite conceptualization of learning as cognitive, psychomotor and affective domain of Bloom’s taxonomy are an important source of investigation for teaching learning pedagogy [3]. The engineers always play a critical role in the development of the society which demands from them critical thinking, problem solving, collaboration skills, decision making, communication skills, integrity, realizing human values, being compassionate and accountable etc. These skills enable them to work for the welfare of mankind. Much of the research has emphasized to have such types of skills among the engineers but increased demand and increased number of qualifying engineering graduates have led to poor quality of education and consequently skill shortage. This paper presents a unique pedagogical framework focusing on the development of affective domain among the first year engineering students. The authors ascertain that the cognitive domain has been always emphasized in engineering education, more than the affective domain, albeit affective domain is substantial for engineers. The affective domain, arguably the most complex, [4] is about students’ values, attitude, emotions, appreciation etc. The authors have adopted a new hybrid learning concept offering a conducive, student-centered learning environment that motivates and enhances students’ engagement with their peers, friends, teachers and the institute. This paper discusses a new learning concept, specific to engineering education for the smooth transition of the students to real contributors and life-long learners by acquiring some indispensable 21st century skills.

scholarly journals AHP as Multi-criteria Decision Making Technique, Empirical Study in Cooperative Learning at Gulf University

2017 ◽  
Vol 13 (13) ◽  
pp. 272 ◽  
Author(s):  
Hussain Sinjar Alsamaray
Keyword(s):  
Decision Making ◽  
Multi Criteria Decision Making ◽  
Relative Importance ◽  
Analytic Hierarchy ◽  
Team Members ◽  
The Subject ◽  
The Individual ◽  
Hierarchy Process ◽  
Student Team ◽  
Insight Into

Employment of the Analytic Hierarchy Process (AHP) to assess the contributions of management student team members is described. The students perform this assessment as well as the subject constrictor. The assessments are correlated with the individual team role-assignments to making a final determine of the contributions of the individual to the team effort. Using this evaluation technique appears to provide candidate student peer input for evaluations. The results demonstrated that the student ranking is more likely influenced by the relative importance of teaming, computering skills and management and by sub-criteria, communication, innovation, determination and cooperation. The study sheds importance insight into an area of multi-criteria decision making and Analytical Hierarchy Process (AHP).

UPAYA PENINGKATAN HASIL BELAJAR PASING BAWAH BOLA VOLI DENGAN PENDEKATAN BERMAIN PADA SISWA KELAS X MAN DEMAK

2020 ◽  
Vol 13 (2) ◽  
pp. 41-55
Author(s):  
Indrianto Arif Ramadhana ◽  
Jeff Agung Perdana
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Action Observation ◽  
Student Learning Outcomes ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Reflection Data ◽  
Normalized Gain ◽  
Improve Student Learning ◽  
Planning Action

Forearm pass is one of the materials that must be mastered by students of class X Senior High School. In fact, many students do not yet master and know forearm pass techniques. This research is a classroom action research (CAR) with two cycles. Each cycle consists of 4 stages, namely: planning, action, observation and reflection. Data collection was carried out using observations and questionnaires. Data were analyzed using Hake's Normalized Gain formula. From the results of the study it is known that the psychomotor domain of students increased by 0.42 with average criteria from cycle 1 to cycle 2. The affective domain increased by 0.37 with average criteria. The cognitive domain increased by 0.39 with average criteria. Based on the results of the data analysis, it can be concluded that learning forearm pass techniques with games method can improve student learning outcomes.

The Priority of Democracy

2011 ◽  
Author(s):  
Jack Knight ◽  
James Johnson
Keyword(s):  
Decision Making ◽  
Monetary Policy ◽  
Political Institutions ◽  
Federal Reserve ◽  
Democratic Politics ◽  
Institutional Choice ◽  
Democratic Process ◽  
Strong Case ◽  
The Subject ◽  
The Relationship

Pragmatism and its consequences are central issues in American politics today, yet scholars rarely examine in detail the relationship between pragmatism and politics. This book systematically explores the subject and makes a strong case for adopting a pragmatist approach to democratic politics—and for giving priority to democracy in the process of selecting and reforming political institutions. What is the primary value of democracy? When should we make decisions democratically and when should we rely on markets? And when should we accept the decisions of unelected officials, such as judges or bureaucrats? This book explores how a commitment to pragmatism should affect our answers to such important questions. It concludes that democracy is a good way of determining how these kinds of decisions should be made—even if what the democratic process determines is that not all decisions should be made democratically. So, for example, the democratically elected U.S. Congress may legitimately remove monetary policy from democratic decision-making by putting it under the control of the Federal Reserve. This book argues that pragmatism offers an original and compelling justification of democracy in terms of the unique contributions democratic institutions can make to processes of institutional choice. This focus highlights the important role that democracy plays, not in achieving consensus or commonality, but rather in addressing conflicts. Indeed, the book suggest that democratic politics is perhaps best seen less as a way of reaching consensus or agreement than as a way of structuring the terms of persistent disagreement.

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