The Impact of an Escape Room Simulation to Improve Nursing Teamwork, Leadership and Communication Skills: A Pilot Project

2020 ◽  
pp. 104687812097273
Author(s):  
Beatriz Valdes ◽  
Mary Mckay ◽  
Jill S. Sanko
Keyword(s):  
Pilot Study ◽  
Situational Awareness ◽  
Teaching Method ◽  
Leadership Skills ◽  
Pilot Project ◽  
Management Tool ◽  
Critical Skills ◽  
Post Test ◽  
Reflective Questions ◽  
The Impact

Background. Commercial escape room simulation-based educational experiences were piloted on a cohort of ten RN-BSN students to determine the effect on mastery of communication, leadership, and teamwork skills. Methods. Pre-test/post-test research design and qualitative questions were used to measure the impact of an escape room simulation activity on teamwork, communication, and leadership skills. The Team Strategies and Tools to Enhance Performance and Patient Safety® Teamwork Attitudes Questionnaire, and self reported levels of confidence and competence questionnaire were administered pre/post escape room simulation to measure communication, team structure and leadership skills. The University of Miami-Crisis Resource Management tool was utilized to measure observed teamwork. Additionally, four open-ended qualitative self-reflective questions were asked following the escape room. Results. Data from the analysis of the pre and post observations of simulation encounters found statistically significant time dependent differences noting improvements in observed teamwork and leadership, p <.001, pre-mean 18.5, post-mean 35.0. Qualitative data revealed the participants found the escape room simulation to be an engaging teaching method to master teamwork and leadership skills. Conclusion. This pilot study sets the foundation for future use and exploration of escape room experiences to teach teamwork, communication, leadership and situational awareness. Following the escape room simulation, observed improvements in teamwork and leadership were found. Participants found the escape room activity to be an engaging experiential teaching method to promote attainment of critical skills needed to work as an effective member of a team. Study findings suggest that the use of an escape room can impart experiential learning with critical skills needed to work as an effective member of a team. As a result of this pilot study, nursing faculty developed an escape room simulation experience that was initiated the following semester.

scholarly journals Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

2020 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Lydia Zeta Donald Stavy ◽  
Frankie Subon ◽  
Norseha Unin
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Games ◽  
Text Book ◽  
Vocabulary Retention ◽  
New Words ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

The impact of debriefing modalities on nurse practitioner students’ knowledge and leadership skills in managing fatal dysrhythmias: A pilot study

2020 ◽  
Vol 42 ◽  
pp. 102687
Author(s):  
Abeer Alhaj Ali ◽  
Elaine Miller ◽  
Kathleen Ballman ◽  
Tamilyn Bakas ◽  
Gary Geis ◽  
...  
Keyword(s):  
Pilot Study ◽  
Nurse Practitioner ◽  
Leadership Skills ◽  
Nurse Practitioner Students ◽  
The Impact

scholarly journals A Pilot Study Comparison of Sensory Integration Treatment and Integrated Preschool Activities for Children with Autism

2012 ◽  
Author(s):  
Sandra Dunbar ◽  
Jennifer Carr-Hertel ◽  
Helene Lieberman ◽  
Belinda Perez ◽  
Kristi Ricks
Keyword(s):  
Pilot Study ◽  
Small Groups ◽  
Sensory Processing ◽  
Sensory Integration ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Post Test ◽  
Spectrum Disorders ◽  
Outcome Differences ◽  
The Impact

This exploratory pilot study was conducted to evaluate outcome differences between traditional individualized sensory integration treatment and integrated sensorimotor activities for preschool children with autism spectrum disorders. Pre- and post test measures of play were evaluated for two small groups of children who met criteria for exhibiting sensory processing issues. Results indicated positive differences in play behavior for both groups of children. Overall, further research is indicated to better understand the impact of various treatment approaches on participation in preschool occupations.

scholarly journals Impact of Integrating Task-Based Learning and Functional Approach to Empower Learners’ Communicative Competence

2021 ◽  
Vol 2 (2) ◽  
pp. 39-54
Author(s):  
Tri Nguyen ◽  
Trang Xuan Phuong Dao
Keyword(s):  
Speech Acts ◽  
Teaching Method ◽  
Communicative Competence ◽  
Tertiary Education ◽  
Functional Approach ◽  
Traditional Teaching ◽  
Efl Learners ◽  
Communicative Functions ◽  
Post Test ◽  
The Impact

Enhancing EFL learners’ communicative competence is a time-taking process to reach certain levels of interacting with different communication participants. However, in the tertiary education in Vietnam, traditional teaching approach with the task-based learning does not thoroughly focus on the language use but on the strategies to perform the tasks. Hence, the functional approach has been applied to boost learners’ awareness of their language delivery thanks to communicative functions and notions. The new mode of teaching concentrates on what communication participants desire to convey and why they make use of those speech acts. This paper aimed to explore the impact of the integration of task-based learning and the functional approach, and learners’ perspective towards the implementation of such approach combination. With the application of the mixed method of qualitative and quantitative approaches, the data were collected via a pre-test and a post-test, survey, and 32 interviews with the participation of 100 students whose major is Business Administration at a university. The findings reveal that adding the functional approach to the existing teaching method could enhance students’ overall speaking competence, especially their fluency and discourse management. Additionally, the application of the functional approach received positive feedback from the learners.  

scholarly journals The Impact of the 5E Teaching Model on Changes in Neuroscience, Drug Addiction, and Research Methods Knowledge of Science Teachers Attending California’s ARISE Professional Development Workshops

2016 ◽  
Vol 5 (2) ◽  
pp. 109
Author(s):  
Rosa D. Manzo ◽  
Linda Whent ◽  
Lauren Liets ◽  
Adela de la Torre ◽  
Rosa Gomez-Camacho
Keyword(s):  
Research Methods ◽  
Drug Addiction ◽  
Science Teachers ◽  
Test Scores ◽  
Teaching Method ◽  
Science Classroom ◽  
English Learner ◽  
Post Test ◽  
Science Educators ◽  
The Impact

<p>This study examined how science teachers’ knowledge of research methods, neuroscience and drug addiction changed through their participation in a 5-day summer science institute. The data for this study evolved from a four-year NIH funded science education project called Addiction Research and Investigation for Science Educators (ARISE). Findings were based on pre- and post-test evaluation data from three annual cohorts in June 2010, 2011 and 2012. Researchers found significant improvement in teacher knowledge overall and on all subscales. Teachers with lower pre-test scores showed the greatest gain in post-test scores. What made this in-service unique was that the 5E pedagogical model was used to teach the teachers and demonstrate 5E instruction in the science classroom. Through the use of the 5E teaching method, we found that teachers in our cohorts with the least skill had higher rates of gain. A strategy that has been used extensively to teach science to children, this model moves away from didactic methods of in-service pedagogy. These findings suggest that the 5E model could be an effective way to teach teachers as well as students, particularly new and or less skilled teachers, who often tend to have high numbers of English Learner (EL) students in their classes.</p>

scholarly journals Impact of a narrative medicine program on reflective capacity and empathy of medical students in Iran

2020 ◽  
Vol 17 ◽  
pp. 3
Author(s):  
Saeideh Daryazadeh ◽  
Payman Adibi ◽  
Nikoo Yamani ◽  
Roya Mollabashi
Keyword(s):  
Teaching Method ◽  
Narrative Medicine ◽  
Core Competency ◽  
T Test ◽  
Control Group ◽  
Post Test ◽  
Reflective Capacity ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

Purpose: Narrative medicine consists of the expression of medical experiences and the reflection on narratives to foster empathic communication with patients. Reflecting on narratives increases self-awareness and recognition of the feelings of the narrator or the story’s main character, which in turn affects the audience. This study was conducted to examine the impact of a narrative medicine program on the reflective capacity and empathy of medical students.Methods: A quasi-experimental study was performed during the 2018–2019 academic year at Isfahan University of Medical Sciences in Iran involving 135 medical interns in 2 groups (control [n=66] and experimental [n=69]). Interns in the experimental group took part in seven 2-hour reflective practice sessions, while those in the control group underwent no educational intervention. Pre-test and post-test assessments were conducted for both groups using 2 valid and reliable tools for the assessment of reflective capacity and empathy. Mean reflection and empathy scores were compared within groups (between pre- and post-test values) and between groups (using the paired-t test and the t-test; P≤0.05).Results: The mean reflection and empathy scores of the experimental group significantly increased from pre-test to post-test, but those of the control group did not. Moreover, the mean post-test scores were significantly different between the 2 groups (P<0.001).Conclusion: Narrative medicine is an effective teaching method that can improve reflective capacity and empathy, thereby ultimately promoting professionalism as a core competency in medicine. Consideration of learning conditions and interdisciplinary teaching are necessary for implementing a narrative medicine program.

Communicating Oncologic Prognosis With Empathy: A Pilot Study of a Novel Communication Guide

2020 ◽  
Vol 37 (12) ◽  
pp. 1029-1036
Author(s):  
Megan Lippe ◽  
Phillips Farya ◽  
McCulloch Jennifer ◽  
Alexandra Stanley ◽  
Jones Barbara ◽  
...  
Keyword(s):  
Pilot Study ◽  
Health Care Providers ◽  
Intervention Group ◽  
Care Providers ◽  
Communication Tool ◽  
Prognostic Information ◽  
Patient Centered ◽  
Incurable Cancer ◽  
Post Test ◽  
The Impact

Background: Clear communication between patients, families, and health-care providers is imperative to maximize patient outcomes, particularly for patients diagnosed with incurable cancer who require prompt engagement in decision-making. In response to the need to engage in quality patient-centered communication, an interprofessional team, representing medicine, nursing, social work, spiritual care, and clinical psychology, explored extant literature and developed a simple, single-page communication guide that summarizes the prognosis for patients with incurable cancers. The tool was specifically designed to enhance communication for patients, families, and across all members of the treatment and patient support team. Purpose: The purpose of this pilot study was to evaluate the impact of the communication guide on patient’s accurate understanding of prognosis and the feasibility and acceptability of the intervention. Methods: The study employed a sequential explanatory mixed-method design. Using pre- and post-tests, participants completed a prognosis and treatment perception survey and were randomized into control or intervention groups based on preference for prognostic information. The oncologist utilized the communication guide with the participants in the intervention group. Finally, 6-week post-test surveys were completed, followed by an exit interview. Results: Key findings revealed participants prefer receiving detailed information about prognosis and have differing perceptions compared to the oncologists. Understandings of prognosis for patients and oncologists became more congruent following use of the communication guide. Participants found the tool useful and helpful. Conclusions: The communication tool serves as a promising mechanism to enhance patient-centered communication about prognosis for patients with incurable cancer.

scholarly journals The Impact of New-Genre Leadership Style Training on Leadership Skills of School Leaders

2019 ◽  
Vol IV (II) ◽  
pp. 134-144
Author(s):  
Neelam Nisar ◽  
Uzma Quraishi ◽  
Afifa Khanam
Keyword(s):  
Leadership Development ◽  
Leadership Style ◽  
Quantitative Methods ◽  
School Leaders ◽  
Leadership Skills ◽  
Public And Private ◽  
Member Exchange ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

This research determined the impact of New-Genre leadership style training on leadership skills of school leaders working in public and private schools. The rational of this training was developed on the basis of related literature and training need analysis. A short-course was developed focusing the deficient areas and offered to 120 participants, randomly sampled to participate in this training. With addition of sub-grouping and a follow-up study, one-group pre-test post-test design was adapted in this quasi-experimental research using quantitative methods. For statistical analysis, mean, standard deviation, percentages and paired sample t-test were applied. According to findings, the New-Genre Leadership Style Training has enhanced the leadership skills of school leaders. The five representative styles: Transformational, Transactional, Authentic, Leader-member Exchange and Global were found highly applicable and effective in educational leadership development. Such professional development courses have been endorsed by the participants for promoting quality education through quality leadership in Pakistan.

scholarly journals The Relevance of Using Games for Teaching Noun Phrases in English Language Teaching Class

2020 ◽  
Author(s):  
Abhipriya Roy
Keyword(s):  
Language Production ◽  
English Language ◽  
Teaching Method ◽  
Noun Phrases ◽  
English Language Teaching ◽  
Language Games ◽  
Game Based Learning ◽  
Post Test ◽  
The Impact ◽  
The Brain

Abstract Game-based learning makes learners collaborative, communicative and interactive. Strategic games improve the functioning of the brain. Gaming creates a dynamic atmosphere and develop skills while emotionally connecting the learners to the subject matter. The research paper focuses on the use of games inside the classroom and favours games to be a good teaching method for teaching noun phrases. It suggests the use of experimental method where a pre-test and a post-test will be used for data collection. It has suggested five language games for teaching noun phrases for analysing the impact of games for teaching noun phrases and their impact on language comprehension and language production. It also highlights the further scope of research.

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