Administering Interactive Simulations to Supplement Traditional Clinical Placements

2022 ◽  
pp. 189-211
Author(s):  
Matthew Mills ◽  
Brett Winston
Keyword(s):  
Decision Making ◽  
Virtual Patient ◽  
Learning Objectives ◽  
Clinical Experiences ◽  
Skill Levels ◽  
Clinical Placements ◽  
Feedback Strategies ◽  
Healthcare Educators ◽  
Interactive Simulations ◽  
Case Design

This chapter aims to enhance the ability of healthcare educators to identify learner skill levels, develop and implement an appropriate simulation or scenario-based learning technique, and provide optimal feedback to refine clinical reasoning and decision-making development of the learner. The concept of problem-based learning is outlined and applied to the creation of virtual patient cases to augment clinical experiences for healthcare students amidst the COVID-19 pandemic. Through the use of appropriately targeted learning objectives, case design, and feedback strategies, students will be able to continue their professional and academic development in a post-pandemic landscape.

scholarly journals Remote Virtual Simulation for Incident Commanders—Cognitive Aspects

2021 ◽  
Vol 11 (14) ◽  
pp. 6434
Author(s):  
Cecilia Hammar Wijkmark ◽  
Maria Monika Metallinou ◽  
Ilona Heldal
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Cognitive Processes ◽  
Research Methodology ◽  
Current Knowledge ◽  
Learning Objectives ◽  
Virtual Simulation ◽  
Practical Training ◽  
Case Research ◽  
Action Case

Due to the COVID-19 restrictions, on-site Incident Commander (IC) practical training and examinations in Sweden were canceled as of March 2020. The graduation of one IC class was, however, conducted through Remote Virtual Simulation (RVS), the first such examination to our current knowledge. This paper presents the necessary enablers for setting up RVS and its influence on cognitive aspects of assessing practical competences. Data were gathered through observations, questionnaires, and interviews from students and instructors, using action-case research methodology. The results show the potential of RVS for supporting higher cognitive processes, such as recognition, comprehension, problem solving, decision making, and allowed students to demonstrate whether they had achieved the required learning objectives. Other reported benefits were the value of not gathering people (imposed by the pandemic), experiencing new, challenging incident scenarios, increased motivation for applying RVS based training both for students and instructors, and reduced traveling (corresponding to 15,400 km for a class). While further research is needed for defining how to integrate RVS in practical training and assessment for IC education and for increased generalizability, this research pinpoints current benefits and limitations, in relation to the cognitive aspects and in comparison, to previous examination formats.

Benner’s Framework and Clinical Decision-Making in the Critical Care Environment

2016 ◽  
Vol 30 (1) ◽  
pp. 52-57 ◽  
Author(s):  
Kristi J. Stinson
Keyword(s):  
Decision Making ◽  
Critical Care ◽  
Clinical Experience ◽  
Strong Correlation ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Decision Making Process ◽  
Clinical Experiences ◽  
Care Environment ◽  
Decision Making Processes

Completed as part of a larger dissertational study, the purpose of this portion of this descriptive correlational study was to examine the relationships among registered nurses’ clinical experiences and clinical decision-making processes in the critical care environment. The results indicated that there is no strong correlation between clinical experience in general and clinical experience in critical care and clinical decision-making. There were no differences found in any of the Benner stages of clinical experience in relation to the overall clinical decision-making process.

Nursing Graduates' Perceptions of Their Undergraduate Clinical Placement

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Jackie A Hartigan-Rogers ◽  
Shelley L Cobbett ◽  
Mardi A Amirault ◽  
Martha E Muise-Davis
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Semantic Analysis ◽  
Nursing Graduates ◽  
Clinical Experiences ◽  
Graduate Nurses ◽  
Clinical Placements ◽  
Newly Graduated Nurses ◽  
Nurses Perceptions ◽  
Supportive Learning Environment

Student clinical practice is a significant and essential part of nursing education. Accordingly, clinical placements need to be positive and valuable. The purpose of this study was to describe newly-graduated nurses' perceptions of their student clinical intersession placements and how these placements impacted their functioning as graduate nurses. Inductive semantic analysis of the data revealed four themes: developing nursing skills and knowledge; preparing for future employment; experiencing supportive relationships; and experiencing realities of work-life. Educators must ensure that clinical placements are in an environment that is conducive to learning and promotes the personal and professional development of nursing students. Positive clinical experiences are more likely related to how valued and supported students feel than the physical aspects of a placement; thus, it is imperative educators assess and focus on providing placements that offer a supportive learning environment.

Learning by Doing via Game Making

2011 ◽  
pp. 1354-1366
Author(s):  
Jae Yeob Jung ◽  
Hyung Sung Park
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Community ◽  
Knowledge Construction ◽  
Game Design ◽  
Higher Order Thinking ◽  
Learning By Doing ◽  
Computer Based ◽  
Interactive Simulations

The purpose of this chapter is to explore how learning, by making games, can provide opportunities for higher-order thinking such as problem solving, decision-making, and knowledge construction in children. As the game design process involves students drawing on multiple intelligences, it often provides students who are typically not successful in school with a chance to see themselves as capable members of the classroom learning community. In the classroom, computer-based game-making activities give students the opportunity to create lively interactive simulations for any subject, for any grade level, and can be used by students with a wide variety of learning styles. Game making can be used as an alternative way for students to communicate information and demonstrate their knowledge and understanding.

Transcreation and Creativity in Higher Education

2022 ◽  
pp. 68-86
Author(s):  
Mar Díaz-Millón ◽  
Juncal Gutiérrez-Artacho ◽  
María-Dolores Olvera-Lobo
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Qualitative Analysis ◽  
Learning Experience ◽  
Learning Objectives ◽  
Analysis Software ◽  
Spanish Translation ◽  
Promising Line ◽  
The University

New professional profiles have recently emerged in the translation sector. Within these, transcreation is worth mentioning. Nevertheless, transcreation training is not yet extended within higher education in translation and interpreting. The main objective of this chapter is to present a task-based learning experience introduced in a French-Spanish translation course at the University of Granada (Spain), aimed at promoting transcreation and transcreation skills. This is divided into (1) to describe the task-based proposal, the materials and methods used, and its learning objectives and (2) to identify the strategies the students put into play. Students' answers were processed with the qualitative analysis software NVivo. Results show that students activated creative strategies to adapt linguistically and culturally the materials proposed and displayed cross-curricular competences such as creativity or decision-making. Including transcreation in translation and interpreting training seems a promising line of research. Nevertheless, further progress is needed in the evaluation of transcreation.

Analyzing the IS 2010 Model Curriculum for Evidence of the Systems Approach

2016 ◽  
Vol 9 (1) ◽  
pp. 54-66
Author(s):  
George Schell ◽  
Richard Mathieu
Keyword(s):  
Decision Making ◽  
Information Systems ◽  
Systems Engineering ◽  
Large Scale ◽  
Systems Approach ◽  
Business Schools ◽  
Learning Objectives ◽  
Degree Programs ◽  
Course Content ◽  
Curriculum Guidelines

The systems approach is frequently associated with solving large-scale, complex problems and is regarded as a foundation for systems engineering and decision-making. Components of the systems approach are too frequently missing from information systems programs in business schools. The purpose of this paper is to determine the degree to which the IS 2010: Curriculum Guidelines for Undergraduate Degree Programs contains the systems approach in its learning objectives as well as specific course content. By examining the curriculum guidelines a preliminary judgment can be made concerning evidence of the systems approach having a broad implementation across information systems programs. The paper concludes with a discussion of the importance of the systems approach in the IS curriculum and establishing the systems approach as a theme in the curriculum of IS programs.

scholarly journals The Decision-Making Skills of the Children Who Have Taken 1st and 2nd Grade Life Sciences Courses as Evaluated by Their Parents

2018 ◽  
Vol 8 (3) ◽  
pp. 107
Author(s):  
Hüseyin Polat
Keyword(s):  
Decision Making ◽  
Life Sciences ◽  
School Type ◽  
Skill Levels ◽  
Disadvantaged Neighborhood ◽  
Self Confidence ◽  
Survey Form ◽  
Significant Difference ◽  
Parent Variable ◽  
Academic Year

The purpose of this study is to investigate the Life Sciences course decision-making skill of the 3rd grade primaryschool students as evaluated by the parents. The study was conducted in screening model. The participants of thestudy were the parents (41 mothers and 26 fathers) of the students (32 girls, 35 boys) who study in the center of theprovince of Adıyaman in the academic year of 2017-2018. In order to collect the data, “decision-making skill level”survey form, which evaluates the decision-making gains of the 1st and 2nd grade Life Sciences course, was used.According to the findings, the decision-making skill of the students was 94.54 out of 120, which is “very good”. Thedecision-making skill levels of the students did not show a significant difference depending on the parent variable(mother or father), the students’ gender, or the school type attended (central or disadvantaged neighborhood).Depending on their success in school, however, there was a significant difference in their decision-making skilllevels; a positive correlation was detected between the decision-making skill and the success in school. Thedecision-making skill of the students did not show a significant difference depending on their self-confidence levelor their success in the Life Sciences course.

Dysphagia Management in the Schools: Concepts in Training and Competency

2009 ◽  
Vol 18 (3) ◽  
pp. 103-108 ◽  
Author(s):  
Cynthia R. O'Donoghue ◽  
Sarah E. Hegyi
Keyword(s):  
Continuing Education ◽  
Scope Of Practice ◽  
Feeding Disorders ◽  
Clinical Experiences ◽  
Skill Levels ◽  
Knowledge And Skills ◽  
School Based ◽  
Preliminary Model ◽  
Standard Of Practice ◽  
Personal Interests

Abstract As the demands to care for children with swallowing and feeding disorders continue to evolve for school-based speech-language pathologists (SLPs), avenues to establish, maintain, and monitor competency are imperative. Optimally, these approaches should delineate dysphagia protocols and practices at school, district, and state levels that are grounded in evidence. Key foundational components to improving services for children, while minimizing the liabilities for SLPs, include legislated scope of practice within school licensure regulations, published guidelines and standard of practice protocols, documented yearly competencies, and established monitoring for knowledge and skill levels. This article outlines the Commonwealth of Virginia's approaches to these goals as a preliminary model to address these logistical issues. Although a concept not reported previously in the school-based swallowing and feeding literature, a continuum of knowledge and skills is considered. This continuum emphasizes acquired skills do not mean “competency” for life. Competency is dynamic; SLPs will advance or regress in their performances based on personal interests, continuing education, and clinical experiences.

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