A Digital Game for Undergraduate Calculus

This study has two goals: first, to investigate the effectiveness of using a digital game to teach undergraduate-level calculus in improving task immersion, sense of control, calculation skills, and conceptual understanding, and second, to investigate how feedback and visual manipulation can facilitate conceptual understanding of calculus materials. One hundred thirty-two undergraduate students participated in a controlled lab experiment and were randomly assigned to either a game-playing condition, a practice quiz condition, or a no-treatment control condition. The authors collected survey data and behavioral-tracking data recorded by the server during gameplay. The results showed that students who played the digital game reported highest task immersion but not in sense of control. Students in the game condition also performed significantly better in conceptual understanding compared to students who solved a practice quiz and the control group. Gameplay behavioral-tracking data was used to examine the effects of visual manipulation and feedback on conceptual understanding.

Independent and Supplementary Prescribing

Written by a group of multi-professional authors, this fully updated third edition builds on the success of this classic text. The book explores a number of key areas for prescribers, including prescribing within a multidisciplinary team context, consultation skills, ethical and legal issues surrounding prescribing, the psychology and sociology of prescribing, and applied pharmacology. Among the other topics featured are monitoring skills, medicines concordance, evidence based prescribing, prescribing within a public health perspective, calculation skills, prescribing in dermatology, and minimizing the risk of prescribing errors. Each chapter has been revised and additional chapters on antimicrobial prescribing, education and training to become a prescriber, and a new section on renal impairment have been added. This book is an essential resource for both new and experienced prescribers and anyone undertaking the non-medical prescribing (NMP) programme including nurses, pharmacists, allied health professionals and optometrists.

Design, Implementation and Evaluation of Clinical Pharmacology Simulation Training Method for Nursing Students of Tehran School of Nursing and Midwifery

Introduction: Educating students in a safe environment such as simulated centers can be effective in providing educational services and preparation for clinical work. Accordingly, the present study was conducted with the aim of designing, implementing and evaluating clinical pharmacology simulation training method for nursing students. Methods: This study was performed in 2019-2021 in three main phases of design, implementation and evaluation of Pharmaceutical Skills Center in Clinical Skills Center of Tehran School of Nursing and Midwifery. First, the design phase was accomplished by preparing the space and the desired drugs. Due to the prevalence of Covid-19 disease, part of the implementation and evaluation phase was carried out in the virtual context. Before and after the internship, students' knowledge, skills, satisfaction and clinical reasoning were measured using relevant questionnaires and analyzed using descriptive and analytical statistics. Result: The mean scores of the three variables in terms of pharmacology knowledge, drug calculation skills and clinical reasoning of pharmacology of nursing students before and after the internship were examined. The results demonstrated that all three means were significantly improved compared to that of before the intervention (P <0.001 and P = 0.001). The mean of total students' satisfaction with pharmacology internship course turned out to be 30.57 (3.2), which indicated the relative satisfaction with the training course. Conclusion: In general, the results of the study indicated an improvement at the level of pharmacological knowledge, clinical reasoning of pharmacology and a significant improvement in pharmacological skills. Despite the limitations of Covid 19, this training method seems to augment the performance of nursing students in pharmacology.

Gender-Based Performance in Mathematical Facts and Calculations in Two Elementary School Samples From Chile and Spain: An Exploratory Study

Gender differences in mathematical performance are not conclusive according to the scientific literature, although such differences are supported by international studies such as the Trends in International Mathematics and Science Study (TIMSS). According to TIMSS 2019, fourth-grade male students outperformed female students in Spanish-speaking countries, among others. This work approaches the study on gender difference by examining the basic calculation skills needed to handle more complex problems. Two international samples of second and third graders from Chile and Spain were selected for this exploratory study. Tests on basic mathematical knowledge (symbolic and non-symbolic magnitude comparisons, fluency, and calculation) were administered. The tests did not show significant difference or size effect between genders for mean performance, variance in the distribution of performance, or percentiles. As noted in the existing literature on this topic and reiterated by these findings, great care should be exercised when reporting on possible gender differences in mathematical performance, as these can contribute to low self-concept among female students.

The Ability To Calculate Mathematical Multiplication Using Cross Line Method

Elementary school students generally consider mathematics learning difficult, especially in the matter of multiplication, so a method is needed to develop and improve mathematical calculation skills. One method that can be used is the cross line method. This research aims to improve the ability to calculate multiplication using the cross line method. This type of research is Classroom Action Research (CAR) with the subject of research on third grade students of SD Negeri 9 Tanrutedong, South Sulawesi. Techniques of data collection were test and observation. The instruments used were test sheets and observation sheets. The collected data were analyzed using descriptive statistics. The results showed that the use of the cross line method could improve students' ability to calculate multiplication. This is indicated by the increase in: (1) The average score of the ability to count in the first cycle of 67.39 increased in the second cycle to 92.00, (2) The achievement of student learning completeness from the first cycle of 65.22% increased in the second cycle to 100%, and (3) the increase in the average percentage of student activity in the learning process by 77.78% in the first cycle to 94.68% in the second cycle

Exploring the Impact of Animal Involvement in the Learning Experiences of Learners Mainly With Autism in the English West Midlands Region: A Qualitative Study

Learners with autism are affected by different challenges during learning. There is a growing focus on education to facilitate learners to become more self-resilient by involving animals in learning spaces. This qualitative study explored the impact of animal involvement on the learning experiences of learners with autism. Twenty diaries, 32 questionnaires, and 40 guided narratives and pictorial voices were used to collect data. The study found that learners demonstrated improved communication, imagination, empathy, motivation, calculation skills, responsibility, and well-being while interacting with animals. The study concluded that involving animals in the learning spaces has significant positive impact on learners.

The effect of drug dosage calculation training program on math anxiety and nursing students’ skills: A non-randomized trial study

Background & Aim: Drug dosage calculation is one of the main skills in the drug administration process that requires sufficient knowledge about mathematical calculations and drug dosage; besides, lack of math anxiety is required for drug dosage calculation. This study aimed to determine the effect of mathematical calculation and drug dosage training programs on math anxiety and nursing students’ drug dosage calculation skills. Background & Aim: Drug dosage calculation is one of the main skills in the drug administration process that requires sufficient knowledge about mathematical calculations and drug dosage; besides, lack of math anxiety is required for drug dosage calculation. This study aimed to determine the effect of mathematical calculation and drug dosage training programs on math anxiety and nursing students’ drug dosage calculation skills. Results: The two groups were homogeneous in terms of demographic variables, math anxiety, and drug calculation scores in the baseline. Two-way analysis of variance with repeated measures indicated the significant effect of the group on math anxiety (P=0.024). Given the interaction between group effect and time for the drug dosage calculations, comparing the differences between the second- and third-time scores of the baseline scores showed a statistically significant difference between the two groups in terms of drug dosage calculations (P <0.001). Conclusion: Implementation of a drug dosage calculation training program for nursing students can lead to the reduction of math anxiety and improvement of the drug dosage calculations; this can ultimately help improve patient safety.