Nurse Education and Mathematical Competency: Implementation of an Online, Self-Directed, Prerequisite Model

Mathematical competency in the profession of nursing has increasingly become a central focus as more nursing students appear to struggle with basic concepts of arithmetic, mental estimation, and critical reasoning. This paper highlights how one School of Nursing in Ontario, Canada implemented a Dosage Calculation Competency Test model which involved an online, self-directed, prerequisite approach to improve student mathematical competency and confidence. The purpose of this research case study was to document, through shared participant perceptions, the creation, implementation, and subsequent modifications to a Dosage Calculation Competency Test model in light of student needs and advances in online learning and assessment. The research design combined a quantitative survey of Year 1–4 nursing students, followed by a series of qualitative, semi-structured interviews with nursing students and program instructors. The study took place within a School of Nursing undergraduate program in Ontario, Canada. Forty-four participants, including students from all four years of the nursing program, completed the survey, followed by individual interviews with nine students and six faculty instructors. Survey (the open-response items) and interview data were analyzed thematically using ATLAS.ti (ATLAS.ti, Berlin, Germany). The authors recount the new DCCT model’s development, implementation, and subsequent modifications and further discuss student/instructor perceptions of learning types, math confidence, and competency. The paper concludes with a series of seven key recommendations for nursing programs.

A Simplistic Overview of Machine Learning

While dealing with machine learning, a computer learns first to perform a roles/task by learning a set of training examples. The computer performs then the same task along with data it hasn't found before. This paper presents a brief overview of machine-learning types along with instances. The paper also covers differences between supervised and unsupervised learning.

A review of transfer learning for medical image classification

This review paper provides an overview of the peer-reviewed articles using transfer learning for medical image analysis, while also providing guidelines for selecting a convolutional neural network model and its configurations for the image classification task. The data characteristics and the trend of models and transfer learning types in the medical domain are additionally analyzed. Publications were retrieved from the databases PubMed and Web of Science of peer-reviewed articles published in English until December 31, 2020. We followed the PRISMA guidelines for the paper selection and 121 studies were regarded as eligible for the scope of this review. With respect to the model, the majority of studies (n = 57) empirically evaluated numerous models followed by deep (n = 33) and shallow (n = 24) models. With respect to the transfer learning approaches, the majority of studies (n = 46) empirically searched for the optimal transfer learning configuration followed by feature extractor (n = 38) and fine-tuning scratch (n = 27), feature extractor hybrid (n = 7) and fine-tuning (n = 3). The investigated studies showed that transfer learning demonstrates either a better or at least a similar performance compared to medical experts despite the limited data sets. We hence encourage data scientists and practitioners to use models such as ResNet or Inception with a feature extractor approach, which saves computational costs and time without degrading the predictive power.

Typology of Student Learning in Qira’ah Subject with Multiple Intelligence Perspective

This study tries to reveal the typology of student learning in Qira'ah subjects, the Multiple Intelligence of students in these subjects, and the relationship between student learning typology in Qira'ah subjects from the perspective of Multiple Intelligences. The Subjects in this study were students of the Jam'iyah Ihsaniyah al-Mukhtariyah Kerinci Islamic Boarding School. This research uses qualitative and quantitative methods. The results showed that the type of student learning in Qira'ah subjects consisted of Auditory learning types, followed by Visual learning types and some students had Kinesthetic learning styles. The intelligence possessed by students when taking Qira'ah lessons is Linguistic or Verbal intelligence which functions to utilize language to communicate. Visual Intelligence is useful for analyzing facts and realities that are seen directly and Kinesthetic Intelligence to directly capture the material. In the Qira'ah subject at the Jam'iyah Ihsaniah al-Mukhtariyah Kerinci Islamic Boarding School, students' learning styles are closely related to multiple intelligences to develop directed and effective learning abilities and processes.

Learning Methods for Accounting Students: Explore The Effectiveness of Traditional Learning and Laptop-Based Active Learning

The main purpose of this study is to explore the effectiveness of Traditional Learning (TL) and Laptop-Based Active Learning (LAL) in the achievement of accounting students’ competence. This study is quantitative methods approach comprising of a systematic literature review, data analysis, and experimental studies on the two classes applying a different learning approach. Class A with 40 students applied the LAL approach, while class B with 38 students applied the TL approach. Students in the two classes received different treatments, but the question items tested were the same. This study also uses the independent samples t-test to analyze the hypotheses from the two data groups, both those using TL and LAL learning types. Overall, this study demonstrates that the accounting students’ learning achievement is higher when the class uses LAL approach instead of TL approach and that the LAL approach is better than the TL approach, especially on the Descriptive Statistics for Business course at Accounting Department, Islamic University of Indonesia.

The Meaning of Constructivist Approach in Mediation and the Role of the Mediator

The process of overcoming a conflict in mediation using constructivist ideas is revealed in the study. A mediator’s roles in the frame of the constructivist approach represent the topicality of the study. The mediator’s role is analysed and the emphasis is on the constructivist frame. The mediator’s pedagogical role is in the centre of the study. In the process of the study, the aim was to find out theoretical explanations of the meaning of the constructivist approach in mediation, how it occurs and what is the role of mediator in the mediation process based on dialogue? The methodology of the study comprises a theoretical assessment of the role of the mediator based on a constructivist approach with a purposeful emphasis on a dialogue between parties. The mediator facilitates a dialogical mediation process being also a pedagogue who helps the parties to learn how to keep a dialogue. Analysis of the mediator’s role and the usage of D.A. Kolb’s learning types in the stages of mediation are the main results of the study. The significance of the study implies a substantiation of various roles of the mediator, constructivist approach with the emphasis on the dialogue and implementation of D.A. Kolb’s learning types in the stages of mediation.