How To Enhance Empathy Nursing Students In Education: Literature Review

Introduction. The tendency of reducing student empathy requires efforts to improve it through education or training. The purpose of this review is to identify education, learning, or teaching that is used to increase student empathy. Method. The design used a Literature Systematic Review. Articles were conducted in three electronic databases guided by The PRISMA. Articles published in English and from 2019 to 2021. Results. The result obtained 20 articles and will be reviewed. Eighteen articles show an effect or relationship between intervention and empathy. Training materials that can increase student empathy are the concept of empathy, communication, mindfulness, and transcultural nursing education. Education and training using patients/patient simulations to help improve student empathy, namely: expert patients, ECARE Program, polypharmacy effects; clinical Simulation of Inpatients, Lectures in class, Virtual Dementia Tour, living in poverty, and games for team interaction. Another method is through the KSS module, mannequin simulator experience, and peers. Conclusion. Education and training on the concepts of empathy, communication, meditation, and cultural competence using Simulation and immersion methods with patients, being like patients, using mannequins, or interacting with vulnerable groups can increase student empathy. Faculty and lecturers can apply experiential learning methods with Simulation and immersion in learning or training courses. Keywords: empathy, student, nursing, learning, education

Comparison of Head Impact Exposure Across Common Activities in Youth Soccer

ObjectiveThe objective of this study was to compare head impact exposure across common training activities in soccer.BackgroundSoccer is a popular youth sport in the United States, but repetitive head impacts during training may result in neurocognitive deficits. Current research has identified factors associated with increased head impact exposure in soccer, but research has yet to contextualize head impact exposure across soccer activities. Modifying practice structure may be an avenue for reducing head impact exposure and concussion risk in soccer.Design/MethodsEight U15 soccer players participated in this study for 2 soccer seasons. Players wore a custom instrumented mouthpiece sensor during all practices and games. On-field activities were recorded with a time-synchronized camera. Research personnel recorded the duration of all practice (e.g., technical training, team interaction) and game activities performed by each player, and film review was performed to identify all head contact events during each session. Head impact exposure was quantified in terms of peak kinematics and impacts per player per hour. The amount of time an athlete was exposed to an activity was also evaluated. Mixed effects models were used to compare peak kinematics and generalized linear models were used to compare impact rates across activity types.ResultsActivity types were associated with peak kinematics and impact rate. Technical training activities were associated with higher impact rates and lower mean kinematics compared to other activity types. Team interaction activities and game play were associated with the highest rotational kinematics, but the lowest impact rates. A similar number of player-to-player contact events occurred within technical training, team interaction, and game play activities.ConclusionsInterventions designed to reduce head impact frequency in soccer may benefit from targeting technical training activities; whereas, interventions designed to reduce head impact magnitude may benefit from targeting team interaction and game activities.

Experience of creating a digital multimedia game

Создание геймифицированных образовательных ресурсов позволяет повысить мотивацию студентов к обучению, индивидуализировать образовательные маршруты, обеспечить вариативность содержания образования, учесть ограничения в здоровье. Цель настоящей статьи состоит в описании принципов разработки цифровых мультимедийных игр для сферы профессионального образования с учетом командного взаимодействия представителей различных профессиональных групп. В результате исследования выделены основные принципы разработки цифровых мультимедийных игр, предполагающие использование звуковых, анимационных и других эффектов при проведении корпоративных сеансов и выполнении творческих заданий. Практическая значимость заключается в возможности использования описанных принципов для дальнейшей разработки геймифицированных ресурсов. The creation of gamified resources makes it possible to increase the students’ motivation with the content of activities, to individualize educational routes, to ensure the variability of the content of education, to take into account health restrictions. The aim of this article is to describe the principles of developing digital multimedia games for vocational education, taking into account the team interaction of representatives of various professional groups. As a result of the study the basic principles of the development of digital multimedia games are highlighted, involving the use of sound, animation and other effects for corporate sessions and for doing creative tasks. The practical significance lies in the possibility of using the described principles for further development of gamified resources.

Comparing Team Interactions in Traditional and BIM-Lean Design Management

There is qualitative evidence showing that design teams that use BIM-lean management have a higher level of interaction than design teams that do not use this management approach. However, there is no quantitative empirical evidence of this higher level of interaction. Therefore, the objective of this paper is to present quantitative empirical evidence of the differences among the various types of interactions of a design team. Two case studies were analyzed, and their design management was assessed from a lean BIM perspective while their team interactions were assessed using social network analysis (SNA). To achieve the aim of this paper, four steps were performed: (1) case study selection; (2) description of the design management of the projects from the lean design management and BIM perspectives; (3) assessment of design team interaction; and (4) comparison using SNA. The results show that the project that applied BIM-lean management exhibited higher levels of interactions among its design team members than the traditional team; transparent, orderly, and standardized information flows; a collaborative, trusting, and learning environment; and commitment management. None of these interaction elements were visible in the project that did not apply BIM-lean management. It is suggested that an analysis be performed on a representative sample of projects in the future so that conclusive statistical inferences could be made.

How entrepreneurial team heterogeneity impacts decision-making performance? An input-process-output approach

Purpose Existing studies mostly rely on the static characteristics of team members, and there is still a lack of empirical investigation on how entrepreneurial team members make decisions through dynamic team process and how team members’ cognition influences team decision-making. The purpose of this study is to validate how entrepreneurial team heterogeneity affects team decision-making performance from the perspective of dynamic team process. Design/methodology/approach Drawing on the theory of input-process-output model, this study proposed and examined the mediating role of team interaction as well as the moderating role of proactive socialization tactics in the relationship between entrepreneurial team heterogeneity and decision-making performance. Based on a sample of 162 entrepreneurial teams that include pairing superiors and subordinates, hierarchical regressions and moderated mediation tests were used to test the hypotheses. Findings The research results show that the heterogeneity of entrepreneurial teams is positively correlated with both team interaction and decision-making performance. Team interaction plays a mediating role between entrepreneurial team heterogeneity and decision-making performance; information seeking of proactive socialization tactics moderates the impact of entrepreneurial team heterogeneity on team interaction. Originality/value Contributing to the literature on entrepreneurial team decision-making performance, this study identifies that proactive socialization tactics with a high level of information seeking can help entrepreneurial team members respond to environmental and organizational changes more effectively during team development and increase the effectiveness of team interaction. This finding helps us better understand the mechanism and context under which entrepreneurial heterogeneity may enhance the team’s decision-making performance.

Co-sensing and co-shaping as shared and relational practices in bringing about relational leaders in higher education

The aim of this article is to investigate how and what kinds of relational and shared practices were co-created within a multicultural team in a higher education collaborative learning environment. The students interacted while working towards the shared goal of co-constructing knowledge. The study provides insight into how student teams can actively build collaboration in learning spaces through manifesting relational leadership. Shared and relational practices refer broadly to all the knowledge, attitudes and skills that emerge from team interaction. A compound theoretical framework combining relational leadership and leadership trichotomy was adapted to study what particular factors enable shared and relational practices. The qualitative study drew data from students’ reflections and group discussions in an intervention which served as a space for experimentation in collaboration and dialogue. The results showed that the students practised Co-sensing and Co-shaping to effectively allow knowledge co-construction. A broadening perception of diversity and the perception that barriers were a doorway to new relational possibilities enabled Co-sensing and Co-shaping to work in collaboration. The results of the study could provide new insights for other kinds of higher education learning environments.