Journal articles on the topic 'Environmental education Simulation methods'
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Lee, Carrie W., Tammy D. Lee, Ricky Castles, Daniel Dickerson, Holly Fales, and Christine M. Wilson. "Implementation of Immersive Classroom Simulation Activities in a Mathematics Methods Course and a Life and Environmental Science Course." Journal of Interdisciplinary Teacher Leadership 1, no. 3 (December 1, 2018): 3–18. http://dx.doi.org/10.46767/kfp.2016-0020.
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This study investigated the influence of immersive classroom simulation activities on the development of elementary pre-service teachers in two separate mathematics and science education courses that simultaneously focus on pedagogy and content. Participants submitted written personal reflections about their teaching experiences using the immersive classroom simulation activities. These reflections were analyzed for common emergent themes within and across courses. The participants discussed the benefits of the immersive classroom simulation activities in their written personal reflections. They viewed the experience as helpful in developing their skills as a practicing teacher in mathematics and science. Specifically, participants identified three sub-themes including: (a) the immersive classroom simulation activities as being beneficial by providing more authentic real-life teaching experiences than those experienced during peer-group teaching activities; (b) the importance of holding complete and appropriate understandings of content when teaching mathematics and science; and (c) the role of deep content knowledge in the process of developing high quality questions for students. This study has shown immersive classroom simulation activities to be a viable alternative for teacher education programs to engage elementary preservice teachers in developing skills regarding classroom mathematics and science discourse.
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Larraga-García, Blanca, Manuel Quintana-Díaz, and Álvaro Gutiérrez. "Simulation-Based Education in Trauma Management: A Scoping Review." International Journal of Environmental Research and Public Health 19, no. 20 (October 19, 2022): 13546. http://dx.doi.org/10.3390/ijerph192013546.
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Trauma injuries are an important healthcare problem and one of the main leading causes of death worldwide. The purpose of this review was to analyze current practices in teaching trauma management using simulations, with the aim of summarizing them, identifying gaps and providing a critical overview on what has already been achieved. A search on the Web of Science website for simulation-based trauma training articles published from 2010 onwards was performed, obtaining 1617 publications. These publications were screened to 35 articles, which were deeply analyzed, gathering the following information: the authors, the publication type, the year of the publication, the total number of citations, the population of the training, the simulation method used, the skills trained, the evaluation type used for the simulation method presented in the paper, if skills improved after the training and the context in which the simulation took place. Of the 35 articles included in this review, only a few of them had students as the target audience. The more used simulation method was a high-fidelity mannequin, in which the participants trained in more technical than non-technical skills. Almost none of the studies introduced an automated evaluation process and most of the evaluation methods consisted of checklists or questionnaires. Finally, trauma training focused more on treating trauma patients in a hospital environment than in a pre-hospital one. Overall, improvements in the evaluation method, as well as in the development of trauma training on undergraduate education, are important areas for further development.
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Nasrulin, Aydar, Bekmamat Khamdamov, Tashmirza Yuldashev, Dilbar Ergasheva, and Eduard Kan. "Simulation of physical processes and environmental monitoring at training and research stands." E3S Web of Conferences 264 (2021): 01002. http://dx.doi.org/10.1051/e3sconf/202126401002.
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In this article, we also consider the results of studying the problems and prospects for the use of educational and research stands of the Department of Hydropower and Hydraulics and information technologies to provide modelling of physical processes and environmental monitoring. This will improve the methodology for the education of energy engineers to implement the program of measures for the further development of energy and renewable energy in Uzbekistan. As an example of such an approach, we can consider as one interconnected System that combines the results of work: Examples of methods for creating a virtual stand based on digital maps for information support of environmental monitoring of hydraulic structures; An example of an experimental stand for research on the operation of structures made of reinforced soil; Examples of stands for the study of hydraulic processes - an example of the development of instruments for hydrometric support. Experimental stands are given. Methods for creating hydrostatic pressure and own weight of the dam. Conclusions and recommendations based on the results of experimental research on educational research stands.
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Budiwati, Neti, Kinanti Geminastiti H, and Fazar Nuriansyah. "USE OF SIMULATION METHODS AND VIDEO MEDIA TEACHING IN INCREASING STUDENTS' INTEREST TO BECOME TEACHERS (Case in Economics Learning Strategy Course)." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (August 15, 2022): 3813–20. http://dx.doi.org/10.35445/alishlah.v14i3.1680.
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The problem of the low interest in being a teacher for students participating in the Economics Learning Strategy Study Program of Economics Education Study Program at the University of Economics Education became the motivation for this research to be carried out. This study aims to determine whether the use of teaching simulation methods and teaching video media for teachers can increase students' interest in being a teacher. The research method is descriptive qualitative with an open questionnaire data collection tool through the Integrated Online Learning System (SPOT) Universitas Pendidikan Indonesia. The research subjects were 88 students participating in the Economics Learning Strategy course. The results showed that the student's interest in becoming a teacher after lectures using teaching simulation methods and teaching video media was on average in the high classification, and a change in interest in becoming a teacher was 80.62%. It can be concluded that the use of teaching simulation methods and teaching video media in the Economics Learning Strategy course increases students' interest in becoming teachers.
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Thompson, Stephen, Michael Clinton, Bridget Miller, and Zhengqing Fu. "Methods for Viewing Plant Stomata Responses." American Biology Teacher 85, no. 1 (January 1, 2023): 33–37. http://dx.doi.org/10.1525/abt.2023.85.1.33.
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Plants are a vital component of human life on Earth; they provide us with food and essential nutrients as well as the oxygen we breathe. However, the science education community struggles to find ways to make plant processes less abstract and more understandable for learners. In this article we demonstrate how we make plant processes more understandable for learners by observing the behaviors of a specific plant structure, a stoma, which is a microscopic opening that plays a role in the movement of matter into and out of a plant. Recent research across plant-related science fields centers on plant stomata because they protect plants from various environmental strains, including attacks from pathogens. Translating this research into science classroom instruction has not occurred extensively. A key impediment is that few common methods to make stomata visible or demonstrate their dynamic nature to learners are available. The activities we share here make stomata visible utilizing a specific plant, Tradescantia zebrina, and common laboratory equipment. In the first activity, we share how to demonstrate stomata closing and opening by manipulating a combination of these environmental factors. In the second activity, we describe how to create a visual simulation of stomata response to attacks from microorganisms.
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Yu, Yeong Ran. "Effects of Virtual Simulation Education on Labour and Delivery care." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 61–72. http://dx.doi.org/10.22251/jlcci.2022.22.23.61.
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Objectives This study was conducted to confirm the effectiveness of an educational program using virtual simulation on labour and delivery care. Methods Virtual simulation education on labour and delivery care was carried out 10hours for 2days and data collection was from May to August 2021 a total of 40 students. This quasi-experimental study used a one group pre-post design, and data analysis was performed using the SPSS 25.0 program with descriptive statistics, paired t-test and Pearson's correlation coefficient. Results There was a statistically significant difference in problem-solving process(T=-2.048, p=.044), confidence of clinical practice(T=-5.306, p<.001), inquisitiveness among sub-domains of critical thinking disposition(T=-2.079), p=.041). Critical thinking disposition had positive correlation with the problem-solving process(r=.879, p<.001) and confidence of clinical practice(r=.684, p<.001). The problem-solving process had positive correlation with confidence of clinical practice(r=.750, p<.001). Conclusions The virtual simulation education program on labour and delivery care can have a positive effect on learners' critical thinking disposition, problem-solving process, and confidence of clinical practice, and provides the basis for the development of various virtual simulation education programs.
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Kiss, János Máté, Péter Tamás Szemes, and Petra Aradi. "Sliding mode control of a servo system in LabVIEW: Comparing different control methods." International Review of Applied Sciences and Engineering 12, no. 2 (May 29, 2021): 201–10. http://dx.doi.org/10.1556/1848.2021.00250.
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AbstractThe main contribution of this paper is to present the efficiency of LabVIEW in simulating and controlling a servo system with conventional methods (PI and PID control), as well as sliding mode control (SMC). The control of an actual system with LabVIEW and NI hardware provides an efficient implementation platform, using both LabVIEW’s graphical programming and the text-based m-file language MathScript RT. Both programming environments and the connection to NI hardware are relatively easy to use, therefore, ideal for education. The graphical “coding” can help novice users to see through their algorithms. However, the mathematical background of sliding mode control is difficult compared to conventional PID control; the SMC implementation for practical uses can be quite simple, as the presented example demonstrates. The first didactic step is a simulation with the Control Design and Simulation, as well as MathScript RT Modules. Then a myRIO Student Embedded Device is used to control a real servo system. LabVIEW code can be compiled to run on computers, (soft) real-time targets, and FPGAs (hard real-time targets), so students can easily and quickly step up to real industrial measurement and control problems without the need to learn new programming environments.
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Macias, Anderson Edwin Antialon, Deiby Luis Medina Corilloclla, Marcia Yesenia Jeremias Porras, Roy Monteagudo Venero, and Jimmy Alberth Deza Quispe. "Monte Carlo simulation in an elementary school building." Journal of Project Management 7, no. 3 (2022): 147–54. http://dx.doi.org/10.5267/j.jpm.2022.3.001.
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Education is the future. Education is the only way for a country to start developing and reducing poverty. In countries with medium incomes like Peru, the resources to spend on education is not unlimited. Therefore, it is necessary to have quality in investment. However, risks and uncertainty can make a project surpass its initial budget. Therefore, statistic based methods like Monte Carlo simulation is a powerful tool to forecast possible events that might endanger the profitability and sustainability of a project. Although there is not plenty of academic literature about Monte Carlo empirical usage, many projects employ this method to manage the possible risks the project could have. In consequence, the current research analyzed both risk and sensitivity of an elementary school building project. Both analyses showed that this project had huge probabilities to surpass the current profit and return estimations. However, the sensitivity analysis portrayed that the project could be endangered because of infrastructure overspending. Moreover, it indicated that students’ attendance is also a critical factor to ensure the sustainability of the project.
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Aguayo, Claudio, Thomas Cochrane, Stephen Aiello, and Norm Wilkinson. "Enhancing Immersiveness in Paramedicine Education XR Simulation Design." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 16, 2021): 39–40. http://dx.doi.org/10.24135/pjtel.v3i1.103.
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The Multiple Environments Simulation Hub (MESH360) research cluster was established in 2016 to explore ways of making critical care simulation environments more authentic learning experiences for students (Cochrane et al., 2016). Since its establishment, three cycles of data collection have occurred exploring immersive mixed reality (XR) to enhance traditional clinical simulation methodologies in Paramedicine education (Aguayo et al., 2018; Cochrane et al., 2020). Using a design-based research (DBR) methodology focused on prototyping in practice to generate design principles (Cochrane et al., 2017; McKenney & Reeves, 2019), along with a mixed-methods and multimodal approach to data collection and analysis in educational research (Cohen, Manion & Morrison, 2011; Lahat, Adali & Jutten, 2015), led the MESH360 team to develop a framework for designing immersive reality enhanced clinical simulation (Cochrane et al., 2020).
Building upon this work, a set of design principles permitted to augment the immersive experience of participants through a case study involving an XR enhanced rescue helicopter simulation experience. Two key components of this enhanced simulation are: (1) a focus on combining XR design principles merging real environment elements with digital affordances (possibilities offered by digital tools and platforms) to provide a range of ‘learning points’ for different types of learners (i.e., from novice to experienced participants) (Aguayo, Eames & Cochrane, 2020); and (2) a focus on the embodiment of the experience (Aguayo et al., 2018) to maximize the interactivity, authenticity, and realism of the enhanced immersive reality through a sequence of experiences including virtual reality (VR) helicopter ride, simulated manikin work, and critical environmental soundscapes.
Findings from the third cycle indicate an increase in spatial and context awareness across all types of participants, in relation to the authenticity of the XR environment when compared to traditional Paramedicine simulation training. Furthermore, participants also reported an enhanced realism of the ‘emergency response’ helicopter VR ride, as the sequence of experiences permitted participants to plan their response based on audio cues and information updates while virtually ‘traveling to the scene’. This iterative research work has led the MESH360 project to validate the set of transferable design principles and implementation framework for the design of authentic critical care simulation environments in Paramedicine education.
Here we present and discuss a series of implications and benefits from the third MESH360 cycle in Paramedicine education emerging from the framework for designing XR enhanced clinical simulation. Anecdotic yet relevant data in relation to participant demographics and VR anxiety has led the MESH360 team to explore culturally-responsive practice in XR simulation in Paramedicine education (see Aiello et al., 2021). Future directions and transferability to other health and medical contexts are also discussed.
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Mohareb, Nabil, and Sara Maassarani. "DESIGN-BUILD: AN EFFECTIVE APPROACH FOR ARCHITECTURE STUDIO EDUCATION." International Journal of Architectural Research: ArchNet-IJAR 12, no. 2 (August 2, 2018): 146. http://dx.doi.org/10.26687/archnet-ijar.v12i2.1570.
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Current architecture studios are missing an important phase in the education process, which is constructing the students’ conceptual ideas on a real physical scale. The design-build approach enables the students to test their ideas, theories, material selection, construction methods, environmental constraints, simulation results, level of space functionality and other important aspects when used by real target clients in an existing context. This paper aims to highlight the importance of using the design-build method through discussing a design project case study carried out by the Masters of Architecture design programme students at Beirut Arab University, who have built prototype units for refugees on a 1:1 scale.
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Kim, Mi Ja, Kyung Mi Park, and Hyun Joo Oh. "Psychiatric Nursing Practice Simulation Program Application Effect Using Standardized Patients." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 15 (August 15, 2022): 869–78. http://dx.doi.org/10.22251/jlcci.2022.22.15.869.
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Objectives This study was conducted to verify the effect of applying a psychonursing simulation program using standardized patients to nursing students.
Methods This is a single-group pre- and post-experimental design study conducted on 49 third-year nursing students. The research procedure consisted of the formation of a psychiatric nursing practice simulation team, program development, standardized patient selection and training, program application and effectiveness verification.
Results Learner self-efficacy(t=4.81, p<.001), learning satisfaction(t=3.95, p<.001), and transfer motivation(t=5.44, p< .001) were significantly improved compared to before the implementation of the program, and there was a quantitative correlation between learner self-efficacy, learning satisfaction, transfer motivation, and self-efficacy in communication.
Conclusions Since simulation education using standardized patients was useful in mental nursing practice education, it is expected to help improve the quality of mental nursing practice and clinical practice education.
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Fibriansari, Rizeki Dwi, Anggia Astuti, and Dwi Ochta Pebriyanti. "IMPROVING MC-KENZIE EXERCISE CAPABILITIES THROUGH SIMULATION METHOD IN THE AGRICULTURE AREA." Jurnal Pengabdian Masyarakat Dalam Kesehatan 4, no. 2 (December 20, 2022): 69–73. http://dx.doi.org/10.20473/jpmk.v4i2.38363.
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Introduction: Low back pain is one of the factors causing morbidity and mortality in agricultural areas, namely pain syndrome experienced by individuals caused by poor body position. This can injure soft tissue structures that include muscles and ligaments. Community service aims to improve farmers' knowledge and skills in the PTPN XII Gunung Gambir Jember Agricultural Area to prevent low back pain.
Methods: Community service activities are carried out by providing education through simulations to farmers. The reason for choosing this method is that farmers prefer real experiences compared to lectures.
Results: Simulation learning and role play will allow farmers to learn firsthand through watching, practicing, and role-playing how to do the Mc-Kenzie Exercise. Thus, it is hoped that farmers will experience more knowledge and skills in preventing low back pain.
Conclusion: Community service activities can increase farmers' knowledge of skills about Mc-Kenzie exercises to prevent low back pain without side effects.
KEYWORDS
Mc-Kenzie Workout, Low Back Pain, Simulation
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Kim, HeeSook, Jiwon Lee, Jun-Hee Park, and SungGi Hong. "Application and Evaluation of The Blended learning-based Disaster Severity Classification(Triage) Education Program at a University." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 57–66. http://dx.doi.org/10.22251/jlcci.2022.22.24.57.
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Objectives This study is the application and evaluation of the blended learning education program for paramedic students at a university. The purpose of this study is to understand how the education program about disaster severity classification(triage), which combines blended learning-based distance education and simulation education, affects the educational satisfaction and knowledge understanding of students.
Methods This study is one group, post-test design. A blended learning-based disaster severity classification education program that combines distance education and simulation was implemented for 20 first and second-year emergency rescue students at a university. The difference in knowledge comprehension and education satisfaction was measured as an evaluation.
Results As a result of applying and evaluating the blended learning for college students in the emergency rescue department for 105 minutes, the satisfaction with the web environment was the highest (M=9.47), immediately after online class and online class. And after face-to-face class, knowledge of disaster site severity classification increased statistically significantly before (M=7.40), after online class (M=8.20), and after online and face-to-face class (M=9.80) (χ2=13.48, p=.001).
Conclusions The blended learning-based education program that mixes distance learning and simulation in disaster response can not only contribute to improving students' educational satisfaction but also expand their understanding of knowledge. In particular, simulation training is effective in the psychomotor domain. Accordingly, it is possible to increase the effectiveness of education by applying a blended learning-based education program for students majoring in health according to the subjects.
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Wallett, Lucy, Wentin Chen, Lucretia Thomas, Parisha Blaggan, Emma Ooi, Dengyi Zhou, Thia Hanania, et al. "Developing a simulation-based learning model for acute medical education during COVID-19 pandemic with Simulation via Instant Messaging – Birmingham Advance (SIMBA)." BMJ Open Quality 11, no. 2 (April 2022): e001565. http://dx.doi.org/10.1136/bmjoq-2021-001565.
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Simulation-based learning (SBL) is well-established in medical education and has gained popularity, particularly during the COVID-19 pandemic when in-person teaching is infeasible. SBL replicates real-life scenarios and provides a fully immersive yet safe learning environment to develop clinical competency. Simulation via Instant Messaging – Birmingham Advance (SIMBA) is an exemplar of SBL, which we previously showed to be effective in endocrinology and diabetes. Previous studies reported the efficacy of SBL in acute medicine. We studied SIMBA as a learning intervention for healthcare professionals interested in acute medicine and defined our aims using the Kirkpatrick model: (i) develop an SBL tool to improve case management; (ii) evaluate experiences and confidence before and after; and (iii) compare efficacy across training levels.Three sessions were conducted, each representing a PDSA cycle (Plan-Do-Study-Act), consisting of four cases and advertised to healthcare professionals at our hospital and social media. Moderators facilitated progression through 25 min simulations and adopted patient and clinical roles as appropriate. Consultants chaired discussion sessions using relevant guidelines. Presimulation and postsimulation questionnaires evaluated self-reported confidence, feedback and intended changes to clinical practice.Improvements were observed in self-reported confidence managing simulated cases across all sessions. Of participants, 93.3% found SIMBA applicable to clinical practice, while 89.3% and 88.0% felt SIMBA aided personal and professional development, respectively. Interestingly, 68.0% preferred SIMBA to traditional teaching methods. Following participant feedback, more challenging cases were included, and we extended the time for simulation and discussion. The transcripts were amended to facilitate more participant-moderator interaction representing clinical practice. In addition, we refined participant recruitment over the three sessions. In cycle 1, we advertised incentives: participation counted towards teaching requirements, certificates and feedback. To rectify the reduction in participants in cycle 2, we implemented new advertisement methods in cycle 3, including on-site posters, reminder emails and recruitment of the defence deanery cohort.
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Sunderland, P., and W. Fletcher. "Evaluation of the effect of adding a high-fidelity simulation to an existing didactic lecture to teach pharmacy undergraduates the management of sepsis in secondary care." International Journal of Pharmacy Practice 30, Supplement_1 (April 1, 2022): i32—i33. http://dx.doi.org/10.1093/ijpp/riac019.045.
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Abstract Introduction Sepsis is potentially life-threatening, requiring rapid identification and treatment. ‘Sepsis Six’ (1) has become the recognised treatment pathway and has traditionally been taught to our undergraduate pharmacy students in didactic fashion. Interactive teaching methods, such as simulation, are the most effective forms of education to improve patient safety (2). Such approaches might be beneficial in the teaching of sepsis management. Aim To evaluate the effect of adding simulation-based teaching to an existing didactic lecture on the management of sepsis. Methods Year 4 students at the University of Bath (n=92) attended a sepsis lecture given by a teacher practitioner with experience in managing sepsis in March 2020. Students completed an online survey that used Likert scales to evaluate understanding of sepsis and confidence in managing it (see table). One week later, small groups of students completed a 30-minute simulation using a SimMan ALS ‘patient’ programmed to show physiological signs of sepsis. Simulations were facilitated by a teacher practitioner with experience of operating SimMan ALS. Each group had a brief outlining the required tasks: reviewing the patient; assessing sepsis risk; summarising a treatment plan and priority actions. After the simulation, students underwent de-brief and completed the same online survey a second time. Changes in students’ responses between surveys were analysed using Wilcoxon signed-rank tests in SPSS, therefore data from students who completed only one survey were not included. Results 26 students completed both surveys (response rate: 28%). Likert scores for questions 1, 2, 4 and 5 were significantly higher following the simulation, indicating improved confidence and knowledge (see table). Conclusion Adding a high-fidelity simulation to an existing didactic lecture increased student confidence in identifying and managing sepsis. Self-reported knowledge of sepsis red flags also increased (indicated by the responses to Statement 1). This study should encourage future sepsis teaching to include a blend of didactic and simulated learning. Limitations include the low response rate, evaluation at only one university and reliance on student self-assessment of knowledge. References (1) Daniels, R, Nutbeam, T. et al (2019) The Sepsis Manual 5th Edition. UK Sepsis Trust. www.sepsistrust.org (2) Yu A, Fontana G, Darzi A (2016). Evaluation of Education and Training Interventions for Patient Safety. A report by the Centre for Health Policy at Imperial College London, an academic partner to Health Education England and the Commission on Education and Training for Patient Safety. London.
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Beam, Elizabeth L., Jocelyn J. Herstein, Kevin A. Kupzyk, and Shawn G. Gibbs. "A simulation approach to measure critical safety behaviors when evaluating training methods for respirator education in healthcare workers." American Journal of Infection Control 48, no. 8 (August 2020): 869–74. http://dx.doi.org/10.1016/j.ajic.2020.05.005.
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Czekirda, Marta, Patrycja Misztal-Okońska, Anna Włoszczak-Szubzda, Mariusz Goniewicz, Mateusz Cybulski, Krystyna Kowalczuk, Noemi Jaszyna, et al. "Objective and Subjective Stress Parameters in Response to High and Low-Fidelity Simulation Activities." International Journal of Environmental Research and Public Health 19, no. 5 (March 3, 2022): 2980. http://dx.doi.org/10.3390/ijerph19052980.
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Nursing graduates are required to have both excellent theoretical and practical skills that should be used during stressful emergency interventions. Since the received knowledge should be practiced to gain skills and trained to achieve competences, simulation exercises can be beneficial to even reduce the stress that each individual may face during emergency management of patients. A total of 146 first-year nursing students participated in the study, including 124 women and 22 men aged between 19 and 50 years, with a mean age of 32 years. The objective method estimated psychophysiological parameters (serum cortisol). Objective and subjective methods were used. The subjective method assessed stress experienced by students based on the standardized Stress Appraisal Questionnaire Version B for dispositional assessment. The study was conducted in the Monoprofile Medical Simulation Centre at the University of Economics and Innovation in Lublin, Poland and was approved by the University Research Ethics Committee. Both participants under and over 25 years of age showed increased levels of stress after low and high-fidelity simulations, with statistically significantly higher stress levels found for the low fidelity method. Low-fidelity simulation methods generated a greater increase in cortisol levels, indicating a higher stress level than the high-fidelity methods. The analysis of the scores obtained in the Stress Appraisal Questionnaire (KOS-B) showed that higher cortisol levels after the low-fidelity simulation reduced the subjective perception of a threat, while higher cortisol levels before the high-fidelity simulation promoted higher intellectual activity among the students. Levels of stress in the education of nursing students using low and high-fidelity methods can limit the sense of threat and activate professional task performance. The use of low and high-fidelity simulation does not generate destructive stress levels.
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Aiello, Stephen, Claudio Aguayo, Norm Wilkinson, and Kevin Govender. "Developing culturally responsive practice using mixed reality (XR) simulation in Paramedicine Education." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 16, 2021): 15–16. http://dx.doi.org/10.24135/pjtel.v3i1.89.
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The department of Paramedicine at Auckland University of Technology is committed to establishing informed evidence and strategies representative of all ethnicities. The MESH360 team propose that immersive mixed reality (XR) can be employed within the learning environment to introduce critical elements of patient care through authentic environmental and socio-cultural influences without putting either students, educators, practitioners or patients at risk.
Clinical simulation is a technique that replicates real-world scenarios in a controlled and non-threatening environment. However, despite the legal and moral obligations that paramedics have to provide culturally competent care, a lack of evidence and guidelines exist regarding how to adequately integrate simulation methods for cultural competence training into paramedicine education. In our curriculum, clinical simulation has been used mainly to teach the biomedical aspects of care with less focus on the psychological, cultural, and environmental contexts. A potential, therefore, exists for high-fidelity clinical simulation and XR as an effective teaching strategy for cultural competence training by providing learners with the opportunity to engage and provide care for patients from different cultural backgrounds, ethnic heritages, gender roles, and religious beliefs (Roberts et al., 2014). This is crucial preparation for the realities of professional practice where they are required to care for patients that represent the entirety of their community.
This presentation explores the MESH360 project and the development of a theoretical framework to inform the design of critical thinking in enhanced culturally diverse simulation clinical scenarios (ResearchGate, n.d.). The project aims to develop a transferable methodology to triangulate participant subjective feedback upon learning in high stress environments within a wide range of cultural-responsive environments. The implications for practice and/or policy are the redefinition of the role of simulation in clinical health care education to support deeper critical learning and paramedic competency within cross-cultural environments within XR.
The aim of the research is to develop simulation based real-world scenarios to teach cultural competence in the New Zealand paramedicine curriculum. Using a Design-Based Research framework in healthcare education the project explores the impact of culturally-responsive XR enhanced simulation for paramedicine students through the triangulation of participant subjective feedback, observation, and participant biometric data (heart rate) (Cochrane et al., 2017). Data analysis will be structured around the identification and description of the overarching elements constituting the cultural activity system in the study, in the context of XR in paramedicine education (Engeström, 1987).
Our research objective focuses upon using XR to enable new pedagogies that redefine the role of the teacher, the learner, and of the learning context to:
Develop clinically appropriate and contextually relevant simulation-based XR scenarios that teach students how to respect differences and beliefs in diverse populations whose world view may be different from ones’ own.
Inform culturally-responsive teaching and learning in paramedicine education research and practice.
Implementation of pedagogical strategies in paramedicine critical care simulation to enhance culturally-responsive understandings and practice.
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Ramseyer, Abigail M., and Monica A. Lutgendorf. "Implementation of Low-Cost Obstetric Hemorrhage Simulation Training Models for Resident Education." Military Medicine 184, no. 11-12 (April 30, 2019): e637-e641. http://dx.doi.org/10.1093/milmed/usz098.
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Abstract Introduction Simulation is beneficial training for low frequency high acuity events such as management of obstetric hemorrhage. Our objective was to evaluate perceived competency in management of obstetric and pelvic hemorrhage following training with low fidelity task trainers using inexpensive and common medical supplies. Materials and Methods This was a prospective observational study of training residents for management of obstetric and pelvic hemorrhage using a brief didactic instruction and low-cost task trainers with inexpensive common medical supplies. Participants practiced placement of a uterine tamponade balloon, uterine packing with gauze, pelvic parachute packing and temporary abdominal closure. Following training, participants completed a self-report survey regarding perceived competency with each technique. The Wilcoxon Signed-Rank Test was used to compare results before and after training. Results Eighteen of 23 residents completed the training and completed the survey on perceived competencies. There was a statistically significant improvement in perceived competency for all participants before and after training, with scores improving by 1.5 points for Bakri placement, from 1.94 to 3.44 (p < 0.001), improving by 1.67 points for uterine packing, from 1.78 to 3.44 (p < 0.001), improving by 1.95 for pelvic parachute packing, from 1.16 to 3.11 (p < 0.001), and improving by 1.89 for temporary abdominal closure, from 1.22 to 3.11 (p < 0.001). Conclusions Low-cost supplies and task trainers can be utilized to simulate postpartum hemorrhage and improve perceived competency in managing obstetric and pelvic hemorrhage. Similar training programs can be used in small community programs with limited resources.
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Hadibarata, Tony, and Mohamad Noor Hazwan Jusoh. "Strategies for Online-education Model for Project and Laboratory-based Assessment in Environmental Monitoring and Analysis Course." Acta Pedagogia Asiana 2, no. 1 (January 4, 2023): 14–25. http://dx.doi.org/10.53623/apga.v2i1.168.
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The global COVID-19 epidemic compelled all educational institutions, including universities, to cease academic instruction. To assure the ongoing process of teaching, learning, and assessment, several universities have transitioned from traditional face-to-face techniques to online ones. The purpose of the study was to examine the online-education experience in an Environmental Engineering course using a virtual lab and simulation software, as well as to determine the student's perception of the implementation of virtual labs and simulation software and the benefits of these tools for enhancing learning activities. To familiarize students with various areas of environmental engineering analysis, two simulated experiments were developed: water quality monitoring and adsorption spectroscopy. The virtual labs were generally well-received, as indicated by the responses to the Likert-type questions. Virtual laboratories are more acceptable for senior students than for first-year students, according to the consensus. 88% of respondents agreed with the average of twenty claims, compared with 3% who disagreed and 9% who agreed but disagreed with the statement. This illustrates that, although students believe that substituting virtual laboratories for conventional laboratories is not a complete solution, they believe that virtual laboratories can be used in conjunction with conventional methods to facilitate improved study outside of laboratory hours. Virtual and online learning in engineering labs are still relatively new; additional research is necessary before instructors can effectively utilize this delivery medium and its accompanying technologies to enhance student learning.
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Rajaguru, Vasuki, and Jungmin Park. "Contemporary Integrative Review in Simulation-Based Learning in Nursing." International Journal of Environmental Research and Public Health 18, no. 2 (January 15, 2021): 726. http://dx.doi.org/10.3390/ijerph18020726.
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Background: In general, simulation-based learning (SBL) has been a part of nursing education in the past two decades, though nursing educators are facing difficulties in evaluating its effectiveness in theory and practice. The aim of this review was to synthesize the research findings regarding the effects of SBL among nursing students from published scientific articles. Methods: This integrative review focused on articles published in English between 2016 and 2020, identified by using electronic databases such as Cochrane Library, PubMed, Medline (Ovid), SCOPUS, RISS, and Korea Med. Results: Fifteen articles were selected by a step-by-step process. Data were synthesized and effects of SBL methods were derived under four themes: ‘Knows A Self Com_p’ such as knowledge and skills; Attitude; Self (learning, efficacy, determination, competency, confidence, utilization, satisfaction, assessment); and Com(n) (competency, communication, and confidence) and P (perceptions and performance). Conclusion: The review results showed that SBL is the best method for teaching clinical practice. Article-focused simulations with simulators were more effective than classroom teaching, depending on the context, topic, and method. The overall results showed that SBL is a positive, safe and effective method for nursing students in clinical and simulation room settings to improve the skills and practice of client care.
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Buchanan, Lisa Brown, and Elizabeth O. Crawford. "Teaching for Sustainability in a Social Studies Methods Course: Opportunities and Challenges." Social Studies Research and Practice 10, no. 2 (July 1, 2015): 135–58. http://dx.doi.org/10.1108/ssrp-02-2015-b0012.
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The teaching of environmental sustainability was explored in five sections of an elementary social studies methods course with pre-service teachers. Using surveys and structured discussions, we identified pre-service teachers’ beliefs about environmental sustainability in response to prior experiences, course readings, films, guest lecture, and group activities (e.g., simulations). Findings suggest the subjects’ knowledge of environmental sustainability increased as a result of the course. They believed environmental sustainability is a significant global issue meriting attention in the elementary classroom; however, they felt ill prepared to teach sustainability issues to young children in developmentally appropriate ways. Finally, pre-service teachers expressed caring about improving their own consumer behaviors and sought concrete solutions from others in order to do so. Implications for elementary social studies education are discussed.
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Kee, Tris, and Hao Zhang. "Digital Experiential Learning for Sustainable Horticulture and Landscape Management Education." Sustainability 14, no. 15 (July 25, 2022): 9116. http://dx.doi.org/10.3390/su14159116.
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During the COVID-19 pandemic, horticulture and landscape management programmes in higher education experienced a huge drawback because of the impossibility of organising field studies and conducting site research. To pursue a more sustainable method of teaching, immersive technology such as augmented reality (AR) and virtual reality (VR) has been increasingly adopted as an effective approach for multimodal experiential learning. This study examines student perceptions on the use of digital technology in team-based hybrid learning to achieve sustainability in tree management using data collected from students of horticulture and landscape management in a higher education institute in Hong Kong. Key theoretical principles on Kolb’s experiential learning cycle as an interactive process are discussed, followed by an empirical analysis of student survey results. This research deepens the understanding of how immersive technology enhances both environmental sustainability and learning innovation. The results demonstrate that innovative ideas in instructional methods such as ARVR simulation can enhance the environmental sustainability of how tree management can be conducted, promoting a more environmentally conscious, experiential, collaborative and digital learning experience in higher education.
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Anouar, Alami. "INTEGRATION OF ICT IN ENVIRONMENTAL EDUCATION – CASE STUDY ON THE GREENHOUSE EFFECT AMONG SECONDARY SCHOOL STUDENTS." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, no. 2 (May 30, 2016): 1077–87. http://dx.doi.org/10.24297/ijrem.v7i2.3841.
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This article deals with methods for teaching secondary school students about the greenhouse effect. The research question is addressed in a didactic context using ICT. Our experiment used a pre-test and post-test methodology, in which we compared the learning outcomes of two groups of students: experimental group (EG) and control group (CG). Both groups followed the same teaching on the greenhouse effect during a Life and Earth Sciences (LES) class. Our study involved introduction of the following differentiation for the two groups of students: CG received explanations, accompanied by a theoretical presentation of the experiment to demonstrate the greenhouse effect. The students were then presented with the theoretical results. EG used a computer simulation of the same experiment on the greenhouse effect and interpreted the results. At post-test, the experimental group (EG) demonstrated a better understanding of the mechanisms of the greenhouse effect than the control group (CG), and scored better on questions related to infrared radiation as a result of global warming. This has been confirmed by a statistical test of homogeneity. However, on the other questions about the nature and consequences of the greenhouse effect, including on behavior advocated for the protection of the environment, we found no significant differences. Moreover, the students in both groups only proposed actions in response to the consequences of human activity and did not propose actions to respond to the consequences of natural origin. We therefore conclude that computer simulation of the greenhouse effect experiment, accompanied by further scientific interpretation, constitutes a "good didactic situation" to instill a more global understanding of the greenhouse effect.
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Lisowski, Józef. "Computational Intelligence in Marine Control Engineering Education." Polish Maritime Research 28, no. 1 (March 1, 2021): 163–72. http://dx.doi.org/10.2478/pomr-2021-0015.
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Abstract This paper presents a new approach to the existing training of marine control engineering professionals using artificial intelligence. We use optimisation strategies, neural networks and game theory to support optimal, safe ship control by applying the latest scientific achievements to the current process of educating students as future marine officers. Recent advancements in shipbuilding, equipment for robotised ships, the high quality of shipboard game plans, the cost of overhauling, dependability, the fixing of the shipboard equipment and the requesting of the safe shipping and environmental protection, requires constant information on recent equipment and programming for computational intelligence by marine officers. We carry out an analysis to determine which methods of artificial intelligence can allow us to eliminate human subjectivity and uncertainty from real navigational situations involving manoeuvring decisions made by marine officers. Trainees learn by using computer simulation methods to calculate the optimal safe traverse of the ship in the event of a possible collision with other ships, which are mapped using neural networks that take into consideration the subjectivity of the navigator. The game-optimal safe trajectory for the ship also considers the uncertainty in the navigational situation, which is measured in terms of the risk of collision. The use of artificial intelligence methods in the final stage of training on ship automation can improve the practical education of marine officers and allow for safer and more effective ship operation.
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Chatpinyakoop, Chatchai, Philip Hallinger, and Parinya Showanasai. "Developing Capacities to Lead Change for Sustainability: A Quasi-Experimental Study of Simulation-Based Learning." Sustainability 14, no. 17 (August 24, 2022): 10563. http://dx.doi.org/10.3390/su141710563.
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Education for sustainability should be capable of developing citizens with the mindset and skills to meet the complex sustainability challenges faced in the 21st century. Although educators have advocated for the use of simulations and serious games in education for sustainability, there is need for experimental research that tests the effects of these active learning methods on learner knowledge, skills, and attitudes. This empirical study aimed to fill this gap by examining the effectiveness of the Leading Change for Sustainability—Business, an online computer simulation that challenges learners to transform a company’s capacity to achieve a triple bottom-line of sustainability goals. This article reports the results of a quasi-experimental study that was designed to assess change in knowledge and attitudes of 87 students studying in a Master of Management program in Thailand. The research found that learning with the Leading Change for Sustainability—Business simulation resulted in large, significant change in knowledge of sustainability and change management concepts, as well as in the sustainability mindset of students. The successful use of this simulation in a “fully online instructional environment” not only offers support for the use of this simulation in educating for sustainability, but also for the broader potential of simulations in online learning during the post-COVID-19 era.
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Zhang, Jihong, Chaopeng Xie, Chuan Chen, Ninghan Xu, and Rui Gao. "What Is Affecting the Residents’ Subjective Perception toward Objective Environment Quality?" Discrete Dynamics in Nature and Society 2021 (July 31, 2021): 1–12. http://dx.doi.org/10.1155/2021/5540402.
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Environmental quality assessment is an important way to promote the improvement of urban environmental quality. Environmental performance is usually used to evaluate the improvement of environmental quality, and residents’ satisfaction with environmental quality is also an important method to evaluate environmental improvement. At present, in many cities in China, the results of the two evaluation methods vary greatly. Residents’ environmental satisfaction is not high in some cities with good environmental performance; however, in cities with poor environmental performance, residents’ environmental satisfaction is higher. Here, based on the environmental subjective assessment of more than 4,600 independent samples from 56 cities in 2014, this paper constructed an index between subjective and objective scores for each sample and its city, separating the total samples into two groups. In order to analyze the differences between groups, firstly, the important factors driving the differences were extracted by random forest. Secondly, the key individual characteristics were identified by the model based on conditional inference tree. Finally, the regional heterogeneity was analyzed by nonmetric multidimensional scaling. The results show that population density is the main factor that affects the difference between subjective and objective evaluations. Furthermore, in those cities with low population density, investment increasing in transportation infrastructure helps to improve urban air quality, which can bring about more perceptual environmental optimization to people. As individuals, education is the key factor for residents when it comes to environment evaluation, but it is not a simple linear relationship. In terms of regional heterogeneity, the consistency of important factors among regions is not obvious, and the situation that “neighboring” cities share the same factors is not significant.
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Sundri, Mirela-Iuliana, and Feiza Memet. "TOOLS TO ENGAGE YOUTH IN ENVIRONMENTAL ISSUES DURING COVID-19 PANDEMIC: CONSTANTA MARITIME UNIVERSITY APPROACH." Journal of marine Technology and Environment 1, no. 2021 (2021): 33–37. http://dx.doi.org/10.53464/jmte.01.2021.05.
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Environmental sustainability must be considered as the main target of humanity. To achieve this goal, the activities of many people must change into pro-environmental behaviour. This is often difficult because it involves high costs, giving up some daily habits and getting out of an artificial comfort. In this sense, education has an essential role to play. Young people are the target group for which appropriate methods must be found to help raise awareness of environmental issues and their involvement in solving them. In the current situation, under the restrictions caused by the Covid-19 pandemic, practical applications with large groups of students and observation of the wild environment is difficult to achieve. In November 2020, the Department of Mechanical and Environmental Sciences within the Maritime University of Constanta organized online the activity “S.O.S. Nature” where different environmental processes have been highlighted through simulation programs. The event aimed to increase the awareness of young people about environmental pollution and its consequences, as well as stimulating transversal skills by high school students participating. The interest given by the large participation in this event and the knowledge gained in this activity underlined the importance of modelling and simulation as useful tools through whose comprehensive approach young people can understand complex environmental issues.
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Boet, Sylvain, Joseph K. Burns, Eric Jenisset, Mélanie Papp, Sylvie Bourbonnais, and Rodrigue Pignel. "A Delphi study to identify relevant scenarios as the first step toward an international hyperbaric medicine simulation curriculum." Diving and Hyperbaric Medicine Journal 52, no. 1 (March 31, 2022): 44–48. http://dx.doi.org/10.28920/dhm52.1.44-48.
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Introduction: Evidence across healthcare specialties suggests that simulation-based education improves practices and patient outcomes. However, simulation has yet to be widely used in hyperbaric medicine education. We aimed to identify the most relevant clinical scenarios for inclusion in a simulation-based curriculum for hyperbaric medicine. Methods: After ethics approval, we used a modified Delphi consensus method. We assembled an initial questionnaire and distributed it online in English and French to an international group of hyperbaric physicians and operators using a snowball recruitment technique. Participants rated the list of scenarios using a 5-point scale ranging from 1 (least relevant) to 5 (most relevant). Scenarios judged by at least 80% of participants to be relevant (score 4 or 5) were automatically included. Scenarios that did not meet this threshold and new scenarios suggested by participants during the first round were included in a second round. Results: Seventy-one participants from nine countries, including both physicians and non-physicians, completed the first round and 34 completed the second. Five scenarios were identified as relevant: seizure, fire, cardiac arrest, pneumothorax, and technical deficiency such as power loss while operating the chamber. Conclusions: Five scenarios relevant for inclusion in the simulation-based curriculum in hyperbaric medicine were identified by expert consensus.
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Hananel, David, Dan Silverglate, Dan Burke, Benjamin Riggs, Jack Norfleet, and Robert M. Sweet. "The Advanced Modular Manikin Open Source Platform for Healthcare Simulation." Military Medicine 186, Supplement_1 (January 1, 2021): 49–57. http://dx.doi.org/10.1093/milmed/usaa420.
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ABSTRACT Introduction Current thinking in healthcare education stipulates a holistic approach with a focus on patient management, bringing together technical skills, decision-making, and team performance. In parallel, training opportunities with actual patients have diminished, and the number of different interventions to master has increased. Training on simulators has become broadly accepted; however, requirements for such training devices have outpaced the development of new simulators. The Department of Defense (DoD) targeted this gap with a development challenge. This article introduces the Advanced Modular Manikin (AMM) platform and describes the path followed to address the challenge. Materials and Methods Under Contract # W81XWH-14-C-0101, our interdisciplinary team of healthcare providers, educators, engineers, and scientists, together with partners in industry and the government collaborated to establish a set of comprehensive requirements and develop an overarching system architecture and specifications to meet healthcare simulation needs. In order to instantiate the architecture and investigate usability of the platform, a demonstration modular manikin was created that incorporated physical and digital peripherals. Results The system architecture and corresponding data models have been completed and published as open source. A developer’s tool kit has been created, including instructional materials and required hardware and software for interested parties to develop AMM-compatible modules. A reference manikin was created based on the platform specifications and successfully supported a usability study that was performed by the American College of Surgeons, Education Division at the Naval Medical Center San Diego. Conclusions The formal release of a functional modular, interoperable open-source healthcare simulation platform is complete. Next steps involve a strategy for maintaining the open standards and verification of AMM-compatibility for modules. Increasing awareness of this powerful tool and prioritization of module-development to address the wide range of healthcare education needs could lead to a renaissance in military and civilian healthcare simulation-based training.
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Lee, Jihye, Mira Han, Hyunyoung Seo, Yoona Choi, and Eunyoung Lee. "Exploring students’ satisfaction of a blended learning in simulation practicum based on ERG theory during COVID-19 pandemic." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 413–26. http://dx.doi.org/10.22251/jlcci.2022.22.23.413.
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Objectives The purpose of this study is to explore the nursing students’ experiences of a blended learning in simulation practicum based on ERG theory and to present the strategies of nursing education. Methods Study design of this study is a qualitative study that analyzed the contents of nursing students’ practicum satisfaction survey. A total 69 nursing students in U city in 2020 participated in this study. Semi structured survey based on the Existence-Relatedness-Growth theory was used to collect data and data analyzed using the directed content analysis. Results The results of this study, 3 main-categories including existence, relatedness, and growth and 10 sub-categories were derived. In the existence in main-categories, ‘practical environment with quarantine rules applied’, ‘inexperienced using non-face-to-face system’, ‘practicum that reproducing clinical situation’, and ‘safe practicum using face-to-face and non-face-to-face methods’ were analyzed. In the relatedness in main-categories, ‘smooth interaction’, ‘limitation of non-face-to-face communication’, and ‘serious and comfortable practicum’ were derived, and in the growth in main-categories, ‘improvement of clinical nursing performance’, ‘increasing confidence in nursing practice’, and ‘realization to grow as a nurse’ were analyzed. Conclusions The positive and negative experiences through a blended learning in simulation practicum were identified. Based on this results, it is needed to develop diverse teaching methods to adapt effective simulation education and to increase educational satisfaction.
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Chi, Mingli. "Ant Colony Optimization Based Simulation Analysis of Sports Course Achievement Management System." Tobacco Regulatory Science 7, no. 5 (September 30, 2021): 1978–90. http://dx.doi.org/10.18001/trs.7.5.118.
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Objectives: With the rapid development of computer technology and network technology, school teaching and management also need to keep pace with the development of the times, and information construction is needed in teaching and management. In the process of campus informationization construction, it is required that all links can be developed in a balanced way, and the school should be built into a scientific platform of information education and teaching from both hardware and software aspects. Methods: Sports achievement management system is based on reducing the workload of physical education teachers, improving teaching efficiency, optimizing the process of students’ class selection, enhancing the identification of students taking part in examinations, saving manpower, financial resources and time compared with the traditional registration model. Results: The ant colony optimization algorithm has achieved encouraging results in solving the combinatorial optimization problem that the traditional optimization method is difficult to work. Therefore, using this algorithm to optimize the simulation analysis of the physical education curriculum management system has better matching characteristics. Conclusion: The system has the characteristics of friendly man-machine interface, easy operation, strong compatibility, fast running speed, etc. It has rich reports and powerful query statistics.
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Powell, Kenneth E., Debra L. Kibbe, Rachel Ferencik, Chris Soderquist, Mary Ann Phillips, Emily Anne Vall, and Karen J. Minyard. "Systems Thinking and Simulation Modeling to Inform Childhood Obesity Policy and Practice." Public Health Reports 132, no. 2_suppl (November 2017): 33S—38S. http://dx.doi.org/10.1177/0033354917723601.
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Objectives: In 2007, 31.7% of Georgia adolescents in grades 9-12 were overweight or obese. Understanding the impact of policies and interventions on obesity prevalence among young people can help determine statewide public health and policy strategies. This article describes a systems model, originally launched in 2008 and updated in 2014, that simulates the impact of policy interventions on the prevalence of childhood obesity in Georgia through 2034. Methods: In 2008, using information from peer-reviewed reports and quantitative estimates by experts in childhood obesity, physical activity, nutrition, and health economics and policy, a group of legislators, legislative staff members, and experts trained in systems thinking and system dynamics modeling constructed a model simulating the impact of policy interventions on the prevalence of childhood obesity in Georgia through 2034. Use of the 2008 model contributed to passage of a bill requiring annual fitness testing of schoolchildren and stricter enforcement of physical education requirements. We updated the model in 2014. Results: With no policy change, the updated model projects that the prevalence of obesity among children and adolescents aged ≤18 in Georgia would hold at 18% from 2014 through 2034. Mandating daily school physical education (which would reduce prevalence to 12%) and integrating moderate to vigorous physical activity into elementary classrooms (which would reduce prevalence to 10%) would have the largest projected impact. Enacting all policies simultaneously would lower the prevalence of childhood obesity from 18% to 3%. Conclusions: Systems thinking, especially with simulation models, facilitates understanding of complex health policy problems. Using a simulation model to educate legislators, educators, and health experts about the policies that have the greatest short- and long-term impact should encourage strategic investment in low-cost, high-return policies.
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Lee, SunHee. "A comparative study on the effects of Nursing knowledge, Clinical performance competence, Practice satisfaction, and Confidence in Simulation practice and Clinical practice for nursing high risk pregnant women." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 1 (January 15, 2023): 1–13. http://dx.doi.org/10.22251/jlcci.2023.23.1.1.
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Objectives This study was attempted to compare the effects of nursing knowledge, clinical performance competence, practice satisfaction, and confidence in simulation practice education and clinical practice education for nursing high risk pregnant women.
Methods A non-equivalent control group post-hoc design was conducted. For the experimental group, simulation training for ‘high-risk pregnant nursing intervention’ was applied, and for the control group, clinical practice for ‘nursing for high-risk pregnant women’ was applied. Data collection was conducted from March 22 to June 5, 2022, and 52 people in the experimental group and 44 people in the control group were analyzed using the SPSS 25.0 program. The general characteristics of the subjects were frequency, percentage, mean, and standard deviation, the homogeneity was verified by the Chi-sqiare test, and the effects of the experimental and control groups were tested by the independent t-test.
Results Nursing knowledge (t=-0.472, p=.638) and clinical performance (t=1.104, p=.273) did not show a statistically significant difference between the simulation and clinical practice groups. However, practical satisfaction (t=2.375, p=.020) and confidence (t=2.700, p=.008) showed statistically significant results in the simulation practice group.
Conclusions Simulation practice for nursing high-risk pregnant women is an effective teaching and learning strategy that can supplement or replace nursing students' clinical practice.
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Langan, Lisa, Phil Halligan, Kate Frazer, Andrew Darley, Lizbeth Goodman, and Catherine Redmond. "Inclusive pedagogy in online simulation-based learning in undergraduate nursing education: A scoping review protocol." HRB Open Research 5 (August 15, 2022): 39. http://dx.doi.org/10.12688/hrbopenres.13557.2.
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Background: Education is recognised as a constitutional right, however, access to and participation in higher education can be challenging for some students. This has led to the development of various international and local initiatives promoting inclusion, which has increased student representation from marginalised groups. In order to support growing student diversity, teaching and learning (T&L) strategies must encompass inclusive pedagogical principles. Technological advancements have improved opportunities for online T&L strategies and these are becoming an integral component of curricula in undergraduate nursing programmes. Online simulation-based learning (SBL) has gathered momentum in nursing education over the past twenty years. However, it is unclear from the evidence-base how inclusive this educational approach is, and how it can best support the growing diversity among nursing students. This paper outlines the protocol for a scoping review that aims to systematically and comprehensively map the available published and unpublished literature on inclusive pedagogy in online SBL in undergraduate nursing education. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-analyses Extension for systematic review protocols (PRISMA-P) guided this protocol. Arksey and O'Malley (2005) six-stage methodology framework, the Joanna Briggs Institute (JBI) guidelines (Peters et al., 2020) and the PRISMA extension for scoping reviews (PRISMA-ScR) will guide the proposed scoping review (Tricco et al., 2018). Conclusion: It is envisaged that this scoping review will give a broad overview of the evidence for inclusive pedagogy in online SBL at this point. The findings of this review will be used to inform future policy and the pedagogical and technological design of online SBL activities and assist nurse educators to meet the current requirement of inclusive practice.
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Langan, Lisa, Phil Halligan, Kate Frazer, Andrew Darley, Lizbeth Goodman, and Catherine Redmond. "Inclusive pedagogy in online simulation-based learning in undergraduate nursing education: A scoping review protocol." HRB Open Research 5 (May 16, 2022): 39. http://dx.doi.org/10.12688/hrbopenres.13557.1.
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Background: Education is recognised as a constitutional right, however, access to and participation in higher education can be challenging for some students. This has led to the development of various international and local initiatives promoting inclusion, which has increased student representation from marginalised groups. In order to support growing student diversity, teaching and learning (T&L) strategies must encompass inclusive pedagogical principles. Technological advancements have improved opportunities for online T&L strategies and these are becoming an integral component of curricula in undergraduate nursing programmes. Online simulation-based learning (SBL) has gathered momentum in nursing education over the past twenty years. However, it is unclear from the evidence-base how inclusive this educational approach is, and how it can best support the growing diversity among nursing students. This paper outlines the protocol for a scoping review that aims to systematically and comprehensively map the available published and unpublished literature on inclusive pedagogy in online SBL in undergraduate nursing education. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-analyses Extension for systematic review protocols (PRISMA-P) guided this protocol. Arksey and O'Malley (2015) six-stage methodology framework, the Joanna Briggs Institute (JBI) guidelines (2005) and the PRISMA extension for scoping reviews (PRISMA-ScR) will guide the proposed scoping review. Conclusion: It is envisaged that this scoping review will give a broad overview of the evidence for inclusive pedagogy in online SBL at this point. The findings of this review will be used to inform future policy and the pedagogical and technological design of online SBL activities and assist nurse educators to meet the current requirement of inclusive practice.
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Phillips, Carl V., and Marewa Glover. "How Much Ongoing Smoking Reduction is an Echo of the Initial Mass Education?" American Journal of Health Behavior 46, no. 1 (January 31, 2022): 84–95. http://dx.doi.org/10.5993/ajhb.46.1.8.
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Objectives: In this paper, we attempt to quantify the "echo" effects of the downward shock in US smoking prevalence from mass education starting about 1965 through 2010. Methods: An agent- based population simulation replicates the observed effects of the initial education shock on smoking prevalence, and then estimates ongoing echo effects based on empirical estimates of the effects of parental smoking on initiation and peer-group quitting contagion. Further simulations estimate what additional echo effects would explain the entire historical reduction. Results: About one-third of the observed prevalence decline through 2010 can be attributed solely to fewer parents smoking after the initial education shock. Combining peer-group cessation contagion explains well over one-half of the total historical prevalence reduction. Plausible additional echo effects could explain the entire historical reduction in smoking prevalence. Conclusions: Ongoing anti-smoking interventions are credited with ongoing reductions in smoking, but most, or perhaps all that credit really belongs to the initial education and its continuing echoes. Ensuring that people understand the health risks of smoking causes large and ongoing reductions. The effect of all other interventions (other than introducing appealing substitutes) is clearly modest, and quite possibly, approximately zero, after accounting for the echo effects.
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Yilmaz, Bulent, and Muge Goken. "Virtual reality (VR) technologies in education of industrial design." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 498–503. http://dx.doi.org/10.18844/prosoc.v2i1.336.
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Design is an art and art is a design. Today, all industrial products are the result of a design process. Industrial design is a multi-disciplinary field of study, which has a goal to create and produce new objects and it focuses on designing of products by using knowledge related with applied science as well as applied arts and various engineering disciplines. Academic programs related to industrial design focus on achieving the proper balance between practicality and aesthetic pleasure. Courses may include graphic and industrial design basics, manufacturing, modelling and visualization, environmental and human interaction in design. Computer aided design software are strongly emphasized. Students constantly observe, model and test their creations. They investigate the optimal ways to design virtually any type of products, including computer interfaces, appliances, furniture, transportation and recreational items. The developments of new interactive technologies have inevitably affected to education of design and art in recent years. VR is an interdisciplinary emerging high technology. VR interfaces, interaction techniques, and devices have been improved greatly in order to provide more natural and obvious modes of interaction and motivational elements and it is an integrated technology combining; 3D graphics, human-computer interaction, sensor, simulation, display, artificial intelligence and network parallel processing. This study presents notable VR systems have been developed for education and the methods of design, such as modelling and visualization.Keywords: industrial design, interactive technologies, modelling and visualization, environmental and human interaction, virtual reality
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Bilotta, Federico F., Samantha M. Werner, Sergio D. Bergese, and Giovanni Rosa. "Impact and Implementation of Simulation-Based Training for Safety." Scientific World Journal 2013 (2013): 1–6. http://dx.doi.org/10.1155/2013/652956.
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Patient safety is an issue of imminent concern in the high-risk field of medicine, and systematic changes that alter the way medical professionals approach patient care are needed. Simulation-based training (SBT) is an exemplary solution for addressing the dynamic medical environment of today. Grounded in methodologies developed by the aviation industry, SBT exceeds traditional didactic and apprenticeship models in terms of speed of learning, amount of information retained, and capability for deliberate practice. SBT remains an option in many medical schools and continuing medical education curriculums (CMEs), though its use in training has been shown to improve clinical practice. Future simulation-based anesthesiology training research needs to develop methods for measuring both the degree to which training translates into increased practitioner competency and the effect of training on safety improvements for patients.
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Zaķe, Mairita, Michal Kepka, and Ginta Majore. "AN INTEGRATED APPROACH FOR SOCIO-TECHNICAL SYSTEMS ANALYSIS BY THE APPLICATION OF A WEB MAP SOLUTION." SOCIETY. TECHNOLOGY. SOLUTIONS. Proceedings of the International Scientific Conference 1 (April 17, 2019): 6. http://dx.doi.org/10.35363/via.sts.2019.23.
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INTRODUCTION
Socio-technical systems modelling and analysis are playing an important role for sustainability and scenario evaluation in different situations and domains – environmental modelling and simulation, agricultural management, tourism simulation, educational purposes and many others. There are many challenges when scientists are faced with a practical systems simulation modelling situation. These challenges are on choosing an appropriate simulation modelling tool according to the particular situation and on-site integration of a large amount of data in the simulation environment. An option for that particular challenge is to develop a solution by the application of multiple modelling approaches and by integrating them with the Web map application to provide the online data needed for simulation processes and the analysis of different scenarios or outcomes.
The aim of this paper is to present the results of interdisciplinary research done in collaboration with scientists in environmental modelling and the socio-technical systems engineering fields.
MATERIAL AND METHODS
Enterprise modelling as a model development tool is used to provide a holistic understanding of the mentioned domain. In the case of policy makers, the application of 4EM methodology and incorporation of a simulation modelling environment offers a comprehensive tool to influence relevant policies and regulations on the basis of the best available information and the outcome of different scenarios.
Modern web map applications provide an interactive form of data presentation, especially in the case of spatially related data. On the one hand, the user can easily define inputs to analyses and on the other hand, results of the analyses and simulations are presented in a way that the user can extract information on different levels.
RESULTS
As an outcome of this research is an integrated approach for socio-technical systems analysis which is applied in a Web Map Application to provide online visualization of the data provided in the form of maps, charts and tables.
This application also provides a participatory tool that involves scientists and members of the general public, working together to develop conceptual and dynamic models to address environmental issues. The parameters and conditions of these areas are continuously changing.
The enterprise modelling approach in combination with simulation tools and utilization of a modern web map application provides an active research tool in situations when many stakeholders are involved in building a comprehensive model and to get the most benefit from its outcome.
It also provides a holistic view of environmental processes and their influence on residential activities in the protected landscape areas.
A practical result of this paper, the solution designed and developed during the research was tested in a real life situation in Kala lake with inputs provided by the management board of the lake and an environmental agency. Visualization of the results in the form of an interactive web map application provided an explanatory and straightforward presentation of the results for an expert group, as well as for the general public.
The developed web map application combines the visualization of the results in the form of charts and tables with the visualization of spatially related phenomena as data layers in a map window, with other map layers from different data providers. On the other hand, the web map application provides functionality for users to insert the parameters of analytical methods and simulation tools to improve the results from previous iterations and/or additional conditions to the computations.
DISCUSSION
The advantages of the presented approach is to combine mathematical operations and simulations in the background while the results of these background operations are presented using graphical and cartographic methods in an explanatory form for a variety of users. The expansion of the utilization of web maps in recent years provides an interactive way to present information and to extract knowledge that are important as a support for further decision- and policy-making processes.
CONCLUSION
Future work is related with the application of a multi-approach in the socio-technical systems analysis, simulation, verification and validation processes. The interoperability of different modelling software would expand the functionality of the proposed software.
ACKNOWLEDGMENT
Michal Kepka was supported by the project LO1506 of the Czech Ministry of Education, Youth and Sports under the program NPU I.
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Rathnayake, Sarath, Thilanka Jagoda, Damayanthi Dassanayake, Nishadi Dharmarathna, Chandrani M. Herath, and Samath D. Dharmaratne. "The impact of COVID-19 on nursing education in Sri Lanka: A reflective analysis." International Health Trends and Perspectives 2, no. 1 (April 1, 2022): 26–34. http://dx.doi.org/10.32920/ihtp.v2i1.1525.
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In the wake of COVID-19, nursing education has shifted to eLearning from traditional methods. This reflective analysis addresses the impact of COVID-19 on the development of competencies among nursing students in Sri Lanka. Four themes were identified: the direct impact of the COVID-19 pandemic on nursing education; the role of eLearning in nursing education during the COVID-19 pandemic; the acquisition of nursing skills and competencies; and implications for education, research, and policy. Virtual online learning has replaced traditional teaching and learning. Acquiring clinical skills and competencies and completing the practicum are challenging. Since nurses are in high demand; nursing education needs to be accelerated and modified. A change in policies related to education and research is essential for developing countries. Blended learning, which includes more simulation teaching, is recommended.
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Van der Merwe, A., R. Y. Barnes, and M. J. Labuschagne. "How to plan for simulation integration into undergraduate physiotherapy training." African Journal of Health Professions Education 14, no. 2 (July 18, 2022): 61–65. http://dx.doi.org/10.7196/ajhpe.2022.v14i2.1446.
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Background. The benefits of simulation in healthcare education are undeniable, and in the current healthcare climate, a drastic change in delivering healthcare training is critical. Therefore, integration of simulation is essential, and necessitates detailed planning and well-trained educators. Objectives. To develop a conceptual framework for the integration of simulation in South African (SA) undergraduate physiotherapy programmes. Methods. A non-experimental descriptive research design using a modified Delphi survey was conducted. Results from a systematic review identifying simulation integration framework elements informed the Delphi survey. A purposive sample of 15 healthcare educationalists from SA and abroad were approached to participate. Data were analysed as percentages, and feedback was provided to panel members following each round.
Results. A response rate of 73.3% (n=11) was achieved. Planning was explored as one of the themes. Both institutional- and discipline-specific needs analyses were identified as essential (93%), and societal needs were useful to consider (64%). Resource identification and sharing (84%) were regarded as vital, and expert collaboration in curriculum development (79%) with scaffolded skills integration (75%) was advised. The necessity for trained facilitators (93%) and educator role identification (71%) was evident. Statements related to mastery learning/deliberate practice and the use of simulation for assessment purposes yielded the least consensus.
Conclusion. A constructively aligned curriculum based on both student and institutional needs and resource availability in guiding simulation integration was regarded as essential. Educator competency in both the development and delivery of the programme, especially debriefing methods, is vital for optimising student learning.
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Fauziah, Anna, Ratu Ilma Indra Putri, and Zulkardi Zulkardi. "COLLABORATIVE LEARNING THROUGH LESSON STUDY IN PMRI TRAINING FOR PRIMARY SCHOOL PRE-SERVICE TEACHER: THE SIMULATION OF POLYGON MATTER." Infinity Journal 11, no. 1 (January 12, 2022): 1. http://dx.doi.org/10.22460/infinity.v11i1.p1-16.
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Collaborative learning through lesson study has become one of the promising methods for improving the quality of education and improving teachers' quality, likewise with the PMRI approach. The combination of the two in the training for primary school pre-service teachers, specifically in the second simulation session, was observed and reported. This article aims to describe the collaboration process in the second session of the simulations about polygon learning at PMRI training for primary school pre-service teachers. A design research method of the development type was used in this study, only at the preliminary and development or prototyping phase. The research subjects are students of Primary School Pre-service Teachers of Sriwijaya University that consisted of eight students for the small group and 32 students for the field test. Data was collected through documentation, observation, and field notes. The result showed that there were good collaboration occurs between researcher-lecturer, lecturer-student, and between students at the plan-do-see-redesign stage of the lesson study.
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Sudirman, Andi Nur aina, Rosmin Ilham, and Silvana Panigoro. "Edukasi Manajemen Bencana Banjir pada Mahasiswa Korps Suka Rela Universitas Muhammadiyha Gorontalo." JURNAL KREATIVITAS PENGABDIAN KEPADA MASYARAKAT (PKM) 5, no. 9 (September 1, 2022): 2853–64. http://dx.doi.org/10.33024/jkpm.v5i9.6789.
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ABSTRAK Banjir adalah bencana yang terjadi ketika kapasitas air meluap kedaerah sekitarnya. Kesiapsiagaan bencana merupakan kemampuan yang dikembangkan oleh pemerintah, dan institusi terkait kebencanaan. Tujuan pengabdian ini yaitu untuk memberikan pengetahuan tentang menajemen bencana banjir pada mahasiswa KSR. Metode pengabdian yang dilakukan yaitu dengan Ceramah, Diskusi dan Demosntrasi. Metode pembelajaran cenderung mengarah pada beberapa tema diantaranya yaitu perwujudan simulasi bencana, fase simulasi bencana, kebutuhan akan simulasi bencana, dan lain sebagainya. Hasil ini mengarahkan pada pentingnya mahasiswa keperawatan untuk dibekali kompetensi keperawatan bencana melalui pendidikan kebencanaan berupa pelatihan ataupun stimulasi bencana. Perlunya meningkatkan kesiapsiagaan bencana di lingkungan masyarakat maupun kampus dengan mengikuti pelatihan dan pendidikan, serta melakukan simulasi bencana bersama dengan keluarga sehingga dapat turut serta dalam upaya tanggap bencana. Kata Kunci: Banjir, Manajemen Bencana, Edukasi ABSTRACT Flood is a disaster that occurs when water capacity overflows into the surrounding area. Disaster preparedness is a capability developed by the government and disaster-related institutions. The purpose of this service is to provide knowledge about flood disaster management to KSR students. The method of service carried out is by Lectures, Discussions and Demonstrations. Learning methods tend to lead to several themes including the realization of disaster simulations, disaster simulation phases, the need for disaster simulations, and so on. These results point to the importance of nursing students to be equipped with disaster nursing competencies through disaster education in the form of training or disaster stimulation. The need to improve disaster preparedness in the community and campus environment by participating in training and education, as well as conducting disaster simulations with families so that they can participate in disaster response efforts. Keywords: Flood, Disaster Management, Education
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Son, JungA, and MyeongHui Choe. "Effect of a Virtual Reality Simulation Program of Mental Health Nursing." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 16 (August 31, 2022): 1037–51. http://dx.doi.org/10.22251/jlcci.2022.22.16.1037.
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Objectives This study was conducted to understand the effect of the virtual reality (VR) simulation education program of mental health nursing applied to the mental health nursing theory classes through online video classes for third-grade nursing students on mental health literacy, clinical performance, critical thinking, and educational satisfaction. Through this, it was conducted to use it as a basis for the application of nursing curriculum and VR programs. Methods The research design was a non-equivalent control group pretest-posttest quasi-experimental study. The participants were 103 nursing students. The experimental group (n=63) took a total of 13 mental health nursing theory classes applied with VR simulation, and the control group (n=40) only took mental health nursing theory classes without VR simulation. Descriptive statistics were used for the collected data using the SPSS 25 program. Homogeneity between the experimental and the control group was confirmed using x2-test, Fisher's exact test, and independent t-test. Paired t-test was performed for the difference between before and after the experimental group. Independent t-test were used as the difference between two groups. Results As a result of pretest and posttest the experimental group, there were statistically significant differences in mental health literacy, clinical performance, and critical thinking score. As a result of statistical analysis between the two groups in the experimental group and the control group, a significant difference was found in the score of mental health literacy and educational satisfaction. Conclusions Based on the results of this study, the VR simulation education program of mental health nursing was found to be effective in improving mental health literacy, clinical performance, critical thinking, and educational satisfaction of nursing students. Recommendations are made for use in nursing curriculum and classes incorporating VR simulation.
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Zimmermannova, Jarmila, Andreas P. Redecker, Michal Mensik, and Carsten Juergens. "Geospatial Data Analysis and Economic Evaluation of Companies for Sustainable Business Development—An Interdisciplinary Teaching Approach." Sustainability 13, no. 20 (October 12, 2021): 11245. http://dx.doi.org/10.3390/su132011245.
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Sustainable business development is connected with environmental impact, natural resources and people. This makes the location a crucial factor for the operation of a business. Therefore, a combination of both geo-spatial data analysis and traditional economic evaluation of companies are advantageous. The consideration of geolocation is beneficial with calculations for process optimizations and cost efficiency as well as ecological and social compliance. Since integrating geospatial methods into economics is a rather new interdisciplinary approach, it seems necessary to establish innovative teaching concepts for the education of experts in this field. Creating and testing such new teaching concepts based on playful learning is the idea behind the ERASMUS+ project SPATIONOMY (“Spatial exploration of economic data—methods of interdisciplinary analytics”). An interdisciplinary team of teachers educates an interdisciplinary assembled group of international students. Hence, the fields of economics/business informatics and geography/geomatics are represented by participants and staff. Based on initial lessons about basic knowledge in the connected subjects, the central elements of the teaching concept are case studies and a simulation game, each with interdisciplinary challenges. The principal aim of the project—to educate students to become specialists in spatial economics—could be achieved. This paper aims to present, evaluate and discuss the methodological approach as well as the results from the application of the simulation game. The results show that the gamification of education is worthy. Simulation game-based learning appears to be more playful and experiential compared to traditional teaching approaches. Further research in this area should focus on the students’ engagement evaluation and attitude towards sustainable behaviour in their own business.
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Zimmermannova, Jarmila, Andreas P. Redecker, Michal Mensik, and Carsten Juergens. "Geospatial Data Analysis and Economic Evaluation of Companies for Sustainable Business Development—An Interdisciplinary Teaching Approach." Sustainability 13, no. 20 (October 12, 2021): 11245. http://dx.doi.org/10.3390/su132011245.
Full textAbstract:
Sustainable business development is connected with environmental impact, natural resources and people. This makes the location a crucial factor for the operation of a business. Therefore, a combination of both geo-spatial data analysis and traditional economic evaluation of companies are advantageous. The consideration of geolocation is beneficial with calculations for process optimizations and cost efficiency as well as ecological and social compliance. Since integrating geospatial methods into economics is a rather new interdisciplinary approach, it seems necessary to establish innovative teaching concepts for the education of experts in this field. Creating and testing such new teaching concepts based on playful learning is the idea behind the ERASMUS+ project SPATIONOMY (“Spatial exploration of economic data—methods of interdisciplinary analytics”). An interdisciplinary team of teachers educates an interdisciplinary assembled group of international students. Hence, the fields of economics/business informatics and geography/geomatics are represented by participants and staff. Based on initial lessons about basic knowledge in the connected subjects, the central elements of the teaching concept are case studies and a simulation game, each with interdisciplinary challenges. The principal aim of the project—to educate students to become specialists in spatial economics—could be achieved. This paper aims to present, evaluate and discuss the methodological approach as well as the results from the application of the simulation game. The results show that the gamification of education is worthy. Simulation game-based learning appears to be more playful and experiential compared to traditional teaching approaches. Further research in this area should focus on the students’ engagement evaluation and attitude towards sustainable behaviour in their own business.
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Sarı, Dilek, and Hatice Erdem. "The use of high fidelity simulation in nursing education: A literature reviewHemşirelik eğitiminde yüksek gerçekli simülasyon kullanimi: Literatür incelemesi." Journal of Human Sciences 14, no. 4 (November 21, 2017): 3690. http://dx.doi.org/10.14687/jhs.v14i4.4882.
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Nursing is an applied profession which requires the combination of theoretical content and practical skills in a meaningful way. Nursing education must help students internalize information, skills, attitudes, professional values and ethical standards concerning the discipline and make them a part of their behavior. Nursing education necessitates an education system which covers all cognitive, affective and psychomotor areas of learning at a level of adequacy that could get students to assume the specified roles. As well as technical skills, such skills as providing a holistic and empathic health care and communication and team cooperation must be included by this system. The main objective of nursing education is to train nurses who can combine theory and practice, think critically in the learning process and have acquired effective problem solving skills. In the educational settings of our day, different teaching technologies are employed at each stage of instruction. Many instructional methods and strategies are tried out for the improvement of information and skills in nursing education. A great majority of educational methods and strategies consists of computer aided education, simulation and distance education approaches. One of the methods employed in order for students to improve their competence in health care management and to gain perfection. It is not always possible for students to gain appropriate clinical experience because they spend less time in the clinic due to such reasons as the limited areas of clinical practice in the complex structure of health care system, shorter stays of patients in hospitals and problems concerning the education system. However, despite all these negative factors, nurses are expected to possess the ability to perform nursing skills perfectly when encountered challenging situations. Considering such restrictions, simulation based learning plays a pivotal role for nursing students studying in the constantly changing health care system to get properly prepared.Simulation practices are considered as a significant step towards offering safe care to patients in health care services by providing a learning environment in which environmental risks are minimized. In recent years, patient stimulators that have high fidelity have attracted gradually increasing interest as en educational tool in nursing education. This review was planned with the aim of examining the results of studies carried out on the use of high fidelity simulation in nursing education. Study population consisted of 53 published studies which were reached as a result of the review of the data bases, “Pubmed” and “Science Direct” using the keywords “simulation”, “nursing”, “education”, “students” and “high fidelity” in April-May 2017. In the review, articles which were published in English and had their full texts were chosen for examinations. 23 studies meeting the criteria of the present research comprised the study sample. More than half the studies (15) included in the review cover the comparison of high fidelity simulation with another learning method. High fidelity simulation is also seen to be compared with standardized patients, traditional learning methods and moderate and low fidelity simulation. In the examination of the results of these studies most methods showed no superiority to others, but it was found that knowledge, skills and performance scores increased in the education offered using high fidelity simulation. In conclusion, in the education carried out with high fidelity simulation, increases can be observed in students’ clinical thinking and decision making, confidence, motivation and motor skills. Therefore, the use of simulation in the education of nursing students is accepted as the golden standard.Extended English abstract is in the end of PDF (TURKISH) file.ÖzetHemşirelik, kuramsal içeriğin, pratik beceri ile anlamlı bir biçimde birleşmesini gerektiren uygulamalı bir meslektir. Hemşirelik eğitimi; öğrencilere belirtilen rolleri kazandıracak yeterlilikte bilişsel, duyusal ve psikomotor öğrenme alanlarını kapsayan bir eğitim sistemini gerektirmektedir. Bu sistemde teknik becerilerin yanı sıra; bütüncül ve empatik bakım verme, iletişim ve ekip işbirliği gibi beceriler de yer almalıdır. Hemşirelik eğitiminde temel amaç; teori ile uygulamayı birleştirebilen, öğrenme sürecinde eleştirel düşünebilen ve etkin problem çözme becerisi kazanmış hemşireler yetiştirmektir. Günümüzde eğitim ortamlarında, öğretim sürecinin her aşamasında farklı öğretim teknolojileri kullanılmaktadır. Eğitim yöntem ve stratejilerinin önemli bir grubunu, bilgisayar destekli eğitim, simülasyon ve uzaktan eğitim yaklaşımları oluşturmaktadır. Öğrencilerin hasta bakım yönetiminde yeterliliğini geliştirmesi ve yetkinlik kazanması için benimsenen yöntemlerinden birisi de simülasyondur. Sağlık bakım sisteminin karmaşık yapısı içinde klinik uygulama alanlarının sınırlı olması, hastaların hastanede kalış sürelerinin kısalması ve eğitim sistemi kaynaklı nedenlerle klinikte daha az zaman geçirmeleri sonucunda öğrencilerin uygun klinik deneyim kazanabilmeleri her zaman mümkün olamamaktadır. Ancak tüm bu olumsuz faktörlere rağmen hemşirelerden zor durumlar karşısında hemşirelik becerilerini eksiksiz sergileyebilecek yeteneğe sahip olmaları beklenmektedir. Söz konusu sınırlamalar göz önüne alındığında, simülasyon temelli öğrenme, sürekli değişen sağlık bakım sistemi içinde eğitim gören hemşirelik öğrencilerinin yeterli hazırlanmasında anahtar rol oynamaktadır.Son yıllarda gerçekliğe yakınlığı yüksek hasta simülatörleri hemşirelik eğitiminde bir eğitim aracı olarak giderek artan bir ilgiyle kullanılmaktadır. Bu derleme hemşirelik eğitiminde yüksek gerçeklikli simülasyon kullanımına yönelik yapılan çalışmaların sonuçlarını incelemek amacıyla planlanmıştır. Çalışmanın evrenini Nisan-Mayıs 2017 tarihlerinde “simülation”, “nursing”, “education”, “students”, “high fidelity” anahtar kelimeleriyle, “Pubmed” ve “Science Direct” veri tabanları taranarak yayınlanmış olan 53 çalışma oluşturmuştur. İncelemede, yayın dili İngilizce olan ve tam metni bulunan makaleler seçilmiştir. Araştırma kriterlerini karşılayan 23 çalışma derlemenin örneklemini oluşturmuştur. Derlemeye dahil edilen araştırmaların yarısından fazlası (15) yüksek gerçeklikli simülasyon ile bir diğer öğrenme yönteminin karşılatırılmasından oluşmaktadır. Yüksek gerçeklikli simülasyonun; standardize hasta, geleneksel öğrenme yöntemleri, orta ve düşük gerçeklikli simülasyon ile karşılaştırıldığı görülmektedir. Bu çalışmaların sonuçları incelendiğinde çoğunun birbirine karşı bir üstünlüğü bulunmamış fakat yüksek gerçeklikli simülasyon ile yapılan eğitimde bilgi, beceri ve performans puanlarında artma olduğu saptanmıştır. Sonuç olarak yüksek gerçeklikli simülasyon ile yapılan eğitimde; öğrencilerin klinik düşünme ve karar verme, özgüven, motivasyon ve motor becerilerinde artma görülmektedir. Bu nedenle, hemşirelik öğrencilerinin eğitiminde simülasyon kullanımı altın standart olarak kabul edilmektedir.
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Zhou, Zheng, and Yang Liu. "Blockchain-Based Encryption Method for Internal and External Health Privacy Data of University Physical Education Class." Journal of Environmental and Public Health 2022 (August 29, 2022): 1–10. http://dx.doi.org/10.1155/2022/7506894.
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In order to improve the security of the storage and scheduling of health privacy data inside and outside the university physical education class, a storage and scheduling method based on blockchain hybrid encryption is proposed. The distribution structure model of health privacy data blockchain inside and outside the university physical education class is established, arithmetic coding and quantitative feature analysis methods to schedule and adaptively control health privacy data blockchain inside and outside the university physical education class are adopted, public key coding configuration and vector quantization coding methods are combined to design encryption keys in the process of health privacy data transmission inside and outside the university physical education class, and blockchain hybrid encryption algorithm is adopted to design encryption keys for health privacy data inside and outside the university physical education class. The arithmetic coding is embedded in the encryption system, and the bit sequence output by the blockchain hybrid encryption is circularly shifted, so as to realize the encryption of health privacy data inside and outside the university physical education class and optimize the storage scheduling. The simulation results show that this method has good security encryption performance, strong antiattack ability, and balanced storage space allocation, which improves the security storage and transmission ability of health privacy data inside and outside the university physical education class.
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Mannenbach, Mark S., Carol J. Fahje, Kharmene L. Sunga, and Matthew D. Sztajnkrycer. "An In Situ Simulation-Based Training Approach to Active Shooter Response in the Emergency Department." Disaster Medicine and Public Health Preparedness 13, no. 02 (May 11, 2018): 345–52. http://dx.doi.org/10.1017/dmp.2018.39.
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ABSTRACTWith an increased number of active shooter events in the United States, emergency departments are challenged to ensure preparedness for these low frequency but high stakes events. Engagement of all emergency department personnel can be very challenging due to a variety of barriers. This article describes the use of an in situ simulation training model as a component of active shooter education in one emergency department. The educational tool was intentionally developed to be multidisciplinary in planning and involvement, to avoid interference with patient care and to be completed in the true footprint of the work space of the participants. Feedback from the participants was overwhelmingly positive both in terms of added value and avoidance of creating secondary emotional or psychological stress. The specific barriers and methods to overcome implementation are outlined. Although the approach was used in only one department, the approach and lessons learned can be applied to other emergency departments in their planning and preparation. (Disaster Med Public Health Preparedness. 2019;13:345–352)