Student Registered Nurse Anesthetist Simulation Training with the Use of Cognitive Aids in Malignant Hyperthermia Recognition and Treatment

One of the most stressful times in the life of a student registered nurse anesthetist (SRNA) is during the integration of didactic work with that of clinical anesthesia practice (Chipas et al., 2012). One method that has been proven effective in other avenues of student nursing education is the use of procedural simulation labs. These simulation labs allow SRNAs to experience what it is like to be in the operating room setting, while also showing distinct differences within each case, treatment, and the importance to be familiar with all aspects of anesthesia. The purpose of this project was to examine if SRNA’s found the use of cognitive aids increased their confidence in the recognition and treatment of a simulated malignant hyperthermia crisis. The population of this project was all SRNAs enrolled in the doctoral-level NAPs. For ease of accessibility the sample used for the project was the SRNA class of 2018 for the academic institution’s NAP. Inclusion criteria was students who have their bachelor of science in nursing degree, are of varying ages, backgrounds, and experience levels. No exclusions were made based on previous experience with simulation, or demographic data. The only exclusion criteria were of SRNAs who previously had experience in the clinical setting managing an MH crisis. SRNAs were placed into two groups at random. One group received simulation training using the cognitive aid, while the second group received simulation training without the use of a cognitive aid. A pre/post-test design was used to determine if the students found the use of the cognitive aid beneficial during the crisis. For ethical considerations, after the post-test results were collected the control group received the same simulation as the test group. While the increase in confidence levels of both the cognitive aid and control group were 16% post-simulation, an independent t-test showed that the difference in the confidence levels was not significant, t(12) = - 1.15, p = 0.14. Regardless of the findings, SRNAs involved in the project stated they believed that the cognitive aids were beneficial, and plan to continue their use in their operating room practice

Undead Pedagogy: How a Zombie Simulation Can Contribute to Teaching International Relations

A global zombie outbreak constitutes a hypothetical event in world politics that could likely lead to the collapse of civilization. At the same time, the very threat of such a global catastrophe offers a unique experimental terrain on which to investigate various possible changes and developments in human interaction in social, economic, and political processes. In this article, we discuss our experience with using a global zombie outbreak-based simulation in International Relations teaching and our attempt at measuring the learning outcomes, taking our point of departure in the existing literature on active learning. Following an outline of the objectives, setup, and parameters of the simulation, we evaluate the results of the survey we conducted of the student participants and discuss the learning outcomes discerned

Pemanfaatan Media Tik Simulasi Sebagai Substitute Eksperimen Pada Pembelajaran Alat Ukur Di SMP

The purpose of this study are: to determine an increase in cognitive learning outcomes, to grow the students science process skills, to form students character, to improve students activities, and to grow positive attitudes of students after they use of simulation ICT media as a substitute experiments on learning measuring instruments. The research was conducted in the first semester of the academic year 2013/2014 in junior high school Muhammadiyah Pringsewu. The research used purposive sampling technique, select one class from all over the existing class VII. Sample of research was 25 students of class VII 1. The research design is used an One-Shot Case Study. Based on the results of a study using simulation ICT media as a substitute experiments on measuring instruments learning increased cognitive learning outcomes of students, can grow science process skill of students, form the character of students, to improve students activities, and to grow a positive attitude of students.Penelitian ini bertujuan untuk: mengetahui peningkatan hasil belajar ranah kognitif, menumbuhkan KPS, membentuk karakter, mengembangkan aktivitas, dan menumbuhkan sikap positif siswa setelah pemanfaatan media TIK simulasi sebagai substitute eksperimen pada pembelajaran alat ukur. Penelitian dilaksanakan pada semester ganjil tahun ajaran 2013/2014 di SMP Muhammadiyah Pringsewu, Kabupaten Pringsewu. Penelitian menggunakan teknik purposive sampling, sehingga dipilih satu kelas dari seluruh kelas VII yang ada. Sampel penelitian berjumlah 25 siswa dari kelas VII 1. Berdasarkan hasil penelitian memanfaatkan media TIK simulasi sebagai substitute eksperimen pada pembelajaran alat ukur diketahui terdapat peningkatan hasil belajar ranah kognitif siswa, dapat menumbuhkan KPS siswa, dapat membentuk karakter siswa, dapat mengembangkan aktivitas siswa, dan dapat menumbuhkan sikap positif siswa

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning, students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process focused on the task at hand (task regulation). In this study, we investigate how support of collaborative inquiry learning can influence the use of regulative activities of students. Furthermore, we explore the possible relations between task regulation, team regulation and learning results. This study involves tenth-grade students who worked in pairs in a collaborative inquiry learning environment that was based on a computer simulation, Collisions, developed in the program SimQuest. Students of the same team worked on two different computers and communicated through chat. Chat logs of students from three different conditions are compared. Students in the first condition did not receive any support at all (Control condition). In the second condition, students received an instruction in effective communication, the RIDE rules (RIDE condition). In the third condition, students were, in addition to receiving the RIDE rules instruction, supported by the Collaborative Hypothesis Tool (CHT), which helped the students with formulating hypotheses together (CHT condition). The results show that students overall used more team regulation than task regulation. In the RIDE condition and the CHT condition, students regulated their team activities most often. Moreover, in the CHT condition the regulation of team activities was positively related to the learning results. We can conclude that different measures of support can enhance the use of team regulative activities, which in turn can lead to better learning results

Cognitive Conflict Strategy and Simulation Practicum to Overcome Student Misconception on Light Topics

One way to reduce misconceptions can be overcome by cognitive conflict learning strategies with the help of simulation practicum instead of actual practicum. This study aims to determine whether there are differences in students' misconceptions before and after learning with cognitive conflict strategies as an effort to reduce misconceptions on light material. Research sample of 31 students. Data on the degree of misconception before the study was 0, 36 and after doing research was 0.17. The t-paired test results for the mean percentage of students' misconceptions on light material before and after learning differed at a significance level of 0.05. While, the results of N-Gain calculations to student achievement increase in overcoming misconceptions on light material were 0.3, that means the average students' achievement in dealing with misconceptions are in the medium category and cognitive conflict strategies combined with simulation practicum have a strong effect on reducing students' misconceptions on light material with a range of 2.91. Based on the results of the study it can be concluded that cognitive conflict strategies combined with simulation practicum can be used to reduce misconceptions that lead to increased student learning achievement. Further research is needed to explore students' misconceptions on other physics topics and can measure student misconceptions at each meeting so that students are more organized and developed in learning

Comprensión de textos como una situación de solución de problemas

La investigación en la comprensión de textos ha dado detalles de cómo las características del texto y los procesos cognitivos interactúan con el fin de consituir la comprensión y generar significado. Sin embargo, no existe un vínculo explícito entre los procesos cognitivos desplegados durante la comprensión de textos y su lugar en la cognición de orden superior, como en la resolución de problemas. El propósito de este trabajo es proponer un modelo cognitivo en el que la comprensión de textos se hace similar a una resolución de problemas y la situación que se basa en la investigación actual sobre los procesos cognitivos conocidos como la generación de la inferencia, la memoria y las simulaciones. La característica clave del modelo es que incluye explícitamente la formulación de las preguntas como un componente que aumenta la potencia de representación. Otras características del modelo se especifican y sus extensiones a la investigación básica y en la comprensión de textos y de orden superior los procesos cognitivos se describen aplican.Research in text comprehension has provided details as to how text features and cognitive processes interact in order to build comprehension and generate meaning. However, there is no explicit link between the cognitive processes deployed during text comprehension and their place in higher-order cognition, as in problem solving. The purpose of this paper is to propose a cognitive model in which text comprehension is made analogous to a problem solving situation and that relies on current research on well-known cognitive processes such as inference generation, memory, and simulations. The key characteristic of the model is that it explicitly includes the formulation of questions as a component that boosts representational power. Other characteristics of the model are specified and its extensions to basic and applied research in text comprehension and higher-order cognitive processes are outlined.Fil: Marmolejo Ramos, Fernando. University of Adelaide; AustraliaFil: Yomha Cevasco, Jazmin. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

Connecting Levels of Analysis in Educational Neuroscience: A Review of Multi-level Structure of Educational Neuroscience with Concrete Examples

In its origins educational neuroscience has started as an endeavor to discuss implications of neuroscience studies for education. However, it is now on its way to become a transdisciplinary field, incorporating findings, theoretical frameworks and methodologies from education, and cognitive and brain sciences. Given the differences and diversity in the originating disciplines, it has been a challenge for educational neuroscience to integrate both theoretical and methodological perspective in education and neuroscience in a coherent way. We present a multi-level framework for educational neuroscience, which argues for integration of multiple levels of analysis, some originating in brain and cognitive sciences, others in education, as a roadmap for the future of educational neuroscience with concrete examples in moral education

Can Intellectual Processes in the Sciences Also Be Simulated? The Anticipation and Visualization of Possible Future States

Socio-cognitive action reproduces and changes both social and cognitive structures. The analytical distinction between these dimensions of structure provides us with richer models of scientific development. In this study, I assume that (i) social structures organize expectations into belief structures that can be attributed to individuals and communities; (ii) expectations are specified in scholarly literature; and (iii) intellectually the sciences (disciplines, specialties) tend to self-organize as systems of rationalized expectations. Whereas social organizations remain localized, academic writings can circulate, and expectations can be stabilized and globalized using symbolically generalized codes of communication. The intellectual restructuring, however, remains latent as a second-order dynamics that can be accessed by participants only reflexively. Yet, the emerging "horizons of meaning" provide feedback to the historically developing organizations by constraining the possible future states as boundary conditions. I propose to model these possible future states using incursive and hyper-incursive equations from the computation of anticipatory systems. Simulations of these equations enable us to visualize the couplings among the historical--i.e., recursive--progression of social structures along trajectories, the evolutionary--i.e., hyper-incursive--development of systems of expectations at the regime level, and the incursive instantiations of expectations in actions, organizations, and texts.Comment: accepted for publication in Scientometrics (June 2015