Understanding the experiences of adjunct nursing faculty in the curriculum development process: a qualitative case study

This qualitative case study examines the experiences of adjunct nursing faculty within the curriculum development process at universities granting a bachelor\u27s degree in nursing within the Philadelphia five-county region, and the state of New Jersey. Seven adjunct nursing faculty members participated in this study providing detailed input of their experiences in this process. Five themes were uncovered during analysis including: assembling a critical foundation, value added, incidental collaboration, a seat at the table, and trial by fire. These themes helped to provide a deeper understanding of the opportunities, rewards, and challenges experienced by these adjunct nursing faculty members in the curriculum development process. Recommendations for additional research are provided

Coping with Vicarious Trauma in Mental Health Interpreting

This research explores coping strategies used by American Sign Language (ASL) interpreters who work in mental health settings. Due to the highly emotional nature of such assignments, interpreters are at an increased risk for experiencing vicarious trauma. This study also investigates the available training regarding vicarious trauma in current interpreter education. Previous research has typically recognized the need for self-care and focused on general suggestions for coping; the present work uses firsthand accounts from practicing interpreters. To uncover interpreters’ personal experiences, the researcher created an online survey that resulted in 222 qualifying responses. Of the total number of respondents, 83% expressed that they have experienced vicarious trauma as the result of interpreting in mental health settings. However, 58% reported that they have not received any training related to managing the emotional impact of such interpreting assignments. Debriefing was chosen as the most utilized strategy (80%), but was also identified by some interpreters as a potential breach of confidentiality. While some interpreters have refined their own self-care routines, there is still a significant gap in educating interpreters about managing the adverse effects of vicarious trauma

A Cognitive Load Theory Approach to Understanding Expert Scaffolding of Visual Problem-Solving Tasks: A Scoping Review

Visual problem-solving is an essential skill for professionals in various visual domains. Novices in these domains acquire such skills through interactions with experts (e.g., apprenticeships). Experts guide novice visual problem-solving with scaffolding behaviours. However, there is little consensus about the description and classification of scaffolding behaviours in practice, and to our knowledge, no framework connects scaffolding to underlying cognitive mechanisms. Understanding effective scaffolding is particularly relevant to domain-specific expert-novice research regarding visual problem-solving, where in-person scaffolding by an expert is a primary teaching method. Scaffolding regulates the flow of information within the learner’s working memory, thereby reducing cognitive load. By examining scaffolding research from the perspective of cognitive load theory, we aspire to classify scaffolding behaviours as cognitive behaviours of cueing (which involves attention allocation) and chunking (the practice of grouping information, often in conjunction with prior knowledge), into a cohesive and unified framework. In this scoping review, 6533 articles were considered, from which 18 were included. From these 18 articles, 164 excerpts describing expert-novice interaction were examined and categorised based on cognitive strategy (cueing or chunking) and method of expression (verbal or nonverbal). An inductive category (active or passive) was also identified and coded. Most scaffolding behaviours were categorised as active verbal cueing and active verbal chunking. Qualitative patterns in excerpts were collated into 12 findings. Our framework may help to integrate existing and new scaffolding research, form the basis for future expert-novice interaction research, and provide insights into the fine-grained processes that comprise scaffolded visual problem-solving

Validation and Perceptions of an Advance organizer on Main Elements of Research: Philosophical Assumptions, Paradigms, and Praxis

Novice researchers lack an understanding of philosophical assumptions, paradigms, and praxis (3Ps) and their relationships with each other in research. As a result, the lack of understanding and application of the 3Ps components by novice researchers undermines confidence in the rigor and trustworthiness of their research. This study focused on filling this gap by providing a learning tool (Advance Organizer – AO) that contributes to developing knowledge of 3Ps in novice researchers. To achieve this, a two phased study was conducted. The first phase used a Delphi technique to collect data of the design of the AO in three rounds with instructional design experts, while the second phase, used semi-structured interviews with novice researchers to conduct a user test of the AO.Phase 1 produced evidence from instructional design experts that the principles of multimedia learning (i.e., coherence, signaling, spatial contiguity, segmenting, pre-training, modality, multimedia, personalization) have been used to a great extent in 3Ps AO. This reduced the external cognitive load, the management of the intrinsic cognitive load, and an increase in the germane cognitive load. Instructional design experts have also voiced their opinion of the 3Ps AO as a helpful learning tool for novice researchers. The results of phase 2 revealed that novice researchers, with either lower or higher experiences in research, faced challenges in understanding the 3Ps of the research. They described these components interchangeably and in unstructured ways, sometimes incorrectly. After reviewing the 3Ps learning tool, novices showed positive impressions and results during final conversations about the 3Ps. In short, instructional design experts and novice researchers alike expressed that the 3Ps AO is a helpful learning

Community and Identity in Contemporary Technosciences

This open access edited book provides new thinking on scientific identity formation. It thoroughly interrogates the concepts of community and identity, including both historical and contemporaneous analyses of several scientific fields. Chapters examine whether, and how, today’s scientific identities and communities are subject to fundamental changes, reacting to tangible shifts in research funding as well as more intangible transformations in our society’s understanding and expectations of technoscience. Authors: Karen Kastenhofer, Susan Molyneux-Hodgson, Clemens Blümel, Bettina Bock von Wülfingen, Béatrice Cointe, Carlos Cuevas-Garcia, Sarah R Davies, Alexander Degelsegger-Márquez, Juliane Jarke, Pierre-Benoît Joly, Marianne Noël, Benjamin Raimbault, Andrea Schikowitz, Sarah M. Schönbauer, Inga Ulnicane-Ozolina, Caitlin D. WylieDer vorgelegte Open Access Band befasst sich mit Identität und Gemeinschaft in den TechnoWissenschaften. Er widmet sich wesentlichen soziologischen Konzepten und präsentiert sowohl historische, als auch aktuelle Fallbeispiele, darunter Supramolekulare Chemie, Synthetische Biologie, Nanotechnologie und Nachhaltigkeitsforschung. AutorInnen: Karen Kastenhofer, Susan Molyneux-Hodgson, Clemens Blümel, Bettina Bock von Wülfingen, Béatrice Cointe, Carlos Cuevas-Garcia, Sarah R Davies, Alexander Degelsegger-Márquez, Juliane Jarke, Pierre-Benoît Joly, Marianne Noël, Benjamin Raimbault, Andrea Schikowitz, Sarah M. Schönbauer, Inga Ulnicane-Ozolina, Caitlin D. Wyli

The assessment of visual behaviour and depth perception in surgery

Imperial Users onl

An Examination of Novice and Expert Teachers\u27 Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders

Teachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher conducted a two-phase study, situated in the framework of the Skill Acquisition Model (Dreyfus & Dreyfus, 1986) to explore the behaviors of novice and expert teachers in a simulated secondary inclusive environment. This classroom included a virtual student with autism. In phase one, the researcher conducted a Delphi Study to determine the best practices, perceived by experts in the field, for teachers who serve students with ASD in inclusive secondary environments. During phase two, the researcher used the list of skills identified as a framework to observe and interview 10 teachers, five novices and five experts, in a simulated secondary inclusive environment. The researcher identified 11 high leverage simulation practices (HLSP) that expert teachers should use while teaching in a simulated secondary inclusive environment. Observations and reflections of expert and novice teachers were analyzed, finding only 4 HLSP among experts and 5 HLSP among novice teachers. Additional HLSP were seen through the teachers\u27 reflections. Data were analyzed and discussed in detail. Implications for practice and recommendations for future research in teacher preparation is provided