High fidelity full sized human patient simulation manikins: Effects on decision making skills of nursing students

Background: The continued use of high fidelity full sized human patient simulation manikins (HF-HPSMs) for developing decision making skills of nursing students has led to growing research focusing its value on student learning and decision making skills. Methods: In October 2012, a cross-sectional survey using the 24-item Nurse Decision-Making Instrument was used to explore the decision making process of 232 pre-registration nursing students (age 22.0 + 5.4; 83.2% female) in Singapore. Results: The independent samples t-tests demonstrated three significant predictive indicators. These indicators include: prior experience in high fidelity simulation based on pre-enrolled nursing course (t = 70.6, p = .001), actual hands-on practice (t = 69.66, p < .005) and active participation in debrief (t = 70.11, p < .005). A complete experience based on role-playing followed by active discussion in debrief was a significant contributor to the decision making process (t = 73.6667, p < .005). However, the regression model indicated active participation in debrief as a significant variable which explained its development (t = 12.633, p < .005). Conclusions: This study demonstrated the usefulness of active participation in simulation learning for an analytic- intuitive approach to decision making, however active participation in debrief was a more important influencing element than role-playing. In situations where resources are limited for students to experience hands-on role-playing, peer reviewing and feedback on others’ experiences could benefit students, just as much. However, further study is warranted to determine the development of HF-HPSMs as a pedagogic tool for enhancing the decision making process of nursing students

Critical Analysis of Decision Making Experience with a Machine Learning Approach in Playing Ayo Game

The major goal in defining and examining game scenarios is to find good strategies as solutions to the game. A plausible solution is a recommendation to the players on how to play the game, which is represented as strategies guided by the various choices available to the players. These choices invariably compel the players (decision makers) to execute an action following some conscious tactics. In this paper, we proposed a refinement-based heuristic as a machine learning technique for human-like decision making in playing Ayo game. The result showed that our machine learning technique is more adaptable and more responsive in making decision than human intelligence. The technique has the advantage that a search is astutely conducted in a shallow horizon game tree. Our simulation was tested against Awale shareware and an appealing result was obtained

防災の視点を組み込んだ歳時記型郷土トランプの制作とその活用による住教育

　It is important to learn regional characteristics of the living place for maintaining our living environment properly.　There are several educational tools to understand regional characteristics.　Making indigenous playing card is one of the good methods for learning regional characteristics. 　The purpose of this paper is to show the process to create indigenous playing card based on year-round event including awareness of natural disaster.　It is a collaborative integrated study with school children and university students. 　We organized workshop in Nanmoku village, Gunma prefecture.　The village is located with the border of the prefecture and surrounded by mountains.　They live close to the nature, sometimes, they faced natural disaster such as heavy snow and landslide caused by the typhoon.　We made the creative Nanmoku village playing card representation of the highly unique aspect of Nanmoku village having a perspective of disaster education.　Then we show effectiveness of living environment education by using indigenous playing card. 　Educational technique making indigenous playing card brings a lot of incentive, recognition and attachment to their living environment through various communications.　It has exciting prospect of active learning for living environment and integrated study

Implementasi Pembelajaran Berbasis E-learning pada Mata Pelajaran Pendidikan Agama Islam

E-learning has an important role in Islamic Education learning. Students are expected to not only listening to the explanation of the material from the teacher but also playing an active role in learning by applying e-learning. This study aims to analyze the implementation of learning based e-learning in Islamic Education course. The method used in this research was qualitative descriptive. The subject of this study was SMK 8 Surabaya students for the Islamic Education course. The data collection method had been done by interview and documentation. Data analysis had been done by collecting data, reducing data, presenting data, and making conclusions. The results of this study were the researcher found three stages in learning-based e-learning in the Islamic Education course, which is planning stage, implementation stage, and evaluation stage

Explicit Versus Performative Assessments in Music Pedagogical Interactions

Research on teachers? assessments of students? playing within music lessons has mainly focused on verbal (spoken) evaluations of their learning. However, closer exploration of these interactions shows that embodied assessments, that is, those that also include non-verbal, multi-modal features as part of the interaction, are found to be particularly relevant when making assessments in performing domains such as music. The study?s aim was to examine the different types of assessments made by teachers of their students? playing, how they were responded to by the student, and the function they served in opening up the learning dialogue. Eighteen video recordings from one-to-one conservatoire music lessons were analysed and two types of assessments were identified: (1) Explicit, definite assessments that provided a clear statement of the students? playing (e.g., ?excellent?, ?very good?) that resulted in closing down the learning dialogue and (2) Performative, instructive assessments that were more complex evaluations of the students? playing (e.g., ?that?s closer?, ?it?s too top heavy?) that necessitated further work, thus leading to a more detailed pedagogic interaction. Findings highlight the importance of looking at embodied assessments as essential components to the learning dialogue in music, as well as discussing the implications that the different types of assessments have for opening up and closing learning interaction.authorsversionPeer reviewe