Clinical decision-making and clinical judgment outcomes by nursing students in traditional or nontraditional curricula

The purpose of this study was to investigate the claim that nursing students in nontraditional curricula achieve program outcomes consistent with nursing students in traditional generic curricula. Clinical decision making and clinical judgment are essential components of critical thinking in nursing. Self-perception as a decision-maker was measured by the Clinical Decision Making in Nursing Scale (CDMNS) and clinical judgment was measured by the Clinical Judgment in Nursing Series #1: Emergencies in Adult Client Care Test (CJS:EACC).;Participants were recruited from three regional universities. One curricular group consisted of a generic (traditional) BSN group. One nontraditional curricular design was RN-BSN Completion programs designed for RN\u27s to return for degree completion. The second nontraditional curricular group represented an Accelerated BSN program designed for adult learners with a previous baccalaureate degree to achieve a career change to nursing.;No significant outcome differences in self-perception as a clinical decision-maker as measured by mean scores on the CDMNS or in the decision making process as measured by subscale scores on the CDMNS were found between Traditional and nontraditional student groups. The hypotheses that there would be no differences in either self-perception as a decision maker or the decision making process were supported.;A significant difference was found between group scores related to clinical judgment as measured by the CJS:EACC. The nontraditional curricular groups, primarily adult learners, achieved higher scores than the generic group. The attributes of age, work experience, self-directedness, and readiness to learn may have influenced the adult learner\u27s ability to achieve, through nontraditional program structures, at the same level or higher as traditional students. Age was an influencing variable on CJS:EACC scores. The instrument measures nursing assessment and intervention related to adult medical/surgical clients. The hypothesis that there would be no difference in clinical judgment could not be supported.;Interview responses representative of each curricular group were consistent with previous studies of the goals, barriers, learning needs, and characteristics of the adult learner

Episodic memory and age-related deficits in inhibitory effectiveness

Background/Study Context: Age-related deficits in inhibitory control are well established in some areas of cognition, but evidence remains inconclusive in episodic memory. Two studies examined the extent to which a loss in inhibitory effectiveness—as measured by the extent of retrieval-induced forgetting (RIF)—is only detectable in (1) the very old, and (2) that a failure to control for noninhibitory mechanisms can lead to the misinterpretation of intact inhibition in episodic memory in the very old.  Methods: In Study 1, the authors employed a modified independent cue test—to provide as clean a measure of inhibitory functioning as possible—and examined whether there were significant differences in inhibitory effectiveness between younger-old (60–64years), old (65–69years), and older-old (70–74years) adults. In Study 2, the authors directly manipulated the contribution of output interference (a noninhibitory mechanism) to RIF in a group of young adults (18–34years), old (61–69years), and older-old (70–85years) adults.  Results: In Study 1, both younger-old (60–64years) and old (65–69years) adults demonstrated RIF on the modified independent cue test but older-old (70–74years) adults did not. In Study 2, all age groups demonstrated RIF in conditions where output interference was promoted. However, when output interference was controlled, only the young (18–34years) and old (61–69years) age groups demonstrated RIF; the older-old (70–85years) age group did not.  Conclusions: The findings suggest that inhibitory functioning remains intact in older adults under the age of 70years. However, a misleading impression can be formed of inhibitory effectiveness in adults over the age of 70 when memory tests do not exclude the use of noninhibitory processes, such as output interference. These two issues may partly explain the previous inconclusive findings regarding inhibitory deficits in normal aging

Terminal restriction fragment length polymorphism is an “old school” reliable technique for swift microbial community screening in anaerobic digestion

The microbial community in anaerobic digestion has been analysed through microbial fingerprinting techniques, such as terminal restriction fragment length polymorphism (TRFLP), for decades. In the last decade, high-throughput 16S rRNA gene amplicon sequencing has replaced these techniques, but the time-consuming and complex nature of high-throughput techniques is a potential bottleneck for full-scale anaerobic digestion application, when monitoring community dynamics. Here, the bacterial and archaeal TRFLP profiles were compared with 16S rRNA gene amplicon profiles (Illumina platform) of 25 full-scale anaerobic digestion plants. The α-diversity analysis revealed a higher richness based on Illumina data, compared with the TRFLP data. This coincided with a clear difference in community organisation, Pareto distribution, and co-occurrence network statistics, i.e., betweenness centrality and normalised degree. The β-diversity analysis showed a similar clustering profile for the Illumina, bacterial TRFLP and archaeal TRFLP data, based on different distance measures and independent of phylogenetic identification, with pH and temperature as the two key operational parameters determining microbial community composition. The combined knowledge of temporal dynamics and projected clustering in the β-diversity profile, based on the TRFLP data, distinctly showed that TRFLP is a reliable technique for swift microbial community dynamics screening in full-scale anaerobic digestion plants

Inhibitory processes in the misinformation effect : negative consequences of an adaptive process

Recent research has suggested the seemingly ironic possibility that in order to be able to remember effectively, we must be able to forget. Despite the fact that forgetting is typically conceived of as a wholly negative experience it may, nonetheless, have adaptive consequences for the efficient updating of memory. Without a method for setting aside out-of-date or unwanted information, we may be unable to satisfy current memorial goals. Recent research suggests that inhibitory processes operating during retrieval may be responsible for the temporary forgetting of unwanted information so that desired memories can be successfully retrieved (referred to as retrieval-induced forgetting, M.C. Anderson, Bjork & Bjork, 1994). The present thesis attempts to enhance our understanding of the basic mechanisms that underlie our ability to update our memories by examining the role of inhibitory processes in the misinformation effect. The misinformation effect is a form of memory error whereby individuals mistakenly report post-event misleading information rather than information that was originally encoded during an initial study phase (e.g., E.F. Loftus, 1979a). In order to examine whether the underlying mechanisms in the misinformation effect (and more generally in memory updating) are inhibitory in nature, five theory-driven experiments were conducted and reported in this thesis. An inhibitory account of misinformation effects assumes that significant misinformation effects should only be detected when information from an initial event has been inhibited, and therefore is unavailable to conscious inspection. A new paradigm was designed for investigating the memorial processes responsible for the misinformation effect, which combined key features from the retrieval practice paradigm with that of the misinformation paradigm (cf. E.F. Loftus, Miller & Burns, 1978). In Experiments 1 and 2, the boundary conditions of varying the retrieval status of target items within this new paradigm were explored. More specifically, in Experiment 1, significant misinformation effects were found only when misleading information was presented on items that were subject to retrieval-induced forgetting, i.e., the original information was unavailable to conscious inspection, leaving only the post-event information available for retrieval. A further test of the retrieval-induced forgetting account was examined in Experiment 2 whereby the presence of retrieval induced forgetting was manipulated through the insertion of a delay. Experiment 2 indicated that the production of misinformation effects was dependent on retrieval-induced forgetting remaining active (i.e., under condition of no delay, or where a delay occurred between study and retrieval practice). In contrast, significant misinformation effects were not found when retrieval-induced forgetting dissipated over a retention interval (i.e., when a delay was inserted between retrieval practice and final test). Despite Experiments 1 - 2 suggesting that retrieval-induced forgetting may play an influential role in the production of misinformation effect, the new misinformation paradigm cannot differentiate between the possible inhibitory and non-inhibitory processes that may underlie retrieval-induced forgetting. This is primarily due to the new paradigm employing a free recall test rather than using a memory test that can separate the actions of inhibitory from non-inhibitory processes. However, as the ‘independent probe’ method (M.C. Anderson & Spellman, 1995) can perform this task, it was modified for use in Experiments 3 - 5 , which more closely examined whether inhibitory processes were indeed responsible for both retrieval-induced forgetting and misinformation effects. More specifically. Experiment 3 found that inhibitory processes were the primary mechanism behind retrieval-induced forgetting, while Experiment 4 demonstrated that any item that competes with target material for retrieval is subject to inhibition (referred to as cross-category and second-order inhibition). Experiment 5 extended the findings of Experiment 3 and 4, and found that inhibitory processes were not only responsible for misinformation effects, but that all inhibited information is susceptible to the effects of post-event information. The present studies suggest that that an adaptive function on inhibition (i.e., the updating of memory) may be responsible for unwanted and undesired effect in memory under certain circumstances (i.e., the production of misinformation effects and eyewitness errors). In order to examine more fully the role of inhibitory processes in the production of misinformation effects, and more generally, in memory updating, the present thesis considers both classical and modern research on forgetting. Chapter 1 outlines recent theorising that forgetting should not be considered an exclusively negative phenomenon, and that it should, in fact, be considered an essential and necessary process that keeps our memory systems running optimally. This possibility is examined in more thorough detail in Chapters 2 and 3. Chapter 2 considers both classical interference research, and the more recent inhibitory accounts of intentional forgetting, while Chapter 3 examines how successful these inhibitory accounts have been applied to research concerning unintentional forgetting. In contrast. Chapter 4 examines a rather different approach to memory updating as viewed through misinformation studies. A new paradigm for investigating misinformation effects is introduced in Chapter 5, and the empirical Chapters 5 - 9 discuss the application of this new paradigm to the investigation of misinformation effects. Finally, the conclusions and implications of unintentional forgetting for theories of memory updating are discussed in Chapter 10. The work presented in this thesis suggests that not only can inhibition promote the updating of memory, but it can also leave our memories vulnerable to the unintentional integration of incorrect information

Singing and Social Identity in Young Children

A range of studies suggest that singing activities with young children can have a beneficial impact on other aspects of their development. However, there is little research examining the relationship between young children’s singing and their developing social identity. In the current study, data were captured of young children’s singing and social identity as part of a larger-scale, longitudinal evaluation of the nationwide Sing Up programme in England. Participants were 720 children aged 5-8 years old. The assessment of young children’s singing ability employed an established measure and was undertaken individually. With adult support, the children were also asked to complete a simple questionnaire that focused on selected aspects of their social identity, both in general terms and also related to singing. Key themes embraced their attitudes to singing (at home, in school and in informal settings), singer identity (emotional engagement with singing and self-concept), and perceptions of self (self-efficacy, self-esteem, social integration). Comparative data were collected from young children of a similar age outside the programme. Findings suggested that the programme had a positive impact on children’s singing ability, both overall and including the youngest children. The data analyses suggest that children could be identified as either “pupils with positive singing identity” or “pupils with less positive, or still developing singing identity.” Overall, pupils with a more positive singer identity—irrespective of Sing Up-related experience—tended to report more positive attitudes toward singing at school and other settings, had higher perceived levels of self-esteem and social integration, as well as more positive evaluations of their singing ability. Furthermore, the research suggests that successful participation in high-quality singing activities is likely to have a positive impact on young children’s singing ability and, by implication, such positive singing development will also be associated with aspects of self that are related to contexualised singer identity and their sense of social inclusion

The music classroom :pupils' experience and engagement during adolescence

Music, as part of the National Curriculum, is a compulsory subject of study for all pupils until the age of 14. Listening to music is an important part of adolescent leisure\ud time, music can be a powerful identifier of youth culture and yet, few pupils associate\ud their commitment to, or enjoyment of music, with the classroom context. 93% of\ud pupils opt out of classroom music as soon as they are given the choice (Bray 2000).\ud The question remains 'why?'\ud Case studies in three secondary schools were carried out with a total sample of 249\ud Year 9 pupils. Pupils described their experiences of Key Stage 3 classroom music\ud during interviews. Pupils completed questionnaires in which they described their own\ud musical ability and the skills required to achieve in GCSE Music. Patterns in pupil\ud responses across the population were identified and used to describe seven types of\ud musical engagement. The tendency for a pupil to engage with Key Stage 3 Music was\ud linked to (i) the pupil- teacher relationship, (ii) perceived task-based competency, (iii)\ud perception of risk, (iv) peer support, (v) the dominant school-based genre. As a result\ud of these findings a model of adolescent musical identity in school and other contexts\ud was proposed that related the inter-personal perspective of the pupil's experience\ud (Musics available to me) to an intra-personal perspective in which the individual\ud forms a personal relationship with specific musical encounters (Me, and My music). It\ud is proposed, that for many pupils, it is the 'goodness of fit' between the classroom\ud experiences and 'Me and My music' that will determine the pupils' decisions to\ud engage with the Key Stage 3 music classroom

The National Singing Programme for primary schools in England: an initial baseline study

The ‘Sing Up’ National Singing Programme for Primary schools in England was launched in November 2007 under the UK Government’s ‘Music Manifesto’. ‘Sing Up’ is a four-year programme whose overall aim is to raise the status of singing and increase opportunities for children throughout the country to enjoy singing as part of their everyday lives, in and out of school. As part of the Programme’s research evaluation, a key focus has been to build an initial picture of singing in Primary schools across England. This information could then be used as a ‘baseline’ by which the programme’s subsequent impact could be judged, including ‘before’ and ‘after’ measures of schools that receive particular ‘Sing Up’ input. This paper reports an overview of key outcomes of first five months of baseline profiling (October, 2007 to February 2008), embracing analyses of the singing behaviours of 3,472 children in 76 Primary schools. These findings are complimented by additional analyses of children’s views on singing in and out of school; and the self-efficacy of their class teachers’ (n=90), both as singers and as teachers of singing

The representation of response effector and response location in episodic memory for newly acquired actions:evidence from retrieval-induced forgetting

Information retrieval can cause forgetting for related but non-retrieved information. Such retrieval-induced forgetting (RIF) has been previously found for semantically and episodically related information. The current study used RIF to examine whether response effector and location are encoded explicitly in action memory. Participants learned unique touchscreen responses to ten novel objects. Correct actions to each object involved left-hand or right-hand pushing of one of four possible object buttons. After learning, participants practiced two of the ten object-specific sequences. Unpracticed actions could share hand only, button only, both hand and button, or neither hand nor button, with the practiced actions. Subsequent testing showed significant RIF (in retrieval accuracy and speed measures) for actions that shared hand only, button only, or both hand and button with the practiced action. The results have implications for understanding the representations mediating episodic action memory, and for the potential of RIF as a tool for elucidating feature-based representations in this and other domains

Researching the Impact of the National Singing Programme 'Sing Up' in England : Diverse Approaches to Successful Singing in Primary Settings

This report presents findings from research carried out with seven Chorister Outreach Projects from Cathedrals across England as part of the Choir School Association's Chorister Outreach Programme (COP). In total, data were collected from fifteen Primary Schools working with these Chorister Outreach Projects. This data set was supplemented by similar teaching and learning of singing data from an additional five (non-COP) Primary Schools who were working with aspects of the SingUp Programme. In total, 48 singing sessions were observed, of which 28 (58.3%) were in COP schools and 20 (41.7%) in non-COP schools. Overall, the observation data on learning and teaching of singing within and outside the COP school sessions demonstrate that high 'quality' experiences can be found in any school context, whether urban or rural, with older or younger children, ethnically diverse or not, and whether led by musical specialists or generalists