An analysis of the supervisor's incidental teaching function during nursing rounds

Thesis (M.S.)--Boston Universit

The Effect of Simulation with Debriefing for Meaningful Learning in Courses of Nursing Theory and Practicum on Student Knowledge and Perception of Instruction

Nursing students are expected to apply knowledge from lectures and laboratories to the clinical setting. One major challenge of nursing educators is facilitating the transfer of knowledge to the clinical-practice setting. Simulation-based education provides students with an experiential-learning activity within the context of a simulated clinical environment. Following the simulation activity, the instructor facilitates a debriefing session and guides student discussion and reflection related to the experience. Debriefing promotes understanding of nursing concepts (Benner, Sutphen, Leonard, & Day, 2010). The purpose of this research is to compare two debriefing methods: traditional method and Debriefing for Meaningful Learning DML (Dreifuerst, 2012). Using a mixed method design, the researcher examined whether there were differences in student knowledge and perceptions of instruction based on debriefing method. Data collection included midterm examination scores, Debriefing Assessment for Simulation in Healthcare-Student Version (DASH-SV) scores on perceptions of instruction, DML worksheets, and a Simulation and Debriefing Experience questionnaire. Additionally, a correlation between examination scores and DASH-Scores was calculated. The researcher invited a class of undergraduate nursing students enrolled in a pediatric nursing theory course to participate in the research. Participants completed demographic forms and consents. Each student group of 8 attended a 4-hour simulation session and participated in 4 simulation scenarios involving a 6-month old patient. Simulation scenario concepts included infant growth and development, respirator, and neurology systems. The researcher facilitated the debriefing sessions utilizing the DML or traditional method. Data were analyzed through descriptive statistics and independent samples t test. There were no statistically significant differences in examination scores or DASH-SV scores based on debriefing method. There was a moderate correlation (r= .40) between examination scores and DASH-SV scores. Data from the DML and the Simulation and Debriefing questionnaire suggested that students valued the nursing role, teamwork, and communication experiences during the simulation. Students offered feedback that has implications for practice and future debriefing research

Ethnic politics and sovereign credit risk

How does domestic politics affect sovereign credit risk? To date, scholars have largely focused on how economic interests along class-cleavages influence sovereign default risk and borrowing costs. Ethnic dynamics are another important political factor that explains governments’ creditworthiness, yet are understudied. We investigate how ethnic politics shape governments’ credit access and argue that the fiscal incentives generated by ethnic coalitions influence credit risk differently than those created by class cleavages. Because ethnic coalitions are usually smaller than class coalitions, left governments with ethnic support can commit to lower spending and receive more favorable risk assessments. Right governments that rely on ethnic support, however, will have greater spending demands because of their need to satisfy ethnic groups. We test our argument using a new indicator of government ethnic support and four indicators of sovereign credit risk. We find that, in emerging markets, the borrowing costs of right governments increase as they become more dependent on ethnic groups for political support. Our findings suggest that financial markets are attuned to multiple dimensions of domestic politics and demonstrate that ethnic divisions can have strong implications for governments’ access to credit

“Finding a Manageable Body of Content”: Seven Literacy Teacher Educators Explore the Constraints on What They Teach

Teacher educators are engaged in a perpetual quest to squeeze as much as possible into preparation of new classroom literacy teachers. In response to increasing demands for preparing future teachers for modern classrooms, seven teacher educators tackled the question of what constitutes a manageable body of early literacy content in preservice coursework. Through retrospective analysis, they discovered common constraints among their institutions that influence their decision-making about when, what, and how much content to teach. These constraints include teacher educators’ beliefs about teaching literacy methods, time and resource management issues, range of students’ needs, and influences of local and national educational contexts. The findings are significant because they offer an initial naming of some of the constraints woven into the complex web of literacy instruction coursework that is offered to preservice teachers which, in turn, will impact the professional development they receive as inservice teacher

Self-monitoring and reciprocal inhibition in the modification of multiple tics of Gilles de la Tourette's syndrome

An 18-year-old male with multiple tics, including a bark-like vocalization and jerking neck movements, as components of the syndrome of Gilles de la Tourette, was treated using an empirically based practice procedure in an investigation that employed a modified multiple-baseline design. In the assessment, instigating and inhibiting stimulus conditions were identified by collecting observational data on the tics in many life situations in and outside of the rehabilitation unit where the therapy was undertaken. Self-monitoring was found to be tic-inhibiting and when it was introduced in the modification for the vocal tic, the rate dropped immediately and dramatically on the first day. Self-monitoring and reciprocal inhibition procedures were subsequently associated with gradual reduction to nearly zero of a newly emerged minor vocal sound and of the neck tic. Evidence also suggested that the haloperidol the patient had taken previous to treatment and took throughout all but 1 week of the treatment period may have helped to reduce the tics.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/33572/1/0000075.pd

Effects of Autism Spectrum Disorder Insurance Mandates on the Treated Prevalence of Autism Spectrum Disorder

Key Findings: State mandates requiring commercial health plans to cover services for children with autism spectrum disorder increased the number of children diagnosed with the disorder. However, diagnosis rates remain much lower than community estimates, suggesting that many commercially insured children with ASD remain undiagnosed or are insured through public plans

Knowledge-to-Action Guides: Preparing Families to Be Partners in Making Educational Decisions

Posted in application of the KU Faculty's Open Access policy