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What are the evidence-based outcomes related to the use of simulation in undergraduate nursing programs
No full textPurpose: The purpose of this paper was to investigate the effects of simulation on undergraduate nursing education. Design and Methods: An integrated review of current literature was completed using the Cumulative Index to Nursing, Allied Health Literature (CINAHL), and Education Resources Information Center (ERIC) with full text to identify studies that used simulation successfully in their nursing curriculum. Findings and Conclusions: Patient simulation can be used successfully as an instructional method in nursing education. While no single process was proven to be superior, there are techniques which have been used effectively. Clinical Relevance: Nursing education needs to improve its instructional methods to fully prepare students for work. Simulation is an expensive but effective teaching tool. Future research on simulation should focus on larger, more diverse samples
The effects of a text structure intervention on struggling third grade readers\u27 comprehension of expository text
Get PDFThe purpose of this study was to examine the effect of an intervention focused on expository text structure instruction, specifically compare-contrast and cause-effect, on the comprehension of struggling third grade readers within the science curriculum. To increase students\u27 comprehension, 10 third grade students participated in this eight week study. During the study, the 10 participants met with the researcher thirty minutes a day, four times a week for eight weeks. The focus during this intervention concentrated on explicit text structure instruction. Students learned about compare-contrast and cause-effect text structure by identifying signal words in passages and completing text structure graphic organizers and text frame paragraphs. The results suggested that overall the participants\u27 demonstrated growth in retelling of key ideas and comprehension of expository text
An Integrative Review: Integrating podcasts as an adjunct tool in undergraduate nursing classes
No full textNursing education is lacking in the use of modern technology. As an automatically downloaded audio file, podcasts can help bring nursing into the modern era of technology and allow students another avenue of learning. This integrated review examines evidence based on educational strategies that positively enhance the learning experience for the student. This paper addresses the following question: Does podcasting have positive effect on learning outcomes compared to traditional teaching methods in undergraduate nursing students? This review includes studies from the United States as well as the United Kingdom published between 2009 and 2013. Syntheses of the findings suggest podcasts positively influence the need to use this teaching strategy in conjunction with traditional teaching methods. Themes include podcasts used as an adjunct/supplemental tool, how podcasts allow flexibility/multitasking, student engagement, and learning styles accommodated by podcasts. Findings support the need for replicating studies for the development of podcasts in nursing education. Strengths of podcasting include increased learning outcomes and development of understanding of lecture content. Limitations had to do with technology not working. Recommendations consist of the need to identify and include podcasting as an effective teaching strategy by instructors
An Integrative Review: Educating Healthcare Professionals Using Serious Games and Virtual Simulation
No full textSerious games, those used for educational purposes, provide a suitable alternative to customary methods of teaching and learning (Hainey, 2010) and have been identified as appropriate for preparing healthcare professionals to successfully practice in a dynamic, rapidly changing environment. This paper addresses the following question, what is the empirical evidence that supports the use of serious games and virtual simulation in educating healthcare professionals? This review included studies from five different countries including the U.S. and from several healthcare professions such as nursing, medicine, public health, and occupational therapy. Nine quantitative and one mixed methods studies were reviewed. Garrison\u27s Community of Inquiry Theory was used as a framework for analysis of studies using serious games. The use of these novel teaching strategies was found to increase the levels of student engagement and improve learning and understanding. These studies showed that the advantages of serious games were that they provided immediate feedback, created real-life situations, addressed faculty shortages, protected patient confidentiality, offered alternatives to clinical sites, and provided unique clinical experiences from nursing students. To capitalize on these advantages and find success with this approach, it is recommended that nursing educators need a solid understanding of game-based learning (Kanthan & Senger, 2011). Educators need to continue to design tools that evaluate the learning outcomes of serious games, specifically in the practice setting. Additionally, implementing innovative teaching methods such as serious games requires collaboration between researchers and educators to establish a foundation for evidence-based teaching
Using literature circles to improve reading comprehension and student self-perception of reading ability among English language learners (ELLs)
Get PDFThis study explores how the implementation of a Literature Circles program for literacy instruction impacts English reading comprehension and student attitudes towards reading among a group of upper elementary, Latino English Language Learners (ELLs). Previous research has shown that ELLs tend to have lower self-esteem related to their academic and behavioral competencies in school, and that Latino students can experience a correlation between academic performance and self-perceptions of belonging in school (Leclair, Doll, Osborn, & Johnson, 2009; Morrison, Cosden, O\u27Farrell, & Campos, 2003). This unique set of social and emotional concerns can be addressed effectively in the literacy classroom via instructional methods that move away from traditional Initiate, Response, Feedback teacher-student discourse patterns (Mehan, 1979) and instead utilize more open-ended activities and instructional conversations that encourage critical thinking (Luk, 2004; Doherty & Hilberg, 2007). In light of existing research, an action research protocol was designed involving the use of a Literature Circles program in a classroom setting--specifically, a leveled English reading group for ELL students in 3rd through 5th grade. Students were divided into groups of two to four students based on their expressed preference for one of five different novels. They spent four weeks reading these novels while engaging in independent, written critical thinking activities and structured discussions with their book groups, while periodically participating in small-group, teacher-led strategy lessons. At the beginning and end of the study, their reading comprehension was assessed using the Qualitative Reading Inventory, 5th Edition (QRI-5; Leslie & Caldwell, 2011), while their attitudes toward reading were assessed using a survey designed by the researcher. Results from these indicators at the beginning and end of the intervention were compared in order to assess student growth. The researcher also analyzed the independent written activities students did in their book groups, using a number of quantitative indicators to trace any changes in language production over time. The findings of the study did not conclusively show that Literature Circles exerted a systematic, positive impact upon reading comprehension and student attitudes among the sample population. It is likely, however, that the effectiveness of the intervention was impeded by methodological shortcomings and missed opportunities to incorporate specific research tested principles of best practice for ELL literacy instruction, pointing toward the need for future research into this subject
The Effects of Word Recognition and Comprehension Skills and Strategies Implemented with Explicit, Systematic, Balanced-Literacy Instruction
Get PDFThe purpose of this case study was to answer the question, “Does a tier three intervention plan using a balanced-literacy format and consistent implementation of phonological awareness, vocabulary, fluency, and comprehension activities improve literacy for English language learners (ELLs) with specific learning disability (SLD)?” The participant was a male, ELL-SLD fourth grade student who attended an urban parochial school. The duration of the intervention was one ninety minute session per week over a ten week period. The results showed moderate improvement in his ability to decode words and comprehend below level texts. The greatest gain was in his word attack and word comprehension, indicating the student\u27s ability to apply phonic and structural analysis skills, use analogies, and read vocabulary to comprehend words
Resource threat of loss experienced by patients involved in traumatic injuries
No full textThis study explores whether appraisal process as defined by threat of and actual loss of resources will determine differences in psychological outcomes. The goal was to determine if there are differences in psychological functioning (PTSD, depression, and hardiness) across optimistic, realistic and pessimistic appraisals of a traumatic injury. Sixty-seven traumatic injury patients from Froedtert Hospital participated in this study. Our findings indicate that there was a difference in PTSD and depression symptom severity, but not hardiness separately across the three cognitive appraisals. This suggests outcome differences occur after stressful experiences depending upon cognitive appraisal impacting the psychological outcome following a traumatic injury
Impact of teaching summarizing to improve comprehension and retention of a religion textbook
Get PDFThis study analyzed the impact of summarizing on students’ comprehension and retention of a religion textbook. The study consisted of an eight-week intervention during which the participants engaged in a variety of summarizing activities three days each week in religion class. Fifteen eighth grade girls from an urban, all-girls, Catholic school in a Midwestern city participated in the study. The researcher used oral and written summaries as well as objective quizzes and exams for pre- and posttests. In addition, the researcher monitored the students’ progress by collecting the students’ notes and written summary paragraphs. Results indicated that the study had a positive impact on the students’ ability to comprehend and retain information from the religion textbook. The study did not impact students’ ability to recognize main ideas and write summaries
The impact of project-based learning on writing expository text in students with disabilities
No full textWriting is challenging for many students, especially those with disabilities. Students often lack the skills as well as the motivation. Project-based learning (PBL) is an effective way to engage learners as well as aid in learning. The purpose of this study is to examine the impact of project-based learning on students with disabilities’ writing. The research question was “What is the impact of project-based learning on expository writing in students with disabilities?” The research design was a quantitative, quasi-experimental, one-group study with six urban high school students. These students had either an emotional/behavioral disorder, Asperger’s, other health impairment (OHI) or a learning disability (LD). The independent variable was project-based learning and the dependent variable was the writing rubric scores. Scores were based on a 4-point rubric used to assess their paper written as part of their project. Students’ average writing scores throughout the semesters showed a small positive increase (+0.029, SD 0.197). In addition, the range of scores narrowed during the trimesters. Further research needs to be conducted to understand the relationship between project-based learning and writing skills in students with disabilities
Impact of oral drill and practice of a small set of target facts with corrective feedback by a partner on first grade students’ fluency in addition facts
No full textThe purpose of the action research was to discover if the published program, Mastering Math Facts (Crawford, 2003) was an effective means for students to learn the addition facts and answer fluently on a timed assessment. The research question was: To what extent does the implementation of oral drill and practice of a small set of target facts with corrective feedback by a partner have an impact on first grade students’ fluency in addition facts? A quasi-experimental one group pre-test post-test research design was used for the study. The independent variable was the published program, Mastering Math Facts, an intervention that included oral drill and practice of a small set of target facts with corrective feedback by a partner and the dependent variable was the assessment scores on the post-test assessment. On the 2 minute, 80 addition problem pre-test and post-test assessments, all the students scores’ increased. The students’ mean score increased from 15.10 to 35.38, indicating their addition fact fluency improved during the study. To determine if there was indeed a significant improvement on the 2 minute, 80 addition problem pre and post-test assessments, a paired t-test was used. A p-value of p\u3c.001 was found indicating that the improvement was significant at both the p\u3c.05 and p\u3c.01 levels. The research findings suggest that oral drill and practice of a small set of target facts with corrective feedback by a partner has a positive impact on first grade students’ fluency in addition facts