9667 research outputs found
Sort by
What can Dark Souls III teach writing instructors about supporting first-year writers?
No full textMany scholars in the field of rhetoric and composition have explained why video games are good for learning and how video games can be applied in educational spaces (Gee; Shultz-Colby; Sierra). To further explore the relationship between video games and rhetoric and composition, I conducted a qualitative study and recruited first-year writing instructors to play Dark Souls III, an action role-playing game infamously known for its difficulty. From each participant, I collected a pre-reflective questionnaire, Dark Souls III gameplay, and an interview. Using relational content analysis, I coded/analyzed interview transcripts from eight player-teachers. My analysis revealed the following key points: gameplay experiences offer reflective moments for player-teachers about identity, learning, and pedagogy. Additionally, video games teach educators to resist ideologies of deficient writing as learning new skills takes time and practice. Overall, my dissertation demonstrates that video games are just as beneficial to instructors as they are for students
A retrospective study on the experience of coming out on LGBTQ+ Latinx adolescents
No full textAdolescents are in a unique position as they are emerging into adulthood and their identities as individuals are forming. Emerging identities, such as burgeoning sexuality can cause shifts within the relationships with those around the adolescent, referred to by Bronfenbrenner as an ecological system (1994). The purpose of this study was to explore the levels of support Latino adolescents experienced within the ecological system around them. Using a phenomenological approach, ten interviews were conducted with LGBTQ+ Latinx individuals about their coming out experiences as adolescents. A two-pronged analysis was conducted to examine lived experiences. Themes found from the interviews were acceptance, negative meanings & emotions, and cultural factors. Each theme also had subthemes, including affirmation, rejection, grief, religion, and gender ideology. The themes explored in the current study expanded on previous findings. The findings of this research offer new insights on the phenomenon of coming out
Examining medication dosage calculation exam scores in undergraduate nursing students: Simulation compared to classroom instruction
No full textMedication administration is a primary responsibility of nurses, and clinical education is critical to preventing medication errors and maintaining patient safety. Nurse educators struggle to determine the most effective teaching strategy related to this skill. This dissertation study aimed to examine the effect of participating in a simulation activity versus a lecture-style review on medication calculation exam scores.
A quasi-experimental posttest-only design recruited prelicensure baccalaureate nursing students (n = 93) to participate in a simulation lab activity before taking the medication exam. The new simulation activity was created and facilitated using the Healthcare Simulation Standards of Best Practice as a guide (INACSL, Decker, et al., 2021; INACSL, McDermott, et al., 2021; INACSL, Persico, et al., 2021; INACSL, Watts, et al., 2021). The intervention group’s results were compared to a historical control group (n = 105) who received a lecture-style review session in a classroom environment prior to the exam.
An independent samples t-test revealed that students in the intervention group had higher exam scores (M=89.14, SD=14.19) compared to the control group (M=82.29, SD=17.28; t (195) = 3.06, p= .003). Participants in the intervention group were more likely to pass the exam in fewer attempts compared to the control group (X2 = 7.34, p = .007). Independent samples t-tests were also used to analyze exam scores on one-step (“review”) medication calculations versus multi-step (“new”) medication calculations between the intervention and control groups. There was no significant difference in scores on the review items between the intervention and control groups. However, participants in the intervention group scored higher on the new items (M = 70.22, SD = 12.334) as compared to the control group (M = 64.48, SD = 14.410, t (196) = 3.019, p = .003, two-tailed). The findings of this study indicate that undergraduate students who participate in a medication simulation prior to taking their medication exam may perform better than students who only attended a lecture-style review in the classroom
Students as Partners in the Development of Open Education Resources for Teaching Human Anatomy, Physiology and Pathophysiology
No full textIn creating a cost-free Open Education Resource (OER) textbook for required Pathophysiology courses in Health Care programs, we strove to implement many useful tools for both students and instructors. We are incorporating multimodal, Universal Design Learning (UDL) features in order to be accessible to all learners. The etext includes closed-captioned video clips, images, and a range of different types of interactive, repeatable student practice questions with auto-feedback answers. This provides students affordable access to engaging, up-to-date content that can be accessed at any time. The user-friendly reflowable layout allows for readability on multiple devices including screen readers and follows all accessibility guidelines. The project has benefited from collaborations between 3 faculties as well as grants allowing for student assistants to be hired and instill their feedback. To promote inclusivity in education and healthcare settings, the instructor and student resources contain patient narratives, a language inclusivity guide, case studies, as well as scientist spotlights, highlighting contributions to the field by individuals that have been historically overlooked. Although this OER is still a work in progress, the portions that have been completed were delivered to students this year with a mix of over 1000 practice questions for both instructors and students to pick and choose from. In order to gather feedback and incorporate it into the OER as it is being completed, reviewer focus groups and student satisfaction surveys are being conducted. Student satisfaction results and tips for creating OER and OER assessments will be shared in this presentation
Human Development Theory in Action: A Connection to All My Rage
No full textWith an aim to explore the universality of human development theories through relation to adolescent character Sal of Sabaa Tahir’s All My Rage, this analysis explores how Erik Erikson’s fifth stage of psychosocial development and Hill’s ABCX Model of Family Stress present themselves and how these two theories work in conjunction. To create a basis of inclusion, this paper begins by defining Erikson’s stages and Hills’s model which act as key concepts in this research. Furthermore, a section of text analysis applies a segment of Erikson’s work to excerpts from All My Rage (Tahir, 2023) for the purpose of addressing Sal’s struggle to develop as an individual amidst tragedy. Finally, Hill’s model is applied to Sal’s family unit to detect either parallelism or juxtaposition between individual and family conditions. Pairing these two theories ultimately presents conclusions that support human development doctrine as universal, complex, and richly layered. (Faculty Sponsor: Dr. Gage Jeter
Vision for Success: Empowering Parents, Educators and Therapists for Academic Excellence in K-12 Students
No full textThe mission of this doctoral capstone experience is to promote awareness and understanding of the crucial role of visual integrity, visual efficiency, and visual processing in the academic success of K-12 students. The aim is to provide a comprehensive resource that can be utilized by parents, teachers, school-based occupational therapists, and clinical occupational therapists. Through education and guidance, this project seeks to empower these stakeholders to support students in optimizing their visual abilities for enhanced learning experiences in the classroom.The Optometry Center for Vision Therap
Support Groups for Parents of Children with Disabilities
No full textAn occupation-based program to support parents’ psychosocial needs and help develop the strategies and skills necessary to improve quality of life.Cole Health Pediatri
Coping mechanisms and mental health: Impact of social media use on emerging adults
No full textThis study investigated the relationship between the following factors: (a) whether someone experienced the onset of the COVID-19 pandemic while in high school or after graduating, (b) level of social media addiction during the onset of the pandemic and during the present, (c) social media habits during the onset of the pandemic and during the present, (d) overall mental wellbeing, and (e) level of anxiety. Participants (n = 262) were invited to participate in an online survey that consisted of two sections. One section of the survey measured their mental state and social media habits during the COVID-19 pandemic, and the other section measured their mental state and social media habits during present time. Those who experienced the onset of the pandemic while in high school were found to have significantly higher anxiety levels compared to those who experienced the onset of the pandemic after graduating from high school. The results from this study will expand our understanding of how social media usage can be impacted by one’s developmental stage, and environmental influences
Acute effects of serial and integrated concurrent exercise on circulating micrornas -126 and -222 in sedentary adults
No full textThe purpose of this study was to compare changes in circulating microRNAs -126 (c-miR-126) and -222 (c-miR-222) following acute serial concurrent exercise (SCE) and integrated concurrent exercise (ICE) sessions among young, sedentary adults. Ten males and 9 females completed the study procedures. For SCE, participants performed resistance exercise (RE) followed by aerobic exercise (AE), without mixing the two. For ICE, participants performed a brief bout of AE before each set of RE. Blood was collected before, immediately after (IP), and 1 h (1HR) after each exercise session. Expression of c-miR-126 significantly increased from baseline at IP (1.6-fold SCE, 2.1-fold ICE; p = .037) and 1HR (1.8-fold SCE, 1.7-fold ICE; p = .034) following both sessions, with no difference between the two sessions. Expression of c-miR-222 significantly increased from baseline at IP (1.7-fold SCE, 1.9-fold ICE; p = .024) and 1HR (2.0-fold SCE, 1.6-fold ICE; p = .038) following both sessions, with no difference between the two sessions. There were no differences in peak heart rate or average heart rate between the two workout sessions. Both SCE and ICE patterns appear equally effective at acutely increasing c-miR-126 and -222
Treadmill walking economy is not affected by body fat and body mass index in adults
No full textTo determine whether body fat and body mass index (BMI) affect the energy cost of walking (Cw; J/kg/m), ventilation, and gas exchange data from 205 adults (115 females; percent body fat range = 3.0%–52.8%; BMI range = 17.5–43.2 kg/m2) were obtained at rest and during treadmill walking at 1.34 m/s to calculate gross and net Cw. Linear regression was used to assess relationships between body composition indices, Cw, and standing metabolic rate (SMR). Unpaired t-tests were used to assess differences between sex, and one-way ANOVA was used to assess differences by BMI categories: normal weight, <25.0 kg/m2; overweight, 25.0–29.9 km/m2; and obese, ≥30 kg/m2. Net Cw was not related to body fat percent, fat mass, or BMI (all R2 ≤ 0.011). Furthermore, mean net Cw was similar by sex (male: 2.19 ± 0.30 J/kg/m; female: 2.24 ± 0.37 J/kg/m, p = 0.35) and across BMI categories (normal weight: 2.23 ± 0.36 J/kg/m; overweight: 2.18 ± 0.33 J/kg/m; obese: 2.26 ± 0.31, p = 0.54). Gross Cw and SMR were inversely associated with percent body fat, fat mass, and BMI (all R2 between 0.033 and 0.270; all p ≤ 0.008). In conclusion, Net Cw is not influenced by body fat percentage, total body fat, and BMI and does not differ by sex