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The Effects of Simulation-Based Training on Critical Thinking
Get PDFThe purpose of this study was to examine the effects of a simulation-based training on the critical thinking skills of 10 graduate medical education trainees to understand the potential of simulation-based training as an innovative tool to improve medical competencies among trainees in a graduate medical training program. The theoretical framework incorporated in this study focused on the Five-Stage Model of Adult Skill Acquisition by Dreyfus and Dreyfus and the Theory of Andragogy by Malcolm Knowles to examine how adults learn in a medical simulation-based training setting. This study utilized a pre-and posttest, the AAC&U VALUE Critical Thinking Rubric, and individual interviews with trainees after the simulation. In analyzing pre/posttest scores, a paired samples t-test revealed that all 10 trainees showed a small growth in critical thinking regarding the management of a patient with cardiogenic shock based on hemodynamics by 0.30. A summary of the rubric study findings reported that third-year trainees received the highest critical thinking scores, while first-year trainees received the lowest critical thinking scores. Participant mean scores on the rubric also showed a correlation in the progression of training year to increased critical thinking in their use of hemodynamics to manage patient with cardiogenic shock. Post-simulation interviews with study participants reflected four major themes that included: (a) discrepancies in frequency and classification of simulation training, (b) the simulation learning environment, (c) from theory to practice, and (d) the impact of simulation training on clinical practice. The results of this study indicated the amount of prior exposure a trainee has to the medical competency that is being addressed in the simulation may have an influence on how the trainee perceives the value of the training. This study also found the amount of interaction that a rater has with the trainee may cultivate a bias in how they evaluate the trainee’s procedural and theoretical knowledge. The researcher recommends the implementation of a cohesive simulation curriculum for graduate medical education training programs. The researcher also recommends providing trainees with adequate exposure to simulation that is meaningful, practical, and relevant to their training to elevate the trainees overall learning experienc
Looking South in Spring
No full textMedium: Acrylics
Dimensions: 16 x 20
Description: Part of the seasonal and directional suite of paintings featuring views of the UP campus.https://pilotscholars.up.edu/ghyselinck_exhibit/1009/thumbnail.jp
Perceptions of Health Policy Engagement among Graduate Nursing Students in the United States
Get PDFAim: The aim was to understand how health policy education is currently being delivered in United States’ graduate nursing programs.
Methods: This exploratory cross-sectional design used an anonymous online survey to target graduate nursing students attending American Association of College of Nursing (AACN) member institutions.
Results: Over 75% of the sample (n=140) reported taking a dedicated health policy course and 71.5% (n=131) of the sample responded that a health policy course was required and an equal distribution among Master’s and Doctoral students. There was no significant difference between type of graduate degree sought and the requirement to take a health policy course (p = 0.37). For students involved in health policy, there was a greater proportion of Master’s students involved at the state level, than Doctorate of Nursing Practice (DNP) or PhD students (p = 0.04).
Conclusions: Health policy and advocacy education are important aspects of graduate nursing curriculum and have been integrated into curricula. Graduate nursing students at all levels reported that health policy AACN Essential competencies are being included in their program, either as stand-alone health policy courses or integrated health policy learning activities during matriculation
Creating a Strong School Culture to Prevent High School Dropouts
Get PDFThe purpose of this mixed methods study was to identify factors within a high school culture that may reduce dropout rates by encouraging students to return each year and follow a path to graduation. The study also sought to identify ways a school culture may foster or draw on student resilience, to support their successful completion of high school. The study was conducted in a comprehensive high school (grades 9- 12) situated in a large suburban school district in the Pacific Northwest. To quantitatively assess the school’s culture, a 48-question survey was completed by 194 members of the senior class of 2017 (52% return rate). The survey was based on a previously tested School Connectedness Survey (SCS) developed by Lohmeier and Lee (2011). Three cultural elements of belonging, connectedness, and relatedness frame the questions in the survey. Survey data were analyzed in line with these elements. The academic transcripts of all 427 seniors in the class of 2017, were analyzed to identify students who, at the end of the ninth grade were statistically predicted not complete to high school. This analysis yielded a cohort of 54 students. The credit earning, course completion, and credit recovery patterns of the at-risk cohort were analyzed, and three common trajectories through high school were determined. Analysis of the demographic composition and rate of success for each trajectory identified three common pathways through high school. The influence of adolescent resilience and the role schools may play in fostering this trait were examined through semi-structured interviews of four members of the original at-risk cohort who graduated.
The qualitative and quantitative data sources allowed for triangulation of results in drawing conclusions. Statistical analysis of the student survey determined a high overall level of positive student perception of school connectedness. Results determined that student perceptions rated relatedness as the highest cultural element present with a mean combined positive response of 80.6%. Additional analysis showed only minor differences in responses based on gender, grade point average, or years of attendance at the school. Review of the high school trajectories revealed that one of the pathways moved all students to graduation while two resulted in lower rates of successful completion. Of the 54 students in the original at-risk cohort, 24 graduated as members of the class of 2017. Interviews with the four graduates identified key agents within the school culture that supported their successful high school graduation including adult relationships, school culture, and individual determination.
Results of the study show that promotive and protective factors within a school culture may support some, but not all, at-risk students along their high school path. The implications of this study may encourage schools to develop tools to identify students at-risk academically early and to foster school cultures where students develop strong, supportive relationships with adults
Shakespeare\u27s Fairies
No full textMedium: Mixed Materials
Dimensions: 15.5 H X 19.5 W
Three fairies with long, flowing dresses and sparkly lanterns.
Original designer and pattern by Nora Corbett.https://pilotscholars.up.edu/library_staff_exhibit/1005/thumbnail.jp
The Loudest Voices in the Room: Understanding Student Government Advocacy During a Tense Political Climate
Get PDFThe university campus is often highlighted as an important location for individuals to freely engage in political discourse. Recently, university students across the nation have taken initiative to host protests to demand institutional reform on issues such as campus safety protocols, LGBTQ rights, and Title IX policies. As a result, a divide is created between the student body and the university administration. This qualitative study uses ethnographic methods to understand the role of university student government as a political entity meant to advocate for student demands, while working with the administration that is often considered the source of political tensions. The organizational culture theory is used as a framework to understand how cultural values are reinforced through specific behaviors and rhetorical devices. This study found that the complexity of advocacy was discovered through competing motivators and the strife that comes with seeking collaboration. Additionally, political rhetorical tools including dissociation and abstract language reinforce the values of the culture by creating an “us vs. them” narrative
Perihelion
No full textMedium: Ink and acrylic on watercolor paper
Dimensions: 11 x 14https://pilotscholars.up.edu/franco_exhibit/1006/thumbnail.jp
Flowers I
No full textMedium: Acrylics
Dimensions: 12 X 16https://pilotscholars.up.edu/ghyselinck_exhibit/1011/thumbnail.jp