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The Effects of Retrieval Practice on Knowledge Acquisition and Durable Learning in Undergraduate Nursing Students
Get PDFRecent reports of unpreparedness and failure to rescue incidents among new graduate nurses are concerning for nurse educators and health care. New graduates must retrieve and apply learned knowledge to make sound clinical decisions, emphasizing the need for durable learning and knowledge acquisition. Durable learning, which involves understanding and recalling learned information days, weeks, or months later is crucial for clinical judgment. Nurse educators should facilitate durable learning through effective, evidence-based learning techniques such as retrieval practice (RP), which has shown promise in health professions education but is underutilized in nursing education.
This study explored the impact of RP on acquisition and durability of nursing specific knowledge. The purpose of this study was to determine if prelicensure undergraduate students using retrieval practice strategies in a nursing course would demonstrate improved knowledge acquisition and durable learning after an RP intervention. The research questions were:
Q1 For senior-level, third semester prelicensure students in a Nursing with Diverse Populations course, is there a statistically significant difference in exam scores (knowledge acquisition) of students participating in a retrieval practice intervention compared to those who do not?
Q2 For senior-level, third semester prelicensure students in a Nursing with Diverse Populations course who participate in a retrieval practice intervention, is there a statistically significant difference in exam scores at the end of the semester (durable learning) eight weeks following participation compared to those who do not?
Q3 For senior-level, third semester prelicensure students in a Nursing with Diverse Populations course who participate in a retrieval practice intervention, what is the relationship between the types of retrieval practice strategies used for exam preparation and subsequent exam scores?
Q4 For senior-level, third semester prelicensure students in a Nursing with Diverse Populations course who participate in a retrieval practice intervention, what is the relationship between frequency of retrieval practice strategies used for exam preparation and subsequent exam scores?
A quasi-experimental pretest-posttest design was used. Differences in the course exam scores of intervention participants and non-participants measured knowledge acquisition and durable learning. The intervention included two sessions where participants practiced RP strategies with faculty facilitation and then used them for exam preparation. The theoretical framework was Miller’s (1956) cognitive information processing theory, which was further developed by Atkinson and Shiffrin (1968).
Eighty-three undergraduate nursing students participated, self-selecting into the intervention group (n=40) or participation group (n=43). Exam scores were obtained before the intervention, after the intervention, five weeks later, and at semester-end. Intervention participants completed a survey on RP strategies used. No statistically significant differences were found between groups, within groups, or over time when data was analyzed using paired t-tests, repeated measures ANOVA, and linear mixed effects model. Despite this, RP strategies were widely adopted, highlighting their value to students. Survey results showed 100% of participants used at least one RP strategy. The most-used strategy was quizzing aloud with a partner (92%), followed by free recall (79%) and closed-book self-quizzing (74%). The least-used strategy was the read-test-read-test pattern (25%).
This study contributed to nursing education research by documenting RP strategies used in an undergraduate nursing course. Results revealed nursing students readily employed RP strategies, suggesting their potential in nursing education
Reversing the Panopticon: Perspectives of Previously Incarcerated Adults in Community College
Get PDFThe purpose of this critical case study was to better understand the experiences of previously incarcerated adults in a community college. This research was informed by critical criminology (Brown, 2009), especially the societal eye of the panopticon (Foucault, 1975/1977). Furthermore, I expanded on this with Paulo Freire’s (2005) work on oppression and education. This research was also informed by the existing literature on community college students in three areas: those who have been incarcerated, those in on-campus addiction recovery support, and those employed in work-study positions. Through semi-structured interviews, photo-elicitation interviews, and a review of the material data, four previously incarcerated community college students’ experiences were explored. The findings fall into themes around enrollment, classroom culture and academics, financial struggles, campus supports, and how the past has implications for the students’ futures. Recommendations from these themes are to include incarceration background in the language and programming in Centers for Diversity and Inclusion, clarify language around work-study positions, provide on-campus addiction and mental health support, train faculty and staff who work in career and transfer services on navigating the impacts of a felony record, and offer faculty trainings to better support previously incarcerated students in the classroom
The Program Assessment Cycle: A Roadmap to Continuous Improvement
No full textDiscover how the program assessment cycle serves as a structured yet flexible roadmap for continuous improvement in higher education. This session will explore key stages of assessment, from setting goals to using data for meaningful change, ensuring sustained program effectiveness and student success
Speech-Language Pathologists\u27 Perceptions When Supporting Students with Dyslexia
No full textThis study explored the experiences of New Jersey speech-language pathologists (SLPs) as they support students with dyslexia in public schools. Given the state’s long-standing emphasis on dyslexia awareness and training, this research examined how contextual factors, collaboration, and professional preparation influence the roles of SLPs. Insights from interviews, journal reflections, and focus groups offer guidance for refining SLP practices, informing higher education curricula, and shaping policies to better support students with dyslexia
What Kind of Data Can We Use for Program Assessment?
No full textDiscover the diverse types of data that can inform and enhance program assessment beyond traditional metrics. This session will explore qualitative and quantitative data sources, offering practical strategies for collecting, analyzing, and using data to drive meaningful program improvements
Closing the Loop: Using Assessment Data to Spark Improvement
No full textLearn how to leverage assessment data to drive continuous improvement and meaningful change. This session will explore practical strategies for interpreting results, making data-informed decisions, and implementing actions that enhance student learning and program effectiveness
Changing the Channel: How Queer Representation in Mainstream Media Influences Social Perceptions in Young Adult Viewers
Get PDFThis thesis investigates the impact of queer representation in mainstream film and television on young adult viewers, with particular attention to how these media portrayals influence social perceptions and cultural understandings of queerness and LGBTQ+ identities. While queer visibility in mainstream media has increased over the past two decades, the quality and complexity of that representation remain generally inconsistent and infrequent. Drawing on sociological theories of representation and cultivation, along with GLAAD (Gay and Lesbian Alliance Against Defamation)’s Vito Russo Test as a guiding framework, this study explores both the quality and impacts of LGBTQ+ media visibility. The purpose of this study is to investigate how mainstream media, namely television and film, influences the social views of young adults who consume it, specifically social views on queer identity and queer rights in society. The research questions asked in this study are as follows: (Q1) How do college-aged students perceive and evaluate queer representation in mainstream media, and how are these perceptions shaped by their identities and experiences, including whether they have viewed a queer-inclusive film? (SQ1) What beliefs and attitudes do college-aged students hold about queerness and queer representation in mainstream media? (SQ2) How do students evaluate the quality and authenticity of queer representation in specific iii media, such as the film Booksmart (2019)? (SQ3) How do participants describe the presence or absence of multidimensionality and stereotypes in queer characters? (SQ4) In what ways do students perceive queer representation in mainstream media as contributing to visibility, empathy, or societal understanding of queerness? (SQ5) For those who participated in a film screening, did their responses to queer representation shift after viewing the film, and how did they describe the experience? Participants (approx. ages 18-26; 56 total) engaged in a film screening and completed a pre- and post-survey measuring attitudes toward queer people, stereotypes, and media influence. A stand-alone survey collected broader audience perspectives on queer representation. Quantitative analysis included t-tests, correlations, and general linear modeling to assess attitudinal shifts and demographic patterns, particularly differences between queer and non-queer participants. Qualitative responses from open-ended survey questions were analyzed thematically using a mix of inductive and deductive coding, identifying recurring patterns such as multidimensionality, authenticity, and emotional connection. Findings suggest that authentic, multidimensional queer representation can positively influence viewer attitudes, increase empathy, and reduce the endorsement or perpetuation of common stereotypes. However, the magnitude and nature if these effects vary depending on the viewer’s existing identities, media literacy, and prior exposure to LGBTQ+ narratives in both media and real-life. Queer participants often reported feeling more seen and emotionally impacted by the media content, while non-queer participants were more likely to report changed perceptions. This research contributes to ongoing conversations about the cultural power of media and its role in shaping understandings of queerness. It highlights the importance of intentional, iv complex queer representation in disrupting harmful narratives and fostering more inclusive social norms, particularly among young adults
Promoting Yourself as a Scholar and Researcher
No full textThis session will provide strategies for effectively promoting yourself as a scholar and researcher, with a focus on building visibility, credibility, and impact. Participants will explore practical approaches, including crafting an academic identity, leveraging digital platforms, and communicating research effectively to various audiences, as well as how to intentionally self-present to enhance professional opportunities and scholarly recognition.
Register at https://unco.zoom.us/meeting/register/uit3qqKgTZe1bhb8kjtPk
Brenno Blauth: A Study of Two Works for Oboe
Get PDFThe purpose of this research is to promote the works of composer Brenno Blauth (1931— 1993) through the analysis of his Sonata for Oboe and Piano T.141 and his Concertino for Oboe and Strings T.17. These two significant pieces in the Brazilian oboe repertoire represent the composer’s compositional style and his use of Brazilian elements in his music expression. In both these works for oboe, Blauth fostered Brazilian nationalism by using popular and folk rhythms, enhancing regionalism folklore as well as European influences such as Neoclassicism, Impressionism and the use of bitonality. A short explanation of Brazilian music history will contextualize and help one to understand how the composer fits within the Brazilian musical movement in addition to contextualizing his resources of inspirations. Through this study, the reader will better understand the features and musical language of Brenno Blauth’s work. Blauth’s work and dedication to music impacted Brazilian culture. The composer was committed to the creation of widespread 20th-century Brazilian music. It is clear to observe by looking at his participation and leadership with the Movimento Musical Renovador, a movement that focused on the promotion of Brazilian music and its aesthetics created in 1959 by the composer. This research aims to analyze and provide accurate performance practice suggestions for the two works for oboe by the composer while promoting his music. This dissertation also provides the composer’s list of works and a short biography
Empowering Educators: The Impact of a Professional Learning Program on Collective Teacher Efficacy
Get PDFThis study examined the effectiveness of the Exploring Scholars Initiative (ESI) at Alpine International School (AIS) in Europe in enhancing collective teacher efficacy. Established nine years ago, the ESI supports innovation and best practices in professional development. Alpine International School faculty are invited to propose passion projects to grow professionally and develop innovative teaching methods through educational research at Alpine. The ESI at AIS provides staff a unique opportunity to delve deeply into educational issues within their school context by enhancing professional development and enriching the academic environment for all staff and students. The purpose of this study was to interpret and evaluate how a specific model of professional learning (PL) cultivated collective teacher efficacy (CTE) through the identified enabling factors. Twenty Alpine teachers were surveyed and 17 Alpine administrators and teachers were interviewed to answer the following research questions: Q1 How do AIS teachers\u27 experiences with the Exploring Scholars Initiative relate to their measure of collective teacher efficacy? Q2 How does the Exploring Scholars Initiative support the five factors of fostering collective teacher efficacy: empowered teachers, embedded reflective practices, cohesive teacher knowledge, goal consensus, and supportive leadership? This study found a correlation between participation in the ESI and higher collective teacher efficacy, particularly in goal consensus, cohesive teacher knowledge, and embedded reflective practices. Implications suggested that while professional learning initiatives enhanced collective efficacy by aligning individual goals with the school\u27s mission and fostering collaboration, structural design and collaborative practices must be optimized to maximize the program\u27s impact across the institution