Using Simulation and Patient Role Play to Teach Electrocardiographic Rhythms to Physical Therapy Students     

Nancy Smith  Sharon Prybylo  Teresa Conner-Kerr 《Cardiopulmonary Physical Therapy Journal》2012,23(1):36-42

Purpose

The aims of the study were to differentiate: (1) physical therapy (PT) students’ preferred method for learning electrocardiographic (ECG) recognition utilizing standardized patient (SP) and human patient simulation (HPS) approaches, (2) the impact of HPS or SP on confidence in interpreting ECG, and 3) the effect of HPS or SP on students’ ability to make clinical decisions based upon ECG interpretation.

Methods

“Three educational methods were employed to teach ECG recognition to two different years of novice PT students enrolled in a cardiopulmonary physical therapy class. First, all students had a traditional lecture on ECG. Following the lecture, two problem-based learning (PBL) approaches were utilized. One approach used a SP and paper ECG strips, and the second approach utilized HPS with simulated ECG monitoring.”¹ Following the two PBL approaches, a post instructional survey regarding the learning experiences was conducted. Following instruction, each cohort (n = 24, n = 29) of PT students was given a mixed methods survey about their experience.

Results

Survey return rate amongst both cohorts was 77%. Independent sample of individual cohort and paired t-tests of combined data comparing HPS to SP revealed a strong preference for HPS (p = 0.003 (2008 cohort) and p = 0.0001 (2010 cohort)) and combined cohort (p = 0.0001). There were no significant differences in responses between cohorts or preference between the HPS method and the use of SP and HPS combined. Additionally, 75% of respondents either strongly agreed or agreed that they felt confident with their skill in ECG interpretation as presented with HPS or SP. 90% either strongly agreed or agreed that they understood how the ECG relates to patient treatment. Summative assessment utilizing HPS revealed that students were competent in their performance in ECG recognition and clinical decision making related to patient treatment.¹

Conclusion

Data support that HPS was the preferred method to improve student confidence in ECG recognition and interpretation.Key Words: human patient simulation, electrocardiography, critical care management, educational technology  相似文献   

Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties   总被引：1，自引：0，他引：1  

Vaughn S  Linan-Thompson S  Mathes PG  Cirino PT  Carlson CD  Pollard-Durodola SD  Cardenas-Hagan E  Francis DJ 《Journal of learning disabilities》2006,39(1):56-73

The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery-Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75).  相似文献   

Butterfly Power in the Art of Mentoring Deaf and Hard of Hearing College Students     

Rosemary Saur  Sharon Rasmussen 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):195-209

This article describes the ways in which critical events in the lives of college students may contribute to their career development and personal well being. These critical events are referred to as 'butterflies', adopting as a metaphor that concept from chaos theory which states that relatively small events can have large effects. The study analyzes these events and their effects from the perspective of the students' mentors. Results of the study are related to other concepts from chaos theory including bifurcation points, autopoiesis and emergence. The study explores both the different kinds of critical events students experience as well as how mentoring may help students to deal with them. The role of the mentor as interpreter of events, as change agent and as intervener are identified. The article argues that mentors need to be aware of the potential power of critical events in the career development of college students.  相似文献   

Faculty integration of technology in teacher preparation: outcomes of a development model     

Sharon Judge  Blanche O’Bannon 《Technology, Pedagogy and Education》2013,22(1):17-28

This article reports on a faculty development model that uses a variety of approaches and strategies to help faculty restructure their curricula and effectively model technology integration for their students. A multifaceted model, funded in part by the Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative, was implemented at The University of Tennessee, Knoxville. The model included training, technical and collegial support, access, and incentives. Questionnaires and qualitative data indicated substantive changes in faculty expectations and assumptions regarding technology as well as increases in faculty and student technology skills and the degree to which faculty members integrate technology into their curricula. The model helped to facilitate the collaborative efforts of a cadre of faculty to model and integrate technology throughout their teacher preparation programs.  相似文献   

WHICH COMES FIRST: JEWISH VALUES OR JEWISH EDUCATION     

Sharon Milburn  Linda Seidman 《Journal of Jewish Education》2013,79(1-2):72-86

  相似文献   

Bringing Practitioner Research in Jewish Education to Life     

Miriam Raider-Roth  Sharon Feiman-Nemser 《Journal of Jewish Education》2013,79(2):221-226

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Early education teachers’ conceptualizations and strategies for managing closeness with the class in child care     

Sharon Quan-McGimpsey  Sarah Carmen Marziliano  Trevor Gregory Hassen  Allison Sandra Brown  Leon Kuczynski 《Teachers and Teaching》2013,19(5):514-526

This study investigated teachers’ experiences of closeness during interactions with the group of children in child care. Structured interviews were conducted with 24 female teachers who were teaching children between the ages of three and five (mean age = 3.9) regarding their perceptions of closeness with the group of children in the class. Qualitative analyses of the interviews revealed a group solidarity domain of teacher–group relationships composed of three dimensions which comprise emotional solidarity, consensual solidarity, and functional solidarity, with emotional solidarity most dominant in the teachers’ perceptions. This group solidarity domain was interpreted as being consistent with qualities found in Grusec and Davidov’s group participation domain. The findings that, teachers’ closeness with the group of children in the class were dominated by the emotional dimension is similar to previous research results which report the predominance of personal and intimate interactions in relational closeness between teachers and individual children. Teachers described intentional strategies for managing close group relationships that made use of interactional histories between the teachers and children in the class. These discoveries provide a new perspective on teacher closeness with groups, an area of research not often investigated. It also provides insights into the importance teachers place on connecting emotionally with children when they are with the collective group in the classroom.  相似文献   

A Multidimensional Assessment of Teachers’ Knowledge of Algebra for Teaching: Developing an Instrument and Supporting Valid Inferences     

Mark D. Reckase  Raven McCrory  Robert E. Floden  Joan Ferrini-Mundy  Sharon L. Senk 《Educational Assessment》2013,18(4):249-267

Numerous researchers have suggested that there are multiple mathematical knowledge and skill areas needed by teachers in order for them to be effective teachers of mathematics: knowledge of the mathematics that are the goals of instruction, advanced mathematics beyond the instructional material, and mathematical knowledge that is specific to what is needed to teach students. The research reported here is about the development of a test of teachers’ knowledge in these three areas related to the teaching of algebra. The test development process is described and the results of several analyses are reported that had the goal of checking whether valid inferences can be made about the hypothesized components of teacher knowledge.  相似文献   

THE ROUNDTABLE ON HIGHER EDUCATION: CREATING A NORTH DAKOTA UNIVERSITY SYSTEM FOR THE 21ST CENTURY     

Sharon Hart  Sharon Etemad  Joe McCann  Donna Thigpen 《Community College Journal of Research & Practice》2013,37(9):701-707

The Roundtable on Higher Education brought together the key stakeholders of the North Dakota University System (a unified system of 11 colleges and universities, including 5 community colleges) to establish consensus on a common vision, a clear set of expectations and the results for which the system would be held accountable. The roundtable effectively engaged these stakeholders at the front end of the process in a manner that made them active participants and led to the stakeholders taking ownership of the effort. Although there was an element of risk in this approach, the benefits have far exceeded expectations. This initiative is resulting in the development of a new relationship between the University System and the state's executive and legislative branches, as well as a new relationship between the University System and the private sector. Roundtable members refer to this new way of doing business as "public and private partnerships built upon mutual trust and a common purpose." Building these meaningful partnerships has taken a considerable commitment in North Dakota, but the results will likely have a major impact on the future of the state. The Roundtable on Higher Education has reached a level of accomplishment beyond the expectations of the State Board of Higher Education, the college and university presidents and those directly involved in the roundtable. For example, the landmark and comprehensive legislation passed during the 2001 legislative session was virtually identical to what was submitted. The State Board of Higher Education has authorized an entirely new funding model for the University System (as recommended by the roundtable), and the legislature granted the University System "flexibility with accountability"--a change that will be vitally important to the system's ability to play an expanded role in growing the state's economy. One challenge will be to maintain the momentum of this initiative, as well as the engagement of key stakeholders, especially since the initiative does not have an anticipated end date. Rather, it will be an evolving process with continued involvement by the key stakeholders. As targets are met and needs change, new recommendations will need to be defined. A high level of commitment will be essential to realizing the full potential of the roundtable. It is anticipated, however, that the project's success will help sustain it. The fundamental concept of engaging key stakeholders in developing consensus upon which to build a visionary plan is not original, nor is it unique to this initiative. Executive and legislative branch leaders in a number of states are attempting to better connect the tremendous resources and power of their higher education systems to the public agenda of their respective states. What is original and somewhat uncommon about this initiative is the application of effective leadership principles that help transform "knowing what needs to be done" into "making it happen." This leadership component is, undoubtedly, the most critical factor in the success of the Roundtable on Higher Education to date.  相似文献   

Equity and Inclusion in Practice: Administrative Responsibility for Fostering Undocumented Students' Learning     

Cassie Barnhardt  Marisol Ramos  Kimberly Reyes 《About Campus》2013,18(2):20-26

Cassie Barnhardt, Marisol Ramos, and Kimberly Reyes share a case study of an undocumented student's academic success to demonstrate the importance of administrative commitment, clarity, and consistency in supporting such students in the unique challenges they face.  相似文献