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Description
Due to deficient student and new graduate nursing knowledge regarding critical care nursing skills, this project was designed to create additional resources to support increased education and competency. The specific skills identified by veteran nurses as an area of knowledge deficiency among student and new graduate nurses were those relating

Due to deficient student and new graduate nursing knowledge regarding critical care nursing skills, this project was designed to create additional resources to support increased education and competency. The specific skills identified by veteran nurses as an area of knowledge deficiency among student and new graduate nurses were those relating to intra-arterial catheter management. Resources, including checklists and videos, were determined the most appropriate method for providing this education. Content for these resources was derived from a literature review to determine the most evidence-based methods for completing intra-arterial catheter management in practice. These resources were reviewed by an expert panel of critical care nurses and included feedback from a student as the end user of the resources.
ContributorsPowers, Jessica L (Author) / O'Brien, Janet (Thesis director) / Barnum, Leslie (Committee member) / Edson College of Nursing and Health Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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Description
Collaborative learning is a potential technique for teachers to use to meet the diverse learning needs of the students in their classrooms. Previous studies have investigated the contexts in which the benefits of collaborative learning show greater presence. The most important factor found was the quality of the interactions. Studies

Collaborative learning is a potential technique for teachers to use to meet the diverse learning needs of the students in their classrooms. Previous studies have investigated the contexts in which the benefits of collaborative learning show greater presence. The most important factor found was the quality of the interactions. Studies have suggested that high achieving students are capable of improving the quality of interactions. This bears the question if prior knowledge plays an influence in the learning outcome of students in collaborative learning. Results show that high prior knowledge students do not face a detriment in having low prior knowledge students as a partner comparing to having another high prior knowledge student and that low prior knowledge students show significantly higher learning outcome when partnered with a high prior knowledge partner than with another low prior knowledge student. It is therefore likely that having a high prior knowledge student within a dyad improves the quality of interaction, resulting in greater learning outcome through collaborative learning.
ContributorsKeyvani, Kewmars (Author) / Chi, Michelene (Thesis director) / Wylie, Ruth (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor)
Created2014-05