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Descriptors:
Psychomotor Skills; Skill Development; Computer Simulation; Clinical Experience; Nursing Students; Undergraduate Students; Student Experience; Learning Processes; Interviews; Content Analysis; Video Technology; Reflection

Abstract:
Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and thoughts about their learning through simulation skills training. The study was designed for an educational setting at a clinical skills centre. Ten third-year undergraduate nursing students performed urethral catheterisation, using the virtual reality simulator UrecathVision[TM], which has haptic properties. The students practised in pairs. Each session was videotaped and the video was used to stimulate recall in subsequent interviews. The interviews were analysed using qualitative content analysis. The analysis from interviews resulted in three themes: what the students learn, how the students learn, and the simulator's contribution to the students' learning. Students learned manual skills, how to perform the procedure, and professional behaviour. They learned by preparing, watching, practising and reflecting. The simulator contributed by providing opportunities for students to prepare for the skills training, to see anatomical structures, to feel resistance, and to become aware of their own performance ability. The findings show that the students related the task to previous experiences, used sensory information, tested themselves and practised techniques in a hands-on fashion, and reflected in and on action. The simulator was seen as a facilitator to learning the manual skills. The study design, with students working in pairs combined with video recording, was found to enhance opportunities for reflection. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Skill Development; Instructional Effectiveness; Instructional Innovation; Conventional Instruction; Teaching Methods; Allied Health Occupations Education; Undergraduate Students; Satisfaction; Student Attitudes; Pilot Projects; Comparative Analysis; Video Technology; Technology Uses in Education; Questionnaires

Abstract:
Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a randomised controlled trial, with concealed allocation and blinded participants and outcome assessment. Each of the three randomly allocated groups were exposed to a different practical skills teaching method (traditional, pre-recorded video tutorial or student self-video) for two specific practical skills during the semester. Clinical performance was assessed using an objective structured clinical examination (OSCE). The students were also administered a questionnaire to gain the participants level of satisfaction with the teaching method, and their perceptions of the teaching methods educational value. There were no significant differences in clinical performance between the three practical skill teaching methods as measured in the OSCE, or for student ratings of satisfaction. A significant difference existed between the methods for the student ratings of perceived educational value, with the teaching approaches of pre-recorded video tutorial and student self-video being rated higher than "traditional" live tutoring. Alternative teaching methods to traditional live tutoring can produce equivalent learning outcomes when applied to the practical skill development of undergraduate health professional students. The use of alternative practical skill teaching methods may allow for greater flexibility for both staff and infrastructure resource allocation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Liberal Arts; Class Activities; Student Attitudes; Undergraduate Study; Service Learning; Undergraduate Students; Community Needs; Course Content; Criminals; Barriers; Time; Economic Factors; Family Relationship; Law Enforcement

Abstract:
In recent years, more university programs have been encompassing service learning components to augment their academic studies. Service learning engages students in activities that meet community needs. The students acquire a deeper understanding of course content, requirements within the discipline, and civic responsibilities. This paper will explore the attitudes and perceptions that Criminal Justice students have toward service learning. A sample of 54 undergraduate students from a liberal arts university in the Pacific Northwest were asked to reflect on their service learning classes, out of class activities, and discuss any barriers that made service learning classes more difficult. The results indicate that while students found service learning experiences beneficial to their undergraduate education, the barriers of time, money, and family obligations prevent many students from participating. Educators can utilize this insight when deciding if and when to utilize service learning in their courses. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Aggression; Classroom Research; Inferences; Student Role; Attribution Theory; Higher Education; Bias; Student Reaction; Colleges; Undergraduate Students; Likert Scales; Communication Skills

Abstract:
Research indicates that Americans believe instructor political bias to be a serious problem in the college classroom, as many professors are considered a liberal elite. In light of scholarship suggesting that characteristics students bring with them to the classroom may influence their perception of instructor communication behaviors, the present study explores the role student aggressive communication traits play in students' dispositional inferences of their instructors holding an ideological bias and how students react to that inference in the college classroom. Results reveal that students' verbal aggressiveness predicts their perceptions of instructor ideological bias, whereas students' argumentativeness predicts their reactions to instructor ideological bias. Pedagogical implications and areas for future research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Item Analysis; Undergraduate Students; Goal Orientation; Prediction; Futures (of Society); Pretests Posttests; Scores; Reading Tests; Correlation; Statistical Analysis; Profiles

Abstract:
In this study, undergraduate students provided confidence ratings to predict future performance in answering questions drawn from the text before reading the text, after reading the text and after rereading the text. Self-reports of achievement goal orientations during reading and posttest scores were also collected. Student's calibration index was the comparison between their predicted posttest performance and actual performance in the posttest. Correlational analyses did not reveal any statistically detectable relationships between self-reported goal orientations and monitoring accuracy, except that bias scores were marginally related to goal orientations. Further cluster analyses and analyses of variance (ANOVA) also showed that student's multiple goal profiles failed to clearly differentiate the groups in terms of their calibration accuracy, yet performance-approach goals did distinguish overconfident from underconfident students. Plausible reasons for the finding were provided and implications for future research were also discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Anxiety Disorders; Undergraduate Students; Hygiene; Anxiety; Behavior; Psychopathology; Foreign Countries

Abstract:
Background: Extreme fear of contamination within obsessive compulsive disorder (OCD) is traditionally conceptualised as a physical phenomenon. More recent research has supported the notion of "mental" contamination (MC) in which people feel contaminated in the absence of physical contact. The current research sought to determine whether feelings of contact contamination (CC) and MC could be induced within a non-clinical sample, whether the impact of MC and CC was comparable in terms of associated feelings and behaviour, and whether related psychopathology related to the impact of the tasks. Methods: Undergraduate students (n = 60) completed OCD relevant measures and were randomly assigned to either a CC condition (moving a bucket of fake vomit) or an MC condition (thinking about a bucket of vomit). Results: Both manipulations induced feelings of contamination. Participants in the contact condition had significantly greater urge to wash than those in the mental condition. Neutralising behaviour did not differ across conditions. Conclusions: Feelings of contamination can be induced in the absence of physical contact and for those in the MC group some aspects of OCD-relevant psychopathology were related to the impact of the manipulation. These findings have implications for the understanding and treatment of contamination-related fears in OCD. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Anxiety Disorders; Fear; Responses; Psychological Patterns; Responsibility; Hygiene; Evaluation; Females; Undergraduate Students; Predictor Variables; Foreign Countries

Abstract:
Background: The recent expansion of interest in contamination-related obsessive-compulsive disorder (OCD) has fostered the description of mental contamination and a series of experiments designed to understand associated factors. This supports a cognitive approach to the understanding and treatment of contamination-related OCD--especially when the contaminant is mental, rather than contact based. Appraisals associated with responsibility, violation, and immorality have been shown to predict mental contamination responses to an imagined negative event which included negative moral elements in the absence of imagined physical dirt. Imagined physical dirt can be a highly distressing component of contamination fear and is often used in OCD research. The aim of this study was to assess whether specific appraisals could predict mental contamination responses in the context of an imagined event involving both an immoral person and physical dirt. Methods: Female undergraduate students (N = 59) imagined experiencing a non-consensual kiss from a man described as physically dirty. Results: Consistent with predictions and with previous findings, appraisals generally accounted for significant unique variance in mental contamination indices above and beyond other predictor variables. Conclusions: Further development of assessment/treatment strategies focusing on appraisals will likely improve therapeutic outcomes for mental contamination. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Liberal Arts; Biblical Literature; Teaching Methods; Conferences (Gatherings); Clergy; Undergraduate Students; College Faculty; Theological Education; Discussion; Teacher Attitudes

Abstract:
This discussion of the goals and methods of teaching biblical literature is an edited transcription of a panel recorded at the 2010 Society for Biblical Literature conference. The panelists were asked to reflect on William Placher's recently published theological commentary on Mark as an example or test case of how one might use a biblical commentary as a classroom resource. Karl Barth wrote that insofar as their usefulness to pastors goes, most modern commentaries are "no commentary at all, but merely the first step toward a commentary." What value might commentaries have for our students, whether future pastors or undergraduates in the liberal arts? While the panel consisted of teachers of undergraduates as well as theological students, the emphasis of the presentations and subsequent discussion focused mostly on theological formation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Thinking Skills; Program Effectiveness; Cultural Differences; Foreign Countries; Creativity; Stereotypes; Undergraduate Students; Nonverbal Ability; Whites; Cross Cultural Studies; Asians; Measures (Individuals)

Abstract:
A total of 182 undergraduate students from China and the United States participated in a study examining the presence of stereotypical perceptions regarding creativity and deductive reasoning abilities, as well as the influence of stereotype on participants' performance on deductive reasoning and creativity in nonverbal form. The results showed that participants from both China and the United States believed that Americans have better creativity abilities than Chinese and that Chinese have better deductive reasoning skills than Americans. Significant cultural difference in the performances on the measures of creativity was found. The cultural difference in deductive reasoning was found between Chinese participants in China and the Caucasian (not the Asian) participants in the United States, which were somewhat congruent to the stereotypical perceptions. However, the study did not find that stereotypic perceptions directly influenced participants' performance on deductive reasoning and creativity. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Business Administration Education; Law Related Education; Undergraduate Students; Films; College Instruction; Experiential Learning; Cognitive Development; Business; Corporations; Web Sites; Course Organization; Course Content; Intellectual Property; Torts; Conflict Resolution; Ownership; Employment; Copyrights; Privacy; Assignments

Abstract:
Aaron Sorkin has a passion for words--his signature movie and television scripts are fast talking, jargon laced, word pictures that are instantly recognizable. "The Social Network," Sorkin's 2011 Academy Award Winning movie about the founding of Facebook, Inc., offers more than just witty banter; it provides an ideal teaching platform for undergraduate business law instructors. The movie's reach extends well beyond intellectual property law, presenting multiple business law and legal environment topics conveniently set in a student-friendly, reality-based, entrepreneurial context. The movie's story makes an ideal foundation for business law or legal environment courses. It can be a challenge to make a business school law course relevant and engaging for the young undergraduate student who is not pursuing legal studies. This article recommends teaching law to undergraduate business students through the lens of one current multidimensional business story already familiar to most undergraduate students: the founding and rise of Facebook. The story is dramatized in the movie "The Social Network" and Part II of this article provides a brief overview of the movie's plot. Part III reviews the pedagogical, experiential learning, and cognitive development theories that support the adoption of "The Social Network" as a course foundation. Part IV of the article describes how the movie and supplemental material can frame and contextualize typical business law and legal environment topics. The article concludes with lessons learned from the first attempt in Part IV and a discussion of exercises and assessments in the Appendices. (Contains 3 tables and 191 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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