Development and learning efficacy of a simulation rubric in childhood pneumonia for nursing students: A mixed methods study

Lo, Kao-Wen; Yang, Bao-Huan

doi:10.1016/j.nedt.2022.105544

Cited by 5 publications

(3 citation statements)

References 28 publications

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“…Tai et al [31] corroborated this by stating that rubrics can be thought of as a scaffold to support the development of students' evaluative judgement. In addition, Lo and Yang [32] developed a rubric associated with the simulation of childhood pneumonia to examine the learning efficacy of students using the rubric to assess the knowledge, skills, and attitudes in the simulation. The results indicate that the rubric can help students to develop their learning process in a more organized way, promote the development of their childcare performances, and help them in their future clinical care practices.…”

Section: Rubrics For Assessmentmentioning

confidence: 99%

“…Assessment rubrics have benefits in different contexts, namely, evaluating students [26,[28][29][30][31][32]; the evaluation of professionals [18,33]; and from an organizational perspective, the identification of needed competences [24]. From the perspective of the organization, such a process of development of rubrics may be used for the selection of new employees or internal evaluation for professional development purposes.…”

Section: Application and Improvement Of The Leadership Rubricmentioning

confidence: 99%

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Rubric’s Development Process for Assessment of Project Management Competences

et al. 2022

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Assessment rubrics are recognized for their positive effects, being defined as an evaluative instrument that establishes assessment criteria and performance levels. In this sense, assessment rubrics can be associated with professional practices for more authentic assessment processes. In the context of Project Management, the International Project Management Association (IPMA) has developed a framework that establishes the individual competences for professionals working in the area, the Individual Competence Baseline (ICB). The objective of this study is to propose a process of rubric development for competence assessment in Project Management. A rubric for Leadership competence was developed to show the applicability and relevance of the proposed process. The research methodology adopted in the study was Design Science Research. The application and evaluation of this rubric in a pilot study show that the rubric development process allowed the creation of a specific rubric for the assessment of leadership competence. This paper guides those who need to develop and assess project management competences, and it is intended to propose a replicable process for the other ICB competences.

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Section: Rubrics For Assessmentmentioning

confidence: 99%

Section: Application and Improvement Of The Leadership Rubricmentioning

confidence: 99%

Rubric’s Development Process for Assessment of Project Management Competences

et al. 2022

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“…Therapeutic play in pediatric care can be an essential tool to encourage children to express their emotions and knowledge about illness and surgery [3] . Nursing students are therefore increasingly using therapeutic games to communicate with children [4][5][6] . While research has mainly focused on the effectiveness of therapeutic play in reducing postoperative pain, improving symptoms, and reducing anxiety during hospital stays, it is important to recognize that therapeutic play goes beyond addressing illness symptoms.…”

Section: Introductionmentioning

confidence: 99%

Effects of interdisciplinary teaching on student learning and healthcare-giving competence: A mixed methods study

Yang,

Lo,

et al. 2023

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Background Interdisciplinary collaboration is known to foster professional innovation and enhance student learning across different domains. However, the research on the effectiveness of interdisciplinary teaching in pediatric nursing education and its evaluation methods is limited. Therefore, this study aimed to examine the effectiveness of incorporating game-based learning from the Department of Childcare and Education into therapeutic play courses in pediatric nursing education for students’ learning and healthcare-giving competence. Methods We used a mixed methods study with pre-test/post-test quantitative analyses and a descriptive qualitative analysis of students’ reflection journals. Data were collected between August 2019 and July 2020 to gauge course effectiveness. Quantitative data obtained from the questionnaires were analyzed using a t-test, correlation, and regression analysis. Qualitative data were analyzed using content analysis. One hundred and three second-year students enrolled in a four-year nursing program. Students attended classes in university classrooms and served learning in a kindergarten or hospital in Northern Taiwan. Results Implementing interdisciplinary teaching in the therapeutic play course resulted in significant improvement in students’ knowledge, abilities, attitudes, and social service outcomes as measured by post-test scores. Furthermore, the scores on the Service-Learning Questionnaire indicated a significant increase in communication, problem-solving, knowledge application, and cross-cultural competence. Integrating instruction to improve problem-solving skills and knowledge application predicts student learning outcomes. Qualitatively, students reflected on integrating different learning areas, communication, problem-solving, and practical knowledge skills. Conclusions Interdisciplinary teaching effectively stimulates thinking among nursing students and enhances their knowledge, abilities, and attitudes toward therapeutic play, benefiting children’s health. Integrating social service with interdisciplinary instruction allows students to be physically exposed to each child's unique challenges and needs, enhancing their communication, knowledge application, and problem-solving. Students can blend knowledge and skills through integrated learning, which is crucial for career development. Trial Registration: N/A. It was a survey on educational activities.

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Effects of integration interdisciplinary learning on student learning outcomes and healthcare-giving competence: a mixed methods study

Yang,

Lo,

et al. 2024

BMC Nurs

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Development and learning efficacy of a simulation rubric in childhood pneumonia for nursing students: A mixed methods study

Cited by 5 publications

References 28 publications

Rubric’s Development Process for Assessment of Project Management Competences

Rubric’s Development Process for Assessment of Project Management Competences

Effects of interdisciplinary teaching on student learning and healthcare-giving competence: A mixed methods study

Effects of integration interdisciplinary learning on student learning outcomes and healthcare-giving competence: a mixed methods study

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