The Experts below are selected from a list of 117195 Experts worldwide ranked by ideXlab platform
Geoffrey Surtees - One of the best experts on this subject based on the ideXlab platform.
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Bringing problem based learning to life using virtual reality.
Nurse education in practice, 2005Co-Authors: Linda Nelson, Lynne Sadler, Geoffrey SurteesAbstract:Abstract Recent UK government policy advocates the need for a more flexible approach to nurse education and `Fitness for Practice' stresses the importance of information technology and computer mediated learning facilities in the future of nursing education [Department of Health, Making a Difference, Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health Care, Department of Health, 1999; The United Kingdom Central Council For Nursing, Fitness for Practice, The UKCC Commission for Nursing and Midwifery Education, 1999]. In response to this recommendation, a virtual reality package has been designed as a learning resource within adult pre-registration nursing education. This learning and Teaching Strategy is used in conjunction with problem based learning, enabling students to visualise individual/family life in a community setting. Students are encouraged to consider wider issues such as social and environmental factors and their impact upon health. The virtual reality package acts as one of a number of triggers. This paper will discuss the early development and offer an example of its use as a learning and Teaching Strategy within year two of a three year programme.
Jonathan Vaksmann - One of the best experts on this subject based on the ideXlab platform.
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Dumbing down rational players: Learning and Teaching in an experimental game
Journal of Economic Behavior and Organization, 2009Co-Authors: Antoine Terracol, Jonathan VaksmannAbstract:This paper uses experimental data to examine the existence of a Teaching Strategy among boundedly rational players. If players realize that their own actions modify their opponents' beliefs and actions, they might play certain actions to this specific end and forego immediate payoffs if the expected payoff gain from a Teaching Strategy is high enough. Our results support the existence of a Teaching Strategy in several ways. After exhibiting some regularities consistent with Teaching, we examine more precisely the existence of such a Strategy. First we show that players update their beliefs in order to take account of the reaction of their opponents to their own action. Second, we examine whether players actually use a Teaching Strategy by playing an action that induces a poor immediate payoff but is likely to modify the opponent's behavior so that a preferable outcome might emerge in the future. We find strong evidence of such a Strategy in the data and confirm this finding within a logistic model that suggests that the future expected payoff that could arise from a Teaching Strategy has indeed a significant impact on choice probabilities. Finally, we investigate the effective impact of a Teaching Strategy on achieved outcomes and find that more tenacious teachers can successfully use such a Strategy in order to reach their favorite outcome at the expense of their opponents.
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Dumbing down rational players : learning and Teaching in an experimental game
2007Co-Authors: Antoine Terracol, Jonathan VaksmannAbstract:This paper uses experimental data to examine the existence of a Teaching Strategy among bounded rational players. If players realize that their own actions modify their opponent's beliefs and actions, they might play certain actions to this specific end ; and forego immediate payoffs if the expected payoffs if the expected payoff gain from a Teaching Strategy is high enough. Our results support the existence of a Teaching Strategy in several ways : First they show that players update their beliefs in order to take account of the reaction of their opponents to their own action. Second, we examine if players actually use a Teaching Strategy by playing an action that induces a poor immediate payoff but is likely to modify the opponent's behavior so that a preferable outcome might emerge in the future. We find strong evidence of such a Strategy in the data and confirm this finding within a logistic model which suggests that the future expected payoff that could arise from a Teaching Strategy has indeed a significant impact on choice probabilities. Finally, we investigate the effective impact of a Teaching Strategy on achieved outcomes and find that efficient teachers can successfully use Teaching in order to reach their favorite outcome at the expense of their opponents.
Xiaoli Chen - One of the best experts on this subject based on the ideXlab platform.
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the effects of vsim for nursing as a Teaching Strategy on fundamentals of nursing education in undergraduates
Clinical Simulation in Nursing, 2017Co-Authors: Zhijie Zou, Xiaoli ChenAbstract:Abstract Virtual simulation offers various benefits and should be considered in future nurse education. This study aimed to report the effectiveness of vSIM for Nursing as a supplemental Teaching Strategy on performance of undergraduate students in a Fundamentals of Nursing course. This was a randomized, controlled, posttest design. Twenty-eight undergraduates were randomly assigned to experimental or control groups. In the experimental group, ten virtual cases were additional to regular course procedure. In the control group, students received regular course procedure only. Knowledge test and skill performances were compared between groups. Thirteen students in the experimental group and 14 students in the control group completed the study. Students in the experimental group had significantly higher knowledge scores than students in the control group. Results in this study indicates that the vSIM for Nursing might be an effective supplementary Teaching Strategy to improve students' knowledge of Fundamentals of Nursing.
Charles R Baker - One of the best experts on this subject based on the ideXlab platform.
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reflective learning a Teaching Strategy for critical thinking
Journal of Nursing Education, 1996Co-Authors: Charles R BakerAbstract:Most nurse educators claim that ability to critique one's clinical practice is a skill which must be acquired if nursing students are to continue to learn and develop as practitioners after they have graduated. This skill is of particular relevance for nurses who will be working independently in the community. The author reviews recent literature on critical thinking and reflective learning and identifies the results of one baccalaureate nursing school's use of reflective journals.
Linda Nelson - One of the best experts on this subject based on the ideXlab platform.
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Bringing problem based learning to life using virtual reality.
Nurse education in practice, 2005Co-Authors: Linda Nelson, Lynne Sadler, Geoffrey SurteesAbstract:Abstract Recent UK government policy advocates the need for a more flexible approach to nurse education and `Fitness for Practice' stresses the importance of information technology and computer mediated learning facilities in the future of nursing education [Department of Health, Making a Difference, Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health Care, Department of Health, 1999; The United Kingdom Central Council For Nursing, Fitness for Practice, The UKCC Commission for Nursing and Midwifery Education, 1999]. In response to this recommendation, a virtual reality package has been designed as a learning resource within adult pre-registration nursing education. This learning and Teaching Strategy is used in conjunction with problem based learning, enabling students to visualise individual/family life in a community setting. Students are encouraged to consider wider issues such as social and environmental factors and their impact upon health. The virtual reality package acts as one of a number of triggers. This paper will discuss the early development and offer an example of its use as a learning and Teaching Strategy within year two of a three year programme.
