No abstract

This study examines the role of self-regulated learning (SRL) in facilitating students' shifts to more sophisticated mental models of the circulatory system as indicated by both performance and process data. We began with Winne and colleagues' information processing model of SRL (Winne, 2001;Winne & Hadwin, 1998) and used it to examine how students regulated their own learning when using a hypermedia environment to learn about the circulatory system. Undergraduate students (N = 24) were trained to use a hypermedia environment to learn about the circulatory system. Pretest, posttest, and verbal protocol data were collected to measure the shifts in conceptual understanding (from pretest to posttest) and the SRL variables associated with shifts in conceptual understanding. We used a median split to divide the sample into two groups of learners-high-jumpers and low-jumpers (i.e., students who either showed large gains in conceptual understanding or showed relatively little or no gain in their conceptual understanding). Findings revealed that the high-jumpers shifted an average of 4.5 mental models, while the low-jumpers had an average shift of less than one mental model from pretest to posttest. The verbal protocol data were coded for various self-regulating variables to examine which SRL variables differentiated the low-jumpers from the high-jumpers. High-jumpers were much better at regulating their learning during the knowledge construction activity. In general, they used effective strategies, planned their learning by creating subgoals and activating prior knowledge, monitored their emerging understanding, and planned their time and effort. In contrast, low-jumpers used equal amounts of effective and ineffective strategies, planned their learning by using sub-goals and recycling goals in working memory, handled task difficulties and demands by engaging mainly in help-seeking behavior, and did not spend much time monitoring their learning. Our results provide a valuable initial characterization of the role of SRL in accounting for differences in conceptual knowledge gains when students use hypermedia environments to learn about complex science topics. In addition, we discuss the general instructional implications of our findings and how they can be used to inform the design of hypermedia environments to teach students about complex systems.

The National Coalition for Health Profession Education in Genetics, the American Nursing Association, and the American College of Nursing Education have recommended integration of genetics knowledge and skills into routine health care to provide effective interventions for individuals and families. However, previous research and data from this study have revealed that many nurses have minimal training in genetics. Advanced practice nurses must be knowledgeable on genetic principles, topics, and the ethical, legal, and social implications related to medical genetics to increase the ability to diagnose, prevent, and treat diseases and to provide effective care for individuals and families.

The more consistently someone records their food intake the more likely they are to lose weight. We hypothesized that subjects who kept track via their preferred method would demonstrate higher adherence and therefore improved outcomes compared to those who used a non-preferred method. Participants were randomly assigned to use a paper, PDA, or Web-based diary and classified as “Preferred” if they used their preferred method and “Non-Preferred” if they did not. Days adherent to diary use were collected for 12 weeks. Weight, % body fat, waist circumference, and self-efficacy scores were measured at baseline, 6 and 12 weeks. Thirty nine participants completed the 12 week study. Fifty nine percent were male. The mean age was 35 and mean baseline BMI was 33 kg/m2 (±3.5). Forty four % (n=17) used their “Preferred” diary method and 56% (n=22) did not. Participants who used their preferred diary were more adherent to recording both food intake (64.2% vs. 43.4%, p=.015) and exercise (60.6% vs. 31.2%, p=.001). Though no difference was seen between groups on weight management outcomes, these results suggest that diary preference affects adherence to diary use.

Scientific advances in genetics and genomics are rapidly redefining our understanding of health and illness and creating a significant shift in practice for all health care disciplines. Nurses educated at the graduate level are well-prepared to assume clinical and leadership roles in health care systems and must also be prepared to assume similar roles related to genetic/genomic health care. This chapter describes the processes used to create a consensus document identifying the genetic/genomic competencies essential for nurses prepared at the graduate level. Three groups were involved in the competency development; a steering committee provided leadership and used qualitative methods to review and analyze pertinent source documents and create an initial competency draft; an advisory board evaluated and revised the draft, and a consensus panel refined and validated the final set of competencies. The concensus process resulted in 38 competencies organized under the following categories: risk assessment and interpretation; genetic education, counseling, testing and results interpretation; clinical management; ethical, legal, and social implications; professional role; leadership, and research. These competencies apply to all individuals functioning at the graduate level in nursing, including but not limited to advanced practice registered nurses, clinical nurse leaders, nurse educators, nurse administrators, and nurse scientists and are intended to inform and guide their practice.