Purposeful Simulation Role Assignment

Maintaining Academic Performance and Student Satisfaction during the Remote Transition of a Nursing Obstetrics Course to Online Instruction

“…In traditional simulation scenarios, students are assigned the role of direct care provider or observer. Research shows that both roles increase student knowledge and clinical reasoning skills (Alexander, 2020;Rogers, Baker, & Franklin, 2020). In Cohort 1, three students were randomly assigned the role of direct care provider and five as observers.…”

“…After completing the simulation, the students watched the video recording and debriefed to discuss what went well and what could be improved. This debriefing component of simulation is regarded as paramount to ensuring students meet learning outcomes (Alexander, 2020;Rogers, Baker, & Franklin, 2020), and research suggests that debriefing after viewing a recorded video simulation enhances student technical skills, self-confidence, and self-reflection (Yeun, Chon, & An, 2020).…”

Enhancing cognitive combat readiness: Gamers’ Behaviours concentrating on convergent learning style, tacit-latent, and kinetic-active knowledge acquisitions

“…The last is CCCE acquisition, in which individuals collect knowledge as it emerges unpredictably and immediately at random. The authors note that this CCCE is not involved in this study due to rare individual usage (Dufwenberg et al, 2010;Gneezy et al, 2010;Alexander, 2020). Therefore, considering all these extant research, this study infers that individuals acquire knowledge through two clustered acquisition types (Breen and Lindsay, 1999;McCrow et al, 2014;Alberti and Pizzurno, 2015;Visser-Wijnveen et al, 2016;Hamdaoui et al, 2018): latent or active.…”

“…Meanwhile, Allinson and Hayes (1996), Willingham et al (2015) explain that learning styles based on individuals' preferences involve cognitive processes to differentiate between their intuitive and analytical thinking. Additionally, Abel et al (2018), Alexander (2020), Olanipekun et al (2020), Van der Lingen et al (2020) Most extant studies explain that accommodative learning styles acquire knowledge through deepened experiences from others. The individual with accommodative learning prefers to use intuitive techniques than critical logic.…”

“…On the other hand, it posits Andreou et al (2014), Dantas andCunha (2020), andGarner (2000) argue that individuals' learning styles do not only restrict gaining answers but also identifying processes. Therefore, this research infers that learning style is a method for individuals to interact with others through their cognitions, affections, physics and environments (Li and Wang, 2013;Alexander, 2020;Olanipekun et al, 2020). Thus, it considers that gamers' learning styles focus on innovativeness to create and develop critical reasoning and problem-solving.…”