Reconceptualizing a Creative and Specific Learning Environment by Using Web-Based Automated E-Quizzes as a Guiding Tools for Accountable Study Behaviour

Li, Alice M. L.

doi:10.1007/978-3-662-46158-7_15

Cited by 1 publication

(1 citation statement)

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“…And this proposed conceptual model created this significant dimension based on knowledge-based components in the concept of "Knowledge about Knowledge" (KAK); and skills competencies as comprised with Tanner (know-why) 5) Condition-knowledge (know-when) 6) Relation-knowledge (know-with) 7) Affective Knowledge (ways to learn knowledge)" [19].…”

Section: B Concept Of "Knowledge About Knowledge"mentioning

confidence: 99%

Simulation-Based Clinical Skill Training to Promote Effective Clinical Learning with Simulation Evaluation Rubrics in Nursing Education

Li¹,

Space²

2016

IJIET

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Abstract-Clinical simulation-based education can create a specific learning environment to ensure healthcare or nursing students to manage experiential learning by reinforcing their clinical skills through different levels of competency. This educational technology offers new avenues for supporting nursing students to experience high-fidelity simulation with lived experience on scenario-based clinical skill training that provides the better ways to support the nursing education. The use of simulation-based training needs to strengthen up students' clinical skills and practices in a more meaningful learning experience by using my newly inventive Simulation Evaluation Rubrics (SER). This paper illustrates this newly formed inventive SER by adopting Tanner's Clinical Judgment Model, combined with the constructed concept of 'Knowledge About knowledge' as a basis to specifically designed for the proposed conceptual model of inventive SER, which is used for capturing the effectiveness of clinical learning by monitoring the progress and benchmarking of performance outcomes, as well as providing invaluable informative feedback for further improvements on the students' competencies of nursing practice from the simulation-based clinical skill training. I. INTRODUCTIONA long-standing development and focus of studies have been well documented with empirical evidence of the simulation-based clinical skill training that has been widely used to optimize the clinical learning activities in nursing education. Many research efforts have been verified the positive outcomes on the impacts of simulation-based tools for supporting various functions in clinical skill training for nursing education [1], [2].Measurement of performance outcomes from the simulation-based clinical skill training is part of the vital role and process in educational evaluation, which requires the process of characterizing and appraising the aspects of learning as required and defined in accordance with the consistent application of learning expectations, which was generated from the Intended Learning Outcomes (ILOs) as part of quality assurance of the quality standards ensured under the paradigm of the Hong Kong Government"s Qualifications Framework in Education.The provision of feedback gathered from the evaluation of the simulated clinical assessment practices is of significant for the students" experiential learning, as Oermann [2] has also echoed this aspect of importance and stated that "Excellence in nursing education requires evidence-based curricula, teaching approaches, and evaluation methods" [2]. This article create the concept of a newly inventive Simulation Evaluation Rubrics (SER) for evaluating the impact of simulation-based clinical skill training on various essentials and aspects such as communication, critical thinking, health assessment and nursing care interventions, etc.Rubrics can in fact help students to see the connections between learning (what will be taught) and assessment criteria (what will be evaluated) by making use of the info...

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Section: B Concept Of "Knowledge About Knowledge"mentioning

confidence: 99%