Redesigning OR Orientation

Wilson, Gail

doi:10.1016/j.aorn.2012.01.022

Cited by 26 publications

(36 citation statements)

References 5 publications

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“…However, it would not be surprising that some money was spent inefficiently, given that no definitive results emerged from educational research that could guide policymakers. At worst-if past resources can be shown to have had no effect on achievement-this finding can simply indicate the lack of guidance by good R&D. The lack of a critical level of R&D funding and critical mass of high quality research may provide an explanation for inefficiency just as persuasive as the lack of incentives (Wilson and Davis 1994).…”

Section: A Shifting Consensus: the Effects Of Educational Resourcesmentioning

confidence: 96%

“…Currently, we spend less than 0.3 percent of educational expenditures for R&D, and less than 0.3 percent of expenditures for children are directed toward R&D on children (Consortium on Productivity in the Schools 1995, Office of Science and Technology Policy 1997). Compared to other sectors, this is a very low investment in R&D. Perhaps the reported problematical quality of educational R&D is partly due to the insufficiency of funding, when compared to its inherent complexity (Grissmer 1996;Wilson and Davis 1994;Atkinson and Jackson 1992;Saranson 1990). Alternately, the low funding level might reflect the poor quality of R&D.…”

Section: Discussionmentioning

confidence: 99%

“…Educational research has been characterized, perhaps unfairly in recent years, by the inconsistency of its research results and by a lack of consensus across its broad and multidisciplinary research community (Wilson and Davis 1994;Saranson 1990). The broad purpose of this conference is to help determine how we can improve the consistency and accuracy of results in educational research so that we can build a base of knowledge widely accepted by this diverse research community and, more importantly, by teachers, principals, superintendents, and policymakers.…”

Section: Introductionmentioning

confidence: 99%

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National Center for Education Statistics

2008

Encyclopedia of Educational Psychology

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Senior Advisor to the Acting Deputy Secretary of Education, 1993-98This book is dedicated to the memory of David W. Stevenson. His understanding of the interplay between basic research and education policy facilitated the development of this research seminar. From his early days in the sociology program at Yale, David began to develop a discipline-specific understanding of the structural factors mediating social change. As he became more involved in controversial policy issues, he saw the necessity for more definitive empirical evidence in their resolution. In the continual efforts of the research and policy communities, David's perspective will continue to enrich conversations about the direction of and appropriate methodologies for education reform. We acknowledge, with this dedication, his memorable accomplishments and our appreciation for his influence on this research seminar. In November 1998, a group of outstanding researchers and scholars gathered at the Charles Sumner School in Washington, DC to explore methodological issues related to the measurement of student achievement. Within this broad topic, the research seminar also focused more specifically on the sharing of perspectives related to the black-white test score gap. This sharing enabled the participants to compare their analyses and findings and to recommend improvements in data collection and analysis to the National Center for Education Statistics (NCES). Thus, eventually this collegial exchange promises to improve the utility of NCES data sets for policymakers in their efforts to ensure both excellence and equity in American education.Seeking deeper explanations of the test score gap is a critical first step in the process of assessing student achievement more accurately. Toward that end, the seminar demonstrated the need for NCES to pursue more aggressively the development of concepts and methodologies that allow independent analysts to unravel the causes of such gaps. Such an "unraveling" requires closer examination of the complex interrelationships among resource factors, home and schooling influences, family configurations, and achievement outcomes. Further, NCES needs to place both cross-sectional and longitudinal data in a broader framework and to explicate our findings within diverse social contexts in richer detail.The work of the Assessment Division in NCES, in particular, will benefit from the development of more explicit constructs that allow better comparisons of achievement results without the confounding interpretations that typically characterize conventional statistical presentations. For example, when achievement discrepancies between blacks and whites reveal different patterns in the northern states as compared to southern states, what type of analysis can we conduct that would enlighten our understanding of these historical and contemporary differences?x This first seminar has reminded us of the value of having researchers, scholars, and practitioners come together to advance knowledge in the field of achievement research ...

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Section: A Shifting Consensus: the Effects Of Educational Resourcesmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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National Center for Education Statistics

2008

Encyclopedia of Educational Psychology

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“…In other words, when we take into account the difficult subject of multimedia competencies of a contemporary human in the education and upbringing of each type and on every level, we will be able to realize the idea of redesigning the whole education formulated by Kenneth G. Wilson (1996). Of course, this does not ensure effective dealing with the state of anthropological uncertainty, but it is the sine qua non of modern didactics and education.…”

Section: The Problem Of Redesigning Educationmentioning

confidence: 99%

The State of Anthropological Uncertainty as an Educational Problem

Miczka¹

2018

Europ. j. multidiscip. stud.

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The assumption was made that in the epoch defined as technopoly or techno-everydayness, in which almost every person is physically or mentally supported by technology, or is simply "improved" with the help of it (socalled Human enhancement), the sense of anthropological uncertainty appears to be more and more common. This was often emphasized by Jean Baudrillard, the author of the concept of the "disappearance of reality", proclaiming that the real world is replaced by simulacra: "Am I finally a human or a machine?" -he was asking and then answering in the following way -"Today the answer to this question no longer exists: I am a human being in real and subjective terms, but virtually and from a practical point of view I am a machine ". Even if his position is considered too radical, one cannot ignore or diminish the importance of the impact of high technology on the physical, and especially the mental condition of the users of everyday media. These considerations have focused on the educational implications of this impact, recognizing that young internet and smartphones users are more exposed to the effects of a sense of anthropological uncertainty than adults, and hence they require strong support in this area from pedagogical theories, and above all from pedagogical practices. Presentation of the current research findings in this area creates an opportunity to define the scope and program of modern media education, which has been called education for information freedom and information activism. Such a pedagogical concept is based on popularizing, teaching and shaping a positive attitude of young people towards the Internet and technological gadgets, which is based on the conscious observance of the principles of "information hygiene", and the supreme principle in this case is self-limitation. That is why the state of anthropological uncertainty is one of the most difficult challenges imposed by techno-everydayness that school and non-school education has to accustom with.

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“…[14] The perioperative environment is a difficult place for novice nurses to fit in, unless there is a concerted effort from both staff members and leaders to embrace the novice nurse's desire to learn. [15] Providing a strong and confidential support system allows the novice nurse to provide feedback on the orientation process. Once feedback is provided, revised action plans must be created through a collaborative effort between the nurse educator and the novice nurse.…”

Section: Specialty Perioperative Educatorsmentioning

confidence: 99%

Operating room nurse residency and specialty educators: Paramount in the success of novice nurse retention

Brown¹,

Belgard²,

Washington³

et al. 2017

JNEP

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Perioperative service is one of the specialties of nursing in which a team approach is vital for optimal patient care. The registered nurse is responsible for coordinating and delivering safe patient care. Operating room (OR) nurses are responsible for applying fundamental applications of the nursing process while formulating plans of care unique to surgical patients. The growing shortage of nurses worldwide especially impacts highly complex areas such as the OR, where skills specialized are needed to care for patients. One of the largest challenges of a graduate nurse (GN) is becoming enculturated to new environments. Traditionally, OR nursing is a paradigm foreign in nursing curricula; this creates challenges in the GN population in applying their practical nursing skills to surgical patients. In an effort to combat ongoing knowledge deficits unique to OR nursing, Houston Methodist Hospital (HMH) created an OR nurse residency program. The literature suggests that specialty-specific nursing residency programs offer GNs essential tools for becoming successful in their transition. Additionally, research suggests reductions in nurse burnout and turnover rate among GNs with adequate training and preparation. The purpose of this article was to provide insight on the importance of introduction to the OR prior to graduating from nursing school and the importance of OR nursing specialty residency programs and specialty educators as they pertain to the ideal nursing transition, sustainability, retention, and favorable patient outcomes. A questionnaire was created to capture successful applicable practices; the questionnaire also provided an opportunity for GNs to suggest opportunities for program improvements. The questionnaire was used to explore feedback from the summer 2014 Operating Room (OR) residency program graduate nurses in an effort to capture improvements needed for future program success.

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Redesigning OR Orientation

Cited by 26 publications

References 5 publications

National Center for Education Statistics

National Center for Education Statistics

The State of Anthropological Uncertainty as an Educational Problem

Operating room nurse residency and specialty educators: Paramount in the success of novice nurse retention

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