Shared Cognition: Reflecting, Considering, Deliberating

Rothrock, Jane C.

doi:10.1016/j.aorn.2010.06.009

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…If future research indicates such a relationship, providing routine PSF information to a surgeon before a case may influence surgeon actions and, thereby, safety. Rothrock (2010) has described a surgeon who does not value nurse provided PSF information as being uninterested in "shared cognition." The extent to which shared cognition is valued as opposed to information merely shared in preoperative briefings needs exploration in terms of influence on NREs.…”

Section: The Professions' Consensus About Psfsmentioning

confidence: 99%

Operating Room Team Members' Views of Workload, Case Difficulty, and Nonroutine Events

Minnick

Donaghey²,

Slagle³

et al. 2012

Journal for Healthcare Quality

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Interventions such as mandatory "time-outs" have contributed to intraoperative safety but improvements are still necessary. We present data provided by 3 professions always present in the intraoperative setting that suggest next steps in the quest for improvements. We describe the differences and similarities in operating room (OR) nurses', anesthesia providers', and surgeons' beliefs about team function, case difficulty, nonroutine event (NRE), and error causation using a qualitative design at 3 Veterans' Administration hospitals. Intraoperative errors are costly in lives, suffering, and dollars. A quality improvement tenet states that workers are a rich information source regarding the context within which quality can be improved. Identifying and describing OR providers' beliefs are necessary steps in devising novel approaches to quality improvement. Intraoperative NRE and error prevention opportunities exist within and outside of the OR. There may be "cascade" and "perfect storm conditions" before and during operative procedures that increase the likelihood of NREs. Confirmation of these phenomena could improve prediction and prevention of NREs. Exploration of differences in team definition and team performance ratings by provider type may also identify avenues for improvement.

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Section: The Professions' Consensus About Psfsmentioning

confidence: 99%

Operating Room Team Members' Views of Workload, Case Difficulty, and Nonroutine Events

Minnick

Donaghey²,

Slagle³

et al. 2012

Journal for Healthcare Quality

View full text Add to dashboard Cite

show abstract

“…Social learning theory deeply accentuates the social or cultural character of learning. It takes place through active collaboration and not on any single individual means that learners learn in cultural activities or social practices that make them engaged (Rothrock, 2010 ). However, people cannot participate or learn to contribute to cultural activities or practices on their own.…”

Section: Methods Of Constructing Knowledge In Web-based Learningmentioning

confidence: 99%

Knowledge construction in chemistry through web-based learning strategy: a synthesis of literature

et al. 2022

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Smartphones and computer-based technology have revolutionized different development sectors including education. The current review describes the existing literature on Web-Based Learning ( WBL) as a novel methodology applied in teaching and learning, and its potential effectiveness in teaching and learning chemistry. Further, the study intends to reflect on how the WBL could be applied in the Rwandan context of teaching and learning chemistry as the country adopted the competency-based curriculum (CBC) in 2015. This review is a narrative overview in which much of the existing literature such as books, articles, and other online literatures related to the study were reviewed. The literature was obtained from different electronic databases including Scopus, ERIC, ISI web of knowledge, academia, web of science, digital library, and google scholar.

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“…29 Keterlibatan mahasiswa yang tepat dalam perawatan pasien juga perlu diperhatikan, dengan pengawasan yang memadai untuk memastikan keselamatan pasien. 32 Jika ada informasi yang disampaikan mahasiswa tidak sesuai dengan kebutuhan pasien, preseptor dapat menambahkan nanti setelah pembelajaran. Kontak langsung dengan pasien merupakan peran penting dalam pengembangan pembelajaran klinis, meningkatkan keterampilan komunikasi, sikap profesional dan empati serta menyediakan layanan promosi kesehatan melalui motivasi.…”

Section: Pelaksanaan Bedside Teachingunclassified

The Effectiveness of Bedside Teaching Learning Methods Towards the Self-Effifacy of Therapeutic Communication in Midwifery Students in Clinical Practice

Wati¹,

Emilia²,

Satriandari³

et al. 2020

JPKI

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Background: One of the competencies that must be mastered by health workers is therapeutic communication. Effective communication can increase patient satisfaction but on the contrary communication failure can cause poor information exchange, misdiagnosis, decreased participation and stressors in patients, and even death. Poor communication can be caused by low self efficacy. Bedside teaching learning through preseptor modeling can affect self efficacy in communication. The study aimed to determine the effectiveness of bedside teaching learning method towards the self-efficacy of therapeutic communication in midwifery students in clinical practice.Method: This research is a quantitative descriptive study. The research sample was all midwifery students in the fifth semester who had clinical practice at PKU Muhammadiyah Hospital of Gamping, and Queen Latifa Hospital as many as 20 students. The sampling technique used saturated features. The research instrument used SE-12 and the preceptor’sassessment in bedside teaching. The bivariate analysis used paired t-test and independent t-test.Results: The results showed that the self-efficacy analysis of prior and after bedside teaching therapeutic communication in the certified group obtained mean different of 19.50 and those in the non-certified group obtained mean different of 5.13. There were differences, but not statistically significant with p-value of 0.153.Conclusion: Bedside teaching effectively increased the self-efficacy of midwifery student communication taught by certified preceptors compared to non-certified preceptors. The stages of bedside teaching in the certified group had a betterlevel of preceptor competence than the group that had not been certified. Clinical advisors are suggested to follow preceptorscertification to increase knowledge.

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Shared Cognition: Reflecting, Considering, Deliberating

Cited by 3 publications

References 5 publications

Operating Room Team Members' Views of Workload, Case Difficulty, and Nonroutine Events

Operating Room Team Members' Views of Workload, Case Difficulty, and Nonroutine Events

Knowledge construction in chemistry through web-based learning strategy: a synthesis of literature

The Effectiveness of Bedside Teaching Learning Methods Towards the Self-Effifacy of Therapeutic Communication in Midwifery Students in Clinical Practice

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