title: Safety in Numbers 7: veni, vidi, duci: A grounded theory evaluation of nursing students' medication dosage calculation problem-solving schemata construction

authors: Weeks, Keith W.

subjects: Grounded theory

abstract: This paper evaluates nursing students' transition through schemata construction and competence development in medication dosage calculation problem-solving (MDC-PS). We advance a grounded theory from interview data that reflects the experiences and perceptions of two groups of undergraduate pre-registration nursing students: eight students exposed to a prototype authentic MDC-PS environment and didactic transmission methods of education and 15 final year students exposed to the safeMedicate authentic MDC-PS environment. We advance a theory of how classroom-based 'chalk and talk' didactic transmission environments offered multiple barriers to accurate MDC-PS schemata construction among novice students. While conversely it was universally perceived by all students that authentic learning and assessment environments enabled MDC-PS schemata construction through facilitating: 'seeing' the authentic features of medication dosage problems; context-based and situational learning; learning within a scaffolded environment that supported construction of cognitive links between the concrete world of clinical MDC-PS and the abstract world of mathematics; and confidence-building in their cognitive and functional competence ability. Drawing on the principle of veni, vidi, duci (I came, I saw, I calculated), we combined the two sets of evaluations to offer a grounded theoretical basis for schemata construction and competence development within this critical domain of professional practice.

text: Safety in Numbers 7: veni, vidi, duci: A grounded theory evaluation of nursing students' medication dosage calculation problem-solving schemata construction This paper evaluates nursing students' transition through schemata construction and competence development in medication dosage calculation problem-solving (MDC-PS). We advance a grounded theory from interview data that reflects the experiences and perceptions of two groups of undergraduate pre-registration nursing students: eight students exposed to a prototype authentic MDC-PS environment and didactic transmission methods of education and 15 final year students exposed to the safeMedicate authentic MDC-PS environment. We advance a theory of how classroom-based 'chalk and talk' didactic transmission environments offered multiple barriers to accurate MDC-PS schemata construction among novice students. While conversely it was universally perceived by all students that authentic learning and assessment environments enabled MDC-PS schemata construction through facilitating: 'seeing' the authentic features of medication dosage problems; context-based and situational learning; learning within a scaffolded environment that supported construction of cognitive links between the concrete world of clinical MDC-PS and the abstract world of mathematics; and confidence-building in their cognitive and functional competence ability. Drawing on the principle of veni, vidi, duci (I came, I saw, I calculated), we combined the two sets of evaluations to offer a grounded theoretical basis for schemata construction and competence development within this critical domain of professional practice.

year: 2013

title: The rise of the fake reference

authors: Gibbons, Stephanie

abstract: This presentation discusses the risk of fake reference.

text: The rise of the fake reference This presentation discusses the risk of fake reference.

year: 2020

title: Prototypical gang recruits in New Zealand prisons

authors: Lett, Daniel

subjects: Gangs

abstract: Gangs have long been associated with antisocial behaviour and crime. To maintain themselves, gangs require a steady flow of new recruits. A better understanding of who is being recruited into gangs is the first step in preventing recruitment and lowering the impact of gangs on society. We asked what the prototypical gang recruit in New Zealand prisons is? To answer this, we needed to establish which factors are most likely to make someone more prototypical. Using these factors as our focus, we completed a series of difference of proportion analyses on archival data acquired through Te Ara Poutama. We found that the most prototypical factors for a gang recruit in New Zealand prisons were being a Māori, repeat offender, with a medium RoC*RoI, convicted of violent crimes, being held in a high security unit, and being between the ages of 20-39. These results suggest that prototypicality for gang recruits varies across settings.

text: Prototypical gang recruits in New Zealand prisons Gangs have long been associated with antisocial behaviour and crime. To maintain themselves, gangs require a steady flow of new recruits. A better understanding of who is being recruited into gangs is the first step in preventing recruitment and lowering the impact of gangs on society. We asked what the prototypical gang recruit in New Zealand prisons is? To answer this, we needed to establish which factors are most likely to make someone more prototypical. Using these factors as our focus, we completed a series of difference of proportion analyses on archival data acquired through Te Ara Poutama. We found that the most prototypical factors for a gang recruit in New Zealand prisons were being a Māori, repeat offender, with a medium RoC*RoI, convicted of violent crimes, being held in a high security unit, and being between the ages of 20-39. These results suggest that prototypicality for gang recruits varies across settings.

year: 2021