Master Of Science Research Articles

Master of Science in Astronautical Engineering degree at the University of Southern California for the space industry

The Department of Astronautical Engineering at the University of Southern California (USC) focuses on space engineering education. It is a unique space-engineering program in the United States where such studies usually constitute parts of aerospace departments. In addition to full-time on-campus students, its flagship Master of Science in Astronautical Engineering degree program reaches working professionals online through distance education. The growth of this space-focused graduate degree program led to the establishment of a new independent department at USC twenty years ago in 2004. Since its founding, this Department of Astronautical Engineering awarded nearly one thousand Master's degrees to students from across the United States, Canada, and selected locations abroad. The article describes the origin, rationale, focus, structure, coursework, and reach of USC's Master of Science in Astronautical Engineering program. It concludes with the lessons learned in program development which contributed to its success.

“Does an Additional Advanced Degree Influence Career Trajectory as a Shoulder and Elbow Surgeon?”

BackgroundAs orthopedic surgery becomes increasingly competitive, orthopedic surgeons are now pursuing advanced degrees more frequently to enhance their resumes or gain additional expertise. The specific impact of this additional training and education on a surgeon’s career trajectory is not well defined. The purpose of this study was to understand the impact of an advanced degree on the academic career of orthopedic shoulder and elbow surgeons. MethodsOrthopedic shoulder and elbow fellowship-trained surgeons were identified using the directory listed on the American Shoulder and Elbow Surgeons website. Demographics, education, and current professional roles were obtained. Research productivity was obtained using SCOPUS and Google Scholar. Advanced degrees were defined as those additional to the primary medical degree (Doctor of Medicine [MD] or Doctor of Osteopathic Medicine [DO]). Outcome measures collected included timing of advanced degree obtainment, current academic and leadership roles, leadership on journal editorial boards, and research productivity. Statistical analysis was performed using the chi-square test and Mann-Whitney U test to determine the association of advanced degrees on outcome measures. ResultsIn total, 893 orthopedic shoulder and elbow surgeons were identified, of whom 129 had advanced degrees. Most common advanced degrees included Master of Science (MS/MSc; 43%), Master of Business Administration (MBA; 23%), and Doctor of Philosophy (PhD; 13%). The most common period of degree obtainment was before medical school (35%) with the least common times being after medical school/before residency (0.9%) and between residency and fellowship training (0.9%). Surgeons who held advanced degrees demonstrated greater research productivity, with a higher h-index (p < 0.001), a greater number of citations (p < 0.001), and more publications (p < 0.001). Of the 523 shoulder and elbow surgeons who worked at an academic institution, those holding advanced degrees were more likely to serve as orthopedic department chair (p < 0.001) and serve an editorial board position (< 0.001). ConclusionThis study found that having an advanced degree as an orthopedic shoulder and elbow surgeon was linked to higher research impact and productivity and an increased likelihood of becoming a department chair and holding an editorial position. These significant findings can help future trainees and department leadership in understanding the importance and impact of additional training on career trajectories for academic faculty.

Investigating the Possibility of Nurse Prescribing Training Development in Nursing Education System in Iran

PurposeEnough medical knowledge and skills are fundamentals for nurse prescribing authority development. This study will explore the potential for developing nurse prescribing training in Iran, where nurses currently lack prescribing authority despite their strong academic nursing education. MethodsThis is a study with two phases. At first, in a conventional qualitative content analysis method, with purposive and snowball sampling, from June 2021 to March 2023, 20 participants, including 16 nurses in different clinical, managerial, educational, and policy-making settings, three physicians, and one clinical pharmacist were interviewed. Unstructured interviews were conducted face-to-face or virtually due to COVID-19. Qualitative content analysis Elo and Kyngäs 2008 was used for data analysis. In the second comparative analysis phase, four masters of science and one doctor of nursing curricula were analyzed in the existence of the nurse prescribing prerequisite courses and these five curricula and two potential masters of science in community health and critical care nursing curricula were compared with John Hopkins University curricula. ResultsIn the qualitative phase, two themes emerged: nursing education challenges and the potential for nurse prescribing training development. These were further broken down into four subthemes: inadequate nurses' knowledge in prerequisite nurse prescribing courses, unprepared educational infrastructure, treatment sector potentials, and educational potentials, with a total of 12 concepts identified. During the comparative phase, it was found that none of the nursing curricula had adequate prerequisite courses for nurse prescribing. However, the Community Health and Critical Care nursing curricula showed potential for developing nurse prescribing training. ConclusionsIn the nursing education system, there are some challenges and potentials for prescribing training, and the community health and critical care nursing curricula have the potential capacity to prepare the graduated nurses to prescribe. It needs educational and managerial policies. More developmental research and pilot studies are recommended.

Enhancing Roles: Teaching the Teachers Through EHR Documentation and Associated Quality of Care Analysis.

Electronic health records (EHR) are designed to promote patient safety, workflow efficiency, and communication (HealthIT.gov). Competency in the use of an EHR is essential for both undergraduate and graduate nursing students. Masters prepared nurse educator students may become clinical faculty in schools of nursing or clinical nurse educators in hospitals or out-patient settings after graduation. A gap exists in preparing future nurse educators to teach EHR-specific skills to their future nursing student populations and in promoting patient safety through quality improvement initiatives. The purpose of this observational study is to evaluate experiential learning activities for Master of Science in Nursing (MSN) nurse educator students aimed at preparing them to teach EHR-specific skills to undergraduate nursing students and in utilizing an EHR query activity to develop quality improvement plans.

Symbology and Codes in Dan Brown’s Origin

This paper explores the intricate web of symbology and codes found within Dan Brown's gripping novel, Origin. As a renowned master of blending history, art, science and religion, Brown weaves a tale that captivates readers with a labyrinth of symbols and enigmatic ciphers. Through an analysis of key elements in the narrative, this study aims to shed light on the significance of symbolism and cryptographic puzzles as essential devices in the plot's development. Drawing upon Brown's signature writing style, the paper examines the role of religious symbology, ancient texts and iconic art and architecture, intertwining them with scientific theories to craft a compelling narrative. The central focus lies in the protagonist, Robert Langdon, a symbologist, whose expertise in languages and linguistics plays a pivotal role in deciphering messages and solving the mystery at hand. Jean Moréas' Symbolist Manifesto (1886) is a foundational text in the development of literary symbolism. In this manifesto, Moréas emphasized the importance of symbolism in art and literature, advocating for a departure from naturalism and realism. He proposed that artists should focus on conveying emotions and ideas through symbols, rather than direct representation. Applying Moréas' theory of symbolism, the researcher analyzes how Dan Brown employs symbols and codes as key elements in Origin. By analyzing the relationship between language and technological innovation, the study aims to unveil how these elements converge to heighten the intrigue and suspense in the novel. It delves into the significance of linguistic techniques and cryptic passages, as tools for building suspense and enriching the reading experience. Langdon reveals meanings and ideas inherent in symbols and codes and demystifies the concepts- "Where do we come from?" and "Where are we going?"

Needs Analysis and Design of a Master’s Level Academic Reading Course in English

This article reports an English language needs analysis of Colombian Social Science master’s students. Information from faculty interviews, course syllabi, and student surveys shows that students need English to access and update their disciplinary knowledge through research articles and book chapters to successfully participate in class activities in Spanish, for which low English proficiency and lack of graduate reading skills can be an obstacle. These findings inspired the creation of Reading Research Articles in the Social Sciences course and confirmed the importance of source variety, triangulation, and addressing needs when identified. Methodological and practical contributions are discussed, emphasizing syllabi as key information sources not considered in other needs analyses.

Peran Sains dalam Membangun Kualitas Generasi Islam (Role of Science in Building Quality of Islamic Generations)

Science is always associated with general science or science that studies worldly matters only. Some Muslims think that science has nothing to do with Islam or in other words Islam does not need science. If the assumption of the Islamic community about this still exists then Islam is in the danger zone, because actually Islam needs science. Islam and science are not two opposing camps, but two very solid camps. If we look deeper, the Qur'an presents many verses about science. The verses of the Qur'an about science range from 750 to 1000 verses. In fact, the first revelation that came down to the Prophet Muhammad SAW, namely the command to read. In the Qur'an it has been explained that paying attention to the universe which means also studying science is part of reading the verses of Allah SWT. Meanwhile, the results of research conducted by scientists about the universe do not contradict the Qur'an which was revealed 1400 years ago. If science and technology are only controlled by non-Muslims, then Muslims will be considered weaker and lower in the field of science. Therefore, Islam needs the next generation of people who love and understand the contents of the Qur'an and are not blind to science, especially science. Islam will flap its wings more in the field of science and technology so that a generation of IMTAQ and IPTEK is formed, namely a generation of Muslims who have faith and piety and master science and technology. Science is also important in the development of Islam because science brings knowledge that is very important in future generations and science also plays an important role for all people in this world. In the context of building the quality of the Islamic generation, there are several important aspects that need to be considered, namely;

ОСВІТНІЙ ПРОЄКТ «ЦІКАВА НАУКА ОНЛАЙН» ЯК ШЛЯХ КОМПЕНСАЦІЇОСВІТНІХ ВТРАТ В УМОВАХ ВІЙНИ В УКРАЇНІ

The article highlights the experience of implementing educational projects in the conditions of the transformation of education in Ukraine, which was caused by the war. Research conducted by the State Education Quality Service of Ukraine showed that compensation for the loss of study time most often occurs through providing students with educational materials and tasks for independent study. Group and individual consultations, additional training classes are held less frequently. The study notes that it is too difficult to assess how often these measures are implemented, given that most teachers complain of a lack of conditions and opportunities. Research conducted by us in the Ukrainian educational hubs of JRS Romania in Bucharest confirmed the feasibility of creating educational hubs as an effective form of non-formal education aimed at overcoming educational losses caused by martial law. The results of research and the search for possible ways to reduce the level of educational losses determined the need to introduce new forms of educational activity and more appropriate forms of pedagogical education. In the context of the mentioned problems, the training of natural science teachers in higher education institutions should correspond to the realities of life, the social order and be oriented towards the organization of the educational process online. The implementation of educational projects conducted online based on the STEM-oriented approach, as the experience described in the article has shown, is one of the possible ways to overcome existing educational challenges and ensures that the training of future teachers meets the modern demands of the market of educational services. An example of the implementation of the above ideas is the "Interesting Science Online" project. The idea of the project is to combine the efforts of forms, methods and technologies of formal and informal education to compensate for educational losses in emergency situations. The project's online studios were developed by us depending on the value orientations and preferences of the project participants. The studios of scientific rap, scientific TikTok, the studio "Know How" and "Battle of the Worlds" are actively working in the project. All online studios work under the leadership of students - masters of interesting science. Educational products created in the studios are presented during the work of the studios and in social networks on the project pages. The article presents an innovative form of pedagogical education, online university studios, which improve the quality of training future teachers to carry out educational activities online and demonstrate the possibilities of compensating for educational losses in wartime conditions.

Qualitative evaluation of a multidisciplinary master of cancer sciences: impacts on graduates and influencing curricular factors

BackgroundEvaluations of continuing professional development programs typically focus on short-term knowledge and skill acquisition. There is a need for more comprehensive program evaluation methods that assess a broader range of impacts and can elicit how and why these outcomes occurred. We conducted a qualitative study to investigate the impacts of a multidisciplinary, online health professional postgraduate degree and to gain insights into the factors that led to these impacts.MethodsParticipants were graduates of the University of Melbourne’s Master of Cancer Sciences who could participate in an online interview. Semi-structured, qualitative interviews were conducted exploring a broad range of impacts, including changes in professional practice and career trajectory since graduation, and how the degree influenced these impacts. Data were analysed inductively.ResultsFifteen participants (female: 80%, 31–50 years old: 67%) from a range of professions were interviewed. A number of major themes were uncovered. Impacts on career trajectory included expanded career horizons (e.g. increased role diversity and complexity), and increased confidence in their professional identity. Impacts on professional practice included individual improvements in patient care and research, as well as changes in organisational practice. Factors identified as leading to these impacts were: (i) active, interactive and interprofessional learning; (ii) networking, informal mentoring, and role-modelling; and (iii) support at multiple levels.ConclusionThis study provides preliminary evidence of the positive impact of a Master of Cancer Sciences on graduate career trajectory and professional practice. In addition, the inductive methodology enabled identification of the curricular features (both planned and emergent) that influenced these impacts, facilitating potential transferability of learnings to other teaching programs.

Improving the Learning Experience of Chinese Masters’ students in UK higher education

ABSTRACT Both challenges and opportunities are inherent with a growth in Chinese international students in UK Higher Education. However, teachers from the West may not understand the differences in Chinese educational practices, which can lead to negative stereotyping of these students as passive and problematic. This paper rejects this deficit perspective, focusing on the views of Chinese students as to what might need to change about the UK teaching and campus environment to improve their learning experience. Two focus groups were held with Chinese social science Masters’ students in a UK university. Some of their key requests included to reduce class sizes; to provide more guidance around study skills; to offer more timely and accessible information; to provide a more flexible range of services and learning support; and to create more social time with staff and other students. The discussions particularly brought out the importance of ‘relational pedagogy’. These requirements will need more staff time and institutional flexibility which will necessitate adequate funding. The authors conclude that, despite Chinese students’ significant contribution to the local economy and to University finances, there does not seem to be a commensurate investment in protecting their wellbeing and ensuring they receive a quality education. We consider it is important to listen to and act on the students’ suggestions outlined here if UK Higher Education is to remain the destination of choice for many Chinese and other international students.

Towards resilient communities through prototypes for human-centered public spaces

MARCELLA DEL SIGNORE Architect, urbanist, educator, scholar, and the principal of X-Topia, a design-research practice that explores the intersection of architecture and urbanism with technology and the public, social, cultural, and cognitive realm. She has been involved in evidence-based research and applied-design projects investigating the intersection of architecture, urbanism,emerging technology, livability, and emotional/cognitive spaces. She is an Associate Professor and Director of the Master of Science in Architecture, Urban Design at New York Institute of Technology. Since 2007, she has taught Architecture and Urban Design in international institutions of higher education in the USA and Europe, and in 2019 she received the NYIT Presidential Award for the integration of Technology and in 2023 the Outstanding Faculty Research Award. She has published five books on urbanism, human-centered design, and emerging technologies, including Urban Machines: Public Space in a Digital Culture (LISTLab, 2018; OROEditions 2020) and "Data, Matter, and Design" (Routledge, 2020). She co-curated the Data and Matter exhibition during the 2018 Architecture Venice Biennale. She was invited to exhibit at the 17th Architecture Venice Biennale in 2021 in the Italian Pavilion Resilient Communities, and she was the deputy curator of the NYIT Students as Researchers Collateral Event at the 18th Architecture Venice Biennale in 2023.

Association of Medical School Gap Year Research and Degree Programs With Otolaryngology Interview and Match Outcomes.

To investigate whether a gap year for either research or a master's degree is associated with interview offers or match outcomes among otolaryngology applicants. Using the Texas Seeking Transparency in Application to Residency (Texas STAR) database, we conducted a cross-sectional analysis of otolaryngology applicants from 2018 to 2022. Applicants were stratified based on the presence and type of gap year during medical school. Applicant characteristics, signaling, research productivity, and application costs were analyzed, with primary outcomes including number of interview offers and match status. Among 564 otolaryngology applicant respondents to the Texas STAR survey, 160 (28%) reported a gap year, including 64 (40%) applicants participating in a research year, 65 (41%) completing a Master of Public Health or Science (MPH and MSc), and 31 (19%) completing a Master of Business Administration, Education, or other degree (MBA and MEd). Gap-year applicants who completed a research year or MPH/MSc degree received more interview offers (P < .01) than MBA, MEd applicants, or those without a gap year. Applicants with a research year had the most publications, oral presentations, abstracts, posters, and research experiences (all P < .01). When controlling for USMLE scores, clerkship honors, and applications submitted, applicants completing a research year or an MPH/MSc-degree received increased interview offers (P < .01). No significant differences were seen in expenditures or match rates. Research and MPH/MSc gap years were associated with increased residency interview offers but not increased match success. Further longitudinal studies are needed to assess how yearlong experiences affect long-term career outcomes.

‘This form could give me the courage to address otherwise undiscussed topics’: student reasons for (not) impacting their feedback environment

Students are increasingly expected to take up proactive roles in feedback processes. While most feedback research focuses on asking, receiving, and engaging with feedback, some suggest that students must also proactively shape their feedback environment. This study explored graduate life science master’s students’ first impressions of a dialogue prompt, which aimed to support them in proactively starting a dialogue with their supervisor on several aspects of the feedback environment during their research internship. We used a survey to explore reasons for (not) wanting to use the dialogue prompt and to what extent individual and interpersonal variables could explain these. An exploratory factor analysis uncovered three factors. Aided by qualitative analysis, these were interpreted as underlying reasons for (not) wanting to use the dialogue prompt. ‘Barriers of Use’ represents potential barriers hindering the prompt’s use, ‘Practical Use’ represents the prompt’s usefulness in addressing practical topics, and ‘Critical Voicing Use’ in addressing critical topics. Multiple regression examining individual and interpersonal variables only showed one significant association, suggesting that students who are positive about the prompt’s Practical Use also tend to believe that feedback, in general, is useful for achieving goals. We discuss our findings in relation to students’ proactivity and responsibility.

Impacts of COVID‐19 on social work teaching and learning in Bangladesh

AbstractThe COVID‐19 pandemic had a significant impact on both classroom instruction and practical learning within Social Work Departments in Bangladesh. This research took two state universities in Bangladesh as case studies, using a qualitative methodology. Researchers conducted 10 Key Informant Interviews, with professors and field supervisors, 20 in‐depth interviews with Master of Social Sciences (MSS) students and two Focus Group Discussions with MSS students. During the pandemic, University faculty experimented with virtual classrooms, pre‐recorded lectures, and online chat forums to interact with postgraduate students. However, these approaches were not completely successful due to the limitations of digital infrastructure at the Universities and at students' residences. Shortcomings in virtual education included technological barriers, insufficient access to educational resources, and an unusual mental health situation for many students. Student practica were difficult to organize, due to technological barriers, restricted field placement opportunities, disruption in client interaction, and community outreach, interruptions in fieldwork and data collection, as well as insufficient faculty supervision and support. Universities ought to take proactive measures to integrate technology into teaching and learning in normal times so that both can continue during public health emergencies without adding educational crisis to the general state of emergency.

Protecting More Than Just Books: A Curricula Study of Traditional Cultural Expression in U.S. LIS Programs

More and more, librarians’ day-to-day job responsibilities include working with Traditional Cultural Expressions (TCEs) and their divergent needs. Nevertheless, TCEs—and their specialized care—lack adequate attention and appropriate training in Library and Information Science (LIS) pedagogy. This indicates that LIS students may be less prepared to ethically work on TCE-related inquiries in the future. This study conducts a curricula content analysis of 35 ALA-accredited Master of Library and Information Science (MSLIS) programs to preliminarily assess the current state of TCE-related topics represented in LIS programs. Through investigating course descriptions, the research evaluates the depth and breadth to which LIS students’ coursework incorporates topics related to TCEs and their care. The synthesized findings demonstrate that only a small number of LIS programs even offer TCE-centric courses; of these, very few programs explicitly require students to take them. Failure to integrate TCEs into the core curriculum results in students being unprepared for the corresponding challenges in their prospective workplaces, especially as most TCEs are not covered by copyright law. The implication of this study could be a fruitful and rigorous invitation for LIS educators to revise their LIS curriculum to keep pace with the ever-evolving information needs that arise in contemporary library contexts for diverse populations.

Integrating innovation and competency-based education in the development of a new direct-entry master of science in nursing program

There has been a call for nursing programs to shift to Competency-based education (CBE). Competency-based education has numerous benefits in nursing education. A curriculum that includes both concepts and competencies helps students and stakeholders understand what new nurse graduates will be able to do with the knowledge they construct throughout the program. Competency-based education is student-centered, flexible, and dependent on students actively engaging in their learning. A small faculty team developed a new direct-entry MSN program, based on essential components of CBE. This article describes the process of incorporating CBE into the development of the program, as well as challenges and barriers to fully implementing CBE into the curriculum.

The influence of internship on student’s academic performance in industrial and management engineering program in Italy

PurposeThe positive correlation between students’ internship and employability is well documented. However, there is no consensus on its relationship with academic performance. Previous studies investigated the Bachelor level: in the UK, the so-called sandwich placement is positively correlated; in the US, the results are mixed. This study aims to expand the scientific literature and focuses on Politecnico di Torino, Italy: the cases of the Industrial and Management Engineering Bachelor (BA) and Master of Science (MS) degree programs are examined.Design/methodology/approachThe academic performance of 2,279 BA students and 2,560 MS students graduated between 2016 and 2021 is examined. Ordinary least square models are employed to test the relationship between grades and internship, controlling for ex ante academic scores, gender, age and geographical origin.FindingsThe results show a small robust negative correlation between internship and grades, especially at the bachelor level, where potentially a self-selection occurs. At the master level, the negative relationship is significant but very small and might be partially determined by the marks of the exams substituting the internship.Originality/valueThis study contributes to the empirical research on the relationship between students’ grade and internship and suggests the presence of complementarities in several ways: the Italian context, characterized by an optional internship is examined, both at the BA and MS level. Universities that intend to organize internship as overlapping with lectures and exams should be cautious, especially when considering the BA level students, whose maturity and skills are less developed than MS ones.

Development of a Case/Problem-Based and Teamwork-Focused Applied Physiology Course to Graduate Students Planning to Apply to Dental School

The Master of Science in Oral Health Sciences (OHS) at Boston University Chobanian &amp; Avedisian School of Medicine is explicitly designed for students who wish to improve their academic preparedness for dental school admission. Oral Health Sciences students take some courses, including the first-year Dental Physiology course, alongside dental students at Boston University Henry M. Goldman School of Dental Medicine (GSDM). Since students in the OHS program often struggle in the largely lecture-based Dental Physiology course, we developed a case/problem-based and teamwork-focused Applied Physiology course that ran parallel to the Dental Physiology course in the fall of 2023. The primary goal of the Applied Physiology course is to provide additional instruction and academic support and to present course material in a team-based learning mode for the OHS students. We hypothesized this approach to learning physiology would help to improve student mastery of physiology content critical to their future success. The objective of the current study was to assess the effectiveness of the new Applied Physiology course in enhancing OHS students' motivation and academic performance in the Dental Human Physiology course. We are evaluating the benefits of this course by comparing Dental Physiology final grades and individual exam grades between dental students and OHS students. In addition, we are comparing course performance for OHS students from previous class years who did not take the Applied Physiology course against students from the current academic year who took the course. Our preliminary results indicate students who took the Applied Physiology course in the fall of 2023 performed better in the Dental Physiology course than last year’s OHS students. The mean grade for Dental and OHS students in Dental Physiology in the fall of 2023 was 82.3% ± 12.3% and 80.3% ± 13.9% respectively. In contrast, the mean grades for Dental students in the fall of 2022 was 82.7% ± 8%, while OHS students’ mean was much lower at 74.7% ± 11%. Analysis and comparisons for individual course exams for the dental and OHS students are ongoing. In addition, analysis of a validated survey containing Likert-style questions to quantify how the new course enhances motivation, engagement, and perceived benefits of student learning is underway. Our results indicate that additional team and case/problem-based support can improve academic performance for students hoping to gain admission to Dental School. No funding for this project. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

1888: Master of Science during Radiation Oncology Residency A French overview

1888: Master of Science during Radiation Oncology Residency A French overview

A STUDY TO ASSESS THE EFFECT OF CRYOTHERAPY ON PAIN AND SELECTED BIOPHYSIOLOGICAL PARAMETERS DURING ARTERIOVENOUS FISTULA CANNULATION AMONG PATIENTS ON MAINTENANCE HAEMODIALYSIS

The current study entitled a study to assess the effect of Cryotherapy on pain and selected Biophysiological parameters during arteriovenous fistula cannulation among patients on maintenance Hemodialysis at KMCH, Coimbatore was undertaken, during the year 2010 - 2011 in partial fulfillment of the requirement for the degree of Master of Science in Nursing at KMCH College of Nursing, Coimbatore which is affiliated to Dr. M.G.R. Medical University, Chennai. Objectives: To assess the pain intensity during Xylocaine infiltration. To determine the effect of Cryotherapy on pain and Biophysiological parameters during AV fistula cannulation. To associate the level of pain with selected demographic variables. Design: Repeated Measures design. Setting: Hemodialysis unit of Kovai Medical Center and Hospital, Coimbatore. Sample: Sample size was 50. Conceptual framework: Modified Orlando‟s Nursing process model. Outcome measures: The demographic data was collected from the subjects. The pain intensity was measured during cannulation with Xylocaine and with Cryotherapy using Numerical Pain rating Scale. The investigator recorded the Biophysiological parameters during the procedure. Intervention: Cold application was done prior and during cannulation over on the web between the thumb and index finger of the hand which does not have the AV fistula. Results: The mean pain score with Xylocaine infiltration at arterial site was 4.81 and at the venous site was 4.86.There was a significant reduction in the pain score during cannulation with the application of Cryotherapy. The mean pain score during cannulation after Xylocaine at the arterial site was 1.59 and at the venous site was 1.51 whereas the mean pain score during cannulation after Cryotherapy was 0.96 and 0.92 correspondingly. But there was no statistically significant difference between the values of Biophysiological parameters such as BP, PR and RR during cannulation done with Xylocaine and with Cryotherapy. There was no significant association between pain score and age and gender of the subjects but there was significant association between pain and duration of illness and duration of treatment Conclusion: Cryotherapy is an effective nonpharmacological measure in reducing pain during AV fistula cannulation among Hemodialysis patients.