Scenario-based Activities Research Articles

Use of scenario-based activities for learning and confidence in accelerated bachelor nursing students in acute settings

Objective: The aim of this study was to evaluate the impact of a unique, case based, learning activity, Background: There is a great call and demand for nurse educators to prepare practice ready nurses who display critical thinking and clinical judgement. Improved critical thinking and clinical judgement have been demonstrated from case study-based learning. Along with case studies, gamification has been demonstrated to be an effective learning strategy not only in nurse education, but in other high-risk professions. In our study we combined case studies and gamification to create a new, scenario-based learning activity. Design: This qualitative study used forums to elicit the student’s experience with the learning activity. Methods: Choose your own Pathway (CYOP) allow students to make clinical decisions in a safe, structured environment and to experience the consequences of those clinical decisions. Accelerated Undergraduate students were given three mega CYOPs based in PowerPoint corresponding to three didactic theory units. CYOPs provide students with clinical data and allowed them to make decisions based on this information and to experience the consequences of those decisions. Upon completion of these activities, students were asked to participate in a forum to discuss their experience with the CYOPs. Results: After analysis, three main themes, with two subthemes, were identified: (1) the CYOP’s engaged students thinking and led to use of clinical judgement through realism and prioritization of nursing decisions, (2) the CYOP’s interactive engagement facilitated knowledge application through adaptive learning not memorization, and (3) the CYOPs technology design interfered with learning. Theme 1 subthemes included (1) interaction variety and (2) putting pieces together. Conclusions: Our results demonstrate the potential for the CYOP learning activity to promote critical thinking and clinical judgement by placing students in the role of the nurse in simulated real-world scenarios. CYOPs are an innovative approach to enhance students learning and positively impact their readiness for the clinical setting.

Political Conocimiento in Teaching Mathematics: mathematics teacher candidates enacting their ethical identities

The sanctioned language around “mathematics teacher knowledge” in the US centers pedagogy, content (mathematical knowledge), and students. Yet, this teacher learning approach often promotes (explicitly or implicitly) teaching and learning of mathematics that operationalizes mathematics as rigid, as a gatekeeper, and only useful for global competition in STEM-related fields. These tacit capitalist goals result in teachers being expected to convey “clear and useful” mathematical information to students, not question why mathematics is being taught, who benefits, and/or how to intervene if the learning environment is harmful for students who are Black, Indigenous, students of Color, multilingual, dis/abled, queer, nonbinary, and/or of immigrant backgrounds. In this article, we build upon a form of relational knowing that intertwines mathematics, pedagogies, students, and politics called Political Conocimiento in Teaching Mathematics. Focusing on political knowledge brings the margins to the center by recognizing political issues cannot be separated from other dimensions or added on, as if politics are not already present in mathematics teaching and learning. As three women of Color, we present empirical results from three teacher education programs in the USA with teacher candidates (n = 55) who range in intersectional identities. Using scenario-based activities that support their development of political knowledge, we apply the lens of “The Mirror Test” to highlight how teacher candidates’ intersectional identities influenced the ethical identities they enacted. Some candidates focused more on “accountability” while others focused on “performativity.” We offer implications for future research on ethical identities in mathematics education with teachers and teacher candidates of various intersectional identities.

Effectiveness of smartphone-based e-health intervention to promote cancer patients' quality of life: A quasi-experimental study

Cancer significantly affects patients' quality of life (QoL), impacting their physical, emotional, and social well-being. Recently, smartphone-based e-health interventions have been investigated as a method to improve QoL for cancer patients by providing customized support. This study assesses the effectiveness of these interventions. Using a quasi-experimental design, the research involved pre- and post-intervention tests. A total of 106 cancer patients were recruited through convenience sampling. A structured questionnaire was used, covering socio-demographic characteristics, medical history, cancer knowledge, and a QoL scale. Data were collected initially and two months after the intervention, which included lectures, group discussions, and scenario-based activities. Results indicated significant improvements in patients’ knowledge and QoL scores post-intervention. There were also notable differences in knowledge scores related to socio-demographic factors before and after the intervention. The findings suggest that smartphone-based e-health interventions effectively enhance cancer patients' knowledge and QoL. Successful implementation of these interventions can lead to better health outcomes. Continuous training for nurses and other healthcare providers is essential to maximize the benefits of e-health. This study highlights the potential of smartphone technology to support continuous care for cancer patients, potentially reducing hospital readmissions and improving self-care and health literacy.

Evaluation of Augmented Reality Interactive Print for General Aviation Weather Training

Current aviation weather training for novice pilots provides limited opportunities to practice correlating information in weather-related situations to develop cognitive skills. Current training materials are largely print based: restricted to text and two-dimensional images. However, interactive print training materials can include interactive augmented reality (AR) weather activities overlaid on text and images. This study compared learner-centered interactive print to print-only training. The participants completed both knowledge-based and scenario-based learning activities. The interactive print training activities significantly improved motivation to learn and engagement with the activities. There was no difference between the two groups when rating the perceived effectiveness. Both training groups improved factual knowledge; however, there was no difference between the two training groups. The participants in the interactive print training group performed significantly better in the knowledge-based activities but worse in the scenario-based activities as compared to the print training group. In the AR visual environment, participants may have relied on visual cues rather than the knowledge learned in the text. The evaluation suggests that AR-enhanced training can improve factual knowledge, positively impact motivation and engagement, and provide learning opportunities in a safe environment.

Coordinating science during an eruption: lessons from the 2020-2021 Kīlauea volcanic eruption.

Data collected during well-observed eruptions can lead to dramatic increases in our understanding of volcanic processes. However, the necessary prioritization of public safety and hazard mitigation during a crisis means that scientific opportunities may be sacrificed. Thus, maximizing the scientific gains from eruptions requires improved planning and coordinating science activities among governmental organizations and academia before and during volcanic eruptions. One tool to facilitate this coordination is a Scientific Advisory Committee (SAC). In the USA, the Community Network for Volcanic Eruption Response (CONVERSE) has been developing and testing this concept during workshops and scenario-based activities. The December 2020 eruption of Kīlauea volcano, Hawaii, provided an opportunity to test and refine this model in real-time and in a real-world setting. We present here the working model of a SAC developed during this eruption. Successes of the Kīlauea SAC (K-SAC) included broadening the pool of scientists involved in eruption response and developing and codifying procedures that may form the basis of operation for future SACs. Challenges encountered by the K-SAC included a process of review and facilitation of research proposals that was too slow to include outside participation in the early parts of the eruption and a decision process that fell on a small number of individuals at the responding volcano observatory. Possible ways to address these challenges include (1) supporting community-building activities between eruptions that make connections among scientists within and outside formal observatories, (2) identifying key science questions and pre-planning science activities, which would facilitate more rapid implementation across a broader scientific group, and (3) continued dialog among observatory scientists, emergency responders, and non-observatory scientists about the role of SACs. The SAC model holds promise to become an integral part of future efforts, leading in the short and longer term to more effective hazard response and greater scientific discovery and understanding.

Engaging Stakeholders in Realist Programme Theory Building: Insights from the Prospective Phase of a Primary Care Dementia Support Study

‘Dementia - Personalised Care Team’ (D-PACT) is a five-year NIHR funded programme, using realist methods to develop and evaluate a complex, person-centred intervention for people with dementia and their carers. During the early project stages, we engaged with multiple stakeholders, including people with dementia and their carers, to develop an initial programme theory (IPT) – into an elaborated programme theory (EPT), by helping to uncover intervention mechanisms leading to outcomes in specific contexts. Realist research methods for developing programme theories are under-reported. In addition, there is a paucity of practical guidance on how to engage underserved and vulnerable populations in complex interventions programme theory development. We attend to these gaps, providing a worked example of how we meaningfully engaged people living with dementia and carers, alongside field experts, as stakeholders in this process. Our IPT theory building included multi-stakeholder primary research exercises and meetings with PPI contributors and an Expert Reference Group. We adapted interview schedules, and used visual resources and scenario-based activities, to support stakeholders to think in a ‘realist’ way. Using realist and thematic analyses led to hypothesis-building of causal mechanisms. Sharing findings with stakeholders led to further refinement of the intervention design, ready for testing in a subsequent feasibility study. We found that, despite the cognitive challenges associated with dementia, innovative methods of engagement can enable this stakeholder group to understand the realist approach and provide a platform through which to share their experiences. Taking a highly flexible and unhurried approach, led to novel insights into the complexities of person-centred dementia support. We argue for more detailed methodological guidance, based on realist principles, on how to collaborate with underrepresented populations to rigorously gain insights as to what is likely to make a difference and refine initial programme theory.

Developing Consensus on Simulation Fellowship Requirements on the Path to Accreditation Council of Graduate Medical Education Accreditation.

Nonaccredited simulation fellowships have multiplied resulting in fellowship differences. Standardization of fellowship content and requirements is needed, especially if accreditation is to be achieved. Simulation fellowship criteria were developed using expert consensus and the Accreditation Council for Graduate Medical Education requirements to frame the supporting pillars for accreditation. Core curricular components, subelements, and requirements for graduation were derived from a literature review and existing fellowship curricula. A modified Delphi process was performed to establish fellowship program content and requirements. A priori criteria for inclusion or exclusion were used during 3 iterative rounds. Experts could recommend items for inclusion. Fourteen publications and 71 curricula were reviewed with 7 core curriculum components and 44 subelements identified for subsequent expert panel review. All core components were included by consensus: application of teaching and debriefing, business and leadership, curriculum development, educational theory, operational support, research, and assessment and evaluation. Thirty-eight subelements reached consensus. Graduation requirements included a research or scholarly project and a minimum number of debriefing activities, evaluation activities, original simulation curricula, skill-based teaching activities, scenario-based activities, and interprofessional education activities. The maximum number of clinical hours per week was 16 to 20. Using a modified Delphi process, experts reached consensus on core curriculum components, subelements, graduation requirements, and maximum number of clinical hours to establish Accreditation Council for Graduate Medical Education accreditation criteria for a simulation standardization of simulation fellowships for physicians. Further work is needed to define other parameters including program infrastructure and assessment.

Developing Global Health Diplomacy-related Skills Using a COVID-19-like Epidemic Simulation as a Learning Strategy.

.Public health and global health practitioners need to develop global health diplomacy (GHD) skills to efficiently work within complex global health scenarios, such as the current coronavirus disease (COVID-19) pandemic. Problem-based learning was used as a framework to create a scenario-based activity designed to develop GHD-related skills. The application and effectiveness of this scenario-based activity to develop GHD-related skills were assessed. A mixed-methods approach involving a self-administered survey and one focus group discussion was used. The survey collected baseline participant characteristics as well as understanding and improvements in GHD-related skills using a 5-point Likert scale. The focus group was audio-recorded and thematically analyzed using both inductive and deductive codes. Data integration was achieved by connecting and weaving. Method and investigator triangulation techniques were used. Participants self-reported significantly better postscenario-based activity responses when asked about their understanding of diplomacy, negotiation, communication, and how to address public health emergencies (P < 0.01, Wilcoxon signed rank test). Most participants either agreed or strongly agreed that their GHD-related skills improved with participation in the scenario-based activity (diplomacy = 55.6%; negotiation = 66.5%; communication = 72.2%; addressing public health emergencies = 72.1%). Overall, qualitative data were consistent with results obtained using quantitative methods. The scenario-based activity was effective for improving the self-reported understanding of GHD-related skills. The scenario-based activity was also effective for developing the selected GHD-related skills (as self-reported). This scenario-based activity is likely to reduce cognitive load and avoid participant overload, thereby facilitating learning. Further research is required to elucidate its long-term impact on skills development.

Redesigning an Undergraduate Global Health Course to Increase Student Engagement and Incorporate High-Impact Educational Practices

In many undergraduate public health programs, global health is an introductory course encountered early in the curriculum. At the University of Hawai‘i at Mānoa, the undergraduate global health course reinforces introductory content within a global health framework while building skills in preparation for upper-division work. The global health course was completely redesigned in January 2018 to increase student engagement and incorporate high-impact educational practices, including experiential learning opportunities, diversity/global learning, and collaborative assignments. New activities incorporated include a water carrying exercise to simulate efforts required for the billions of people worldwide who manually transport water for daily use and a model United Nations scenario-based activity based on a writing assignment proposing an international policy from the position of a selected country. Incorporation of relatively brief written assignments early in the undergraduate public health curriculum additionally serves to support student development of written communication skills throughout the program and helps in early identification of students who may need additional support in writing skills. Assessment of the new course was conducted through student feedback, student performance on assignments, and student growth/development throughout the course. Through successful course redesign students emerge excited about international opportunities for public health practice and with a greater empathy for global citizens living abroad.

Scenario-Based Training for Sexual Harassment Prevention

Although laws have been enacted both to prevent sexual harassment (SH) and to prosecute those who engage in it, the issue remains a matter of concern in the workplace. A variety of training programs have been developed to address SH, but their effectiveness has been called into question. Using a scenario-based activity, we directly assessed the impact of various training approaches on undergraduate and graduate students’ perceptions of SH. A comparison of pre- and post-measures indicated that the scenario and associated activities yielded post-session shifts in awareness of SH. Differences were found between undergraduate men and women and between undergraduates and graduates, with no gender differences observed among the latter.

Human reliability assessment for complex physical operations in harsh operating conditions

This paper presents a methodology for quantifying the effect of harsh environmental conditions on the reliability of human actions in performing complex physical operations. A review of current human reliability techniques confirms that there is a lack of methodology for quantifying human errors while conducting complex physical operations in extreme environments. The developed methodology is based on a hierarchical Bayesian network accounting for causal dependencies among environmental factors, human error modes, and scenario-based activities. Also, a new model is developed with three reference points (awareness of the situation, access to a system, and action) that derives human error modes (HEMs) from physiological failure mechanisms and helps an analyst identify the root causes of human errors. The proposed methodology is applied to estimate the likelihood of human error in two different scenarios in harsh operating conditions in floating offshore structures. The two scenarios are a set of different human activities in a workplace under defined operational and environmental conditions. The proposed methodology helps enhance the safety of human performance while considering effective physical factors. It will also help to reform current regulations for working in harsh environments.

Using digital technologies to deliver scenarios to geographically dispersed stakeholders: Lessons learned from the transportation sector

When scenarios are utilised in strategy development exercises, they are typically conducted in workshops that often take a day or more to execute, and require extensive planning to prepare and assemble a group of participants in a single location. In this paper, we explore the application of digital technologies to engage more efficiently a variety of stakeholders from the transportation domain in scenario-based activities. Several participants in the research project were selected to reflect via semi-structured interviews on the online approach and describe their experience. The findings suggest that the application of digital technologies to deliver scenarios and solicit feedback from exercise participants was mostly successful. These results accordingly show that online delivery models offer the potential for deep engagement with a range of scenario stakeholders, thereby making it possible for would-be users of scenarios to include participants who are not in the same geographic location.

AAHPM Leadership Forum: Ignite—Using StrengthsFinder Leadership Strategies to Increase the Performance of You and Your Team in Palliative Care and Hospice Settings (P07)

•Distinguish between the 34 Talent Areas of Strengths for self and other team members•Evaluate where individuals are in their development, and devise plans to encourage growth and improve abilities to apply talents.•Create actionable solutions to career and team challenges with a strengths-based approach to create consistent positive outcomes. Would you like to discover what makes you stand out? This half-day session will focus on utilizing a strengths-based approach to create consistent and positive outcomes to every day challenges in hospice and palliative care settings. Strengths are the unique combination of talents, knowledge, and skills that every person possesses. Participants will complete a StrengthsFinder assessment which will help to identify personal strengths to focus on to become a more effective leader. They will also learn how to develop these strengths in order to do what they do best every day. Research will be presented demonstrating strengths-based methods heighten personal and team engagement, clearer communication, understanding, and overall productivity. This session will include both large and small group discussions, self-reflection, and scenario-based activities. Participants will learn strategies and tactics for applying a strengths-based approach to individual and team challenges.

Developing the capacity of general practice staff to support healthier weight status in children

BackgroundLambeth has implemented a healthy weight care pathway including capacity building of multi-agency staff. Successes include being the only borough in the country to see statistical reductions in childhood obesity over 5 years; but the challenge of 39.2% of 10–11-year olds leaving primary school as overweight/obese persists. When families approach GPs to validate the National Child Measurement Programme feedback, challenges include interpretation and explanation of body mass index (BMI). GPs have also felt uncomfortable raising the issue in routine consultations.AimTo understand potential enablers to raising the issue of unhealthy weight in children in general practice.Method70 staff (GPs 58%; Nurses 25%; GP registrar/trainee 7%; and HCA/other 10%) completed a bespoke childhood obesity capacity building workshop (accredited by the Royal College of GPs). Using scenario-based activities and end of session written questionnaire we gathered: knowledge and perceptions of weight measures, role of diet, nutrition and physical activity, as well as current blocks and potential enablers for brief intervention.ResultsLess than 5% of participants were able to identify a very overweight child by visual inspection. Confidence in raising the issue was reported due to enhanced knowledge of energy intake, physical activity and provision of a BMI wheel (40%), new ways of raising the issue (30%), understanding of supportive services in Lambeth (30%).ConclusionSupportive measures identified within a whole systems approach including role of schools, government, public health and the CCG are informing future planning.

Cognitive Agility as a Factor in Human Performance Optimization.

Cognitive agility reflects the capacity of an individual to easily move back and forth between openness and focus. The concept is being translated into a tool to help train leaders to perform well in the "dynamic decision-making context." Cognitive agility training (CAT) has the potential to increase emotional intelligence by improving an individual's ability to toggle between highly focused states to levels of broad, outward awareness, which should enable dynamic decision-making and enhance personal communication skills. Special Operations Forces (SOF) Operators must work in rapidly evolving, complex environments embedded with multiple high-risk factors. Generally, success in these operational environments requires the ability to maintain highly focused states. However, SOF Operators must also be able to transition rapidly back to their roles within their families, where a more outwardly aware state is needed to allow flexibility in emotional responses. CAT addresses these seemingly conflicting requirements. Successful CAT must reflect the methodologies and culture already familiar within the SOF community (i.e., "live" scenario-based activities) to replicate challenges they may encounter when operationally deployed and when at home. This article provides an overview of cognitive agility, the potential benefits, applications that could be used for training SOF Operators to improve their cognitive agility to optimize performance, and sample training scenarios. The issue of what metrics to use is also discussed.

Developing an open geographic data model and analysis tools for disaster management: landslide case

Abstract. Disaster management aims to reduce catastrophic losses of disasters. Geographic information technologies support disaster management activities for effective and collaborative data management considering the complex nature of disasters. This study with an original conceptual approach aims to develop interoperable geographic data model and analysis tools to manage geographic data sets coming from different sources. For landslide disaster, 39 scenario-based activities were analysed with the required data according to user needs in a cycle of activities at mitigation, preparedness, response, and recovery phases. An interoperable geographic data model for disaster management (ADYS), enabling up-to-date exchange of geographic data, was designed, compliant with the standards of ISO/TC211 Geographic Information/Geomatics, Open Geospatial Consortium (OGC), and the Turkish National GIS (TUCBS). An open source and free analysis toolbox was developed and tested in the case study of activities such as landslide hazard analysis and a disaster warning system to support the Provincial Disaster Management Centres of Turkey. Open data models and analysis tools make effective activity management and data sharing possible. However, transforming data sets into data exchange formats is laborious.

A Study on the Application of WeChat in ESP Training

This exploratory research project is one of the research series on Ubiquitous Learning in English for Policing based on vocational scenarios, it focuses on the application of WeChat, the most popular software on smart phones among college students in China at present, in English for Specific Purpose (hereinafter referred to as ESP) training. The aim of applying WeChat is to improve the students’ interests, motivation and efficiency of vocational field training. This paper presents previous and relevant studies, features of WeChat, and the implementation process of ESP training in a college English class via WeChat including lead in, text reading and scenario-based activities with emphasis on peer training, group training and face-to-face training details; analysis of the survey reveals that most students are in favor of using WeChat in English learning and training. Advantages and disadvantages of using WeChat in ESP training are also discussed.

An Instructional Model to Support Problem-Based Historical Inquiry: The Persistent Issues in History Network

For over a decade, we have collaborated with secondary school history teachers in an evolving line of inquiry that applies research-based propositions to the design and testing of a problem-based learning framework and a set of wise practices that represent a professional teaching knowledge base for implementing a particular model of instruction, problem-based historical inquiry (PBHI). PBHI centers history instruction on decision-making about persistent societal problems as they occur in particular historical periods. In order to prepare future teachers to be better able to implement this model in their classrooms, we have integrated components of this model throughout our secondary social studies teacher education program and incorporated a suite of digital tools and resources to facilitate modeling and implementation of PBHI strategies. In an attempt to evaluate the effectiveness of the implementation of our model with pre-service teachers, a scenario-based survey was administered to 120 pre-service social studies teachers to examine their knowledge regarding problem-based historical inquiry (PBHI) teaching strategies. Results of data analysis suggest that pre-service teachers were able to recognize and incorporate core components of the PBHI curricular framework into the scenario-based activity more effectively on the post-survey than on the initial survey. In addition, participants were able to better articulate their reasoning for their instructional choices on the post-survey, and their reasoning tended to align with the core components of PBHI. Implications for the use of scenario-based instruments to measure knowledge of curricular innovations are also discussed.

In search of a method to assess dispositional behaviours: The case of Otago Virtual Hospital

&lt;span&gt;While the potentials of virtual worlds to support experiential learning in medical education are well documented, assessment of student learning within these environments is relatively scarce and often incongruent. In this article, a conceptual framework is proposed for formatively assessing dispositional behaviours in scenario-based learning within a virtual world. The framework was devised for use with medical students playing the roles of junior doctors as they solve open-ended clinical cases within an environment called the &lt;/span&gt;&lt;em&gt;Otago Virtual Hospital&lt;/em&gt;&lt;span&gt;. Drawing upon Perkins, Jay and Tishman's (1993) dispositional theory of thinking, it is proposed that the assessment of dispositional behaviours in scenario-based activities can be carried out by measuring the number of times students either seize or miss an opportunity to engage in a particular dispositional behaviour. The approach can potentially also be used for assessing scenario-based learning in other disciplines (e.g. law, business, military).&lt;/span&gt;

Active mlearning opportunities offered by a prototype template of a new web-based SBLi™ interface for smartphones

This paper introduces a new smartphone interface that allows students to access existing scenario-based learning activities on the SBLi™ platform (www.sblinteractive.org). Leveraging student-owned technology for academic benefit, the SBLi™ smartphone interface offers high impact, anywhere anytime, active learning opportunities. Given a choice, about a third of students accessed the scenario-based learning activities via mobile devices. We found no differences in student attainment of learning outcomes based on summative assessment between the desktop SBLi™ version and SBLi™ mobile version. However, most students owning smartphones do not use it for mobile learning, yet many welcome scenario-based mobile learning applications. Ease of usage and navigability of mobile learning applications are vital.