CENGO: a web-based serious game to increase the programming knowledge levels of computer engineering students

In recent years, games are used to increase the level of knowledge and experience of individuals working in different domains. Especially in the education field, there are several different serious games to teach the subjects of the lectures or other educational materials to students in an enjoyable way. Hence, this study proposes a quantitative research approach to increase the programming knowledge levels of the first-year undergraduate students at computer engineering departments. For this aim, a responsive web platform was developed to teach the syntax and logic of C programming language by using some game elements. Therefore, the students have a chance to repeat the topics related to C programming language continuously since the platform is always accessible. To figure out the efficiency of the designed environment, 10 first-year computer engineering students were selected. According to the results obtained from the user tests, this game can be used as an educational tool, which supports the traditional training methods, to increase the knowledge levels of students about the syntax and logic of C programming language

Enhancing clinical reasoning: Teaching thinking through debriefing

Session presented on: Monday, July 22, 2013: Purpose: How nurses are educated to think in practice is receiving well-deserved attention calling for the need for innovative and transformative strategies that guide nurses in the use of nursing knowledge and science. Guiding thinking to assist novice nurses to better infer meaning and apply clinical reasoning across contexts is an important teaching strategy. The overall purpose of this multi-site pilot study was to implement a debriefing strategy to determine its impact on clinical reasoning skills with undergraduate nursing students across four different colleges of nursing. This study replicates Dreifuerst\u27s original study using a reflective debriefing model to enhance clinical reasoning. Methods: A quasi-experimental, pre-test-post-test, repeated measure, research design was used in this pilot study to evaluate student nurses\u27 clinical reasoning in simulation using the Debriefing for Meaningful Learning (DML) model. A convenience sample of 30 second year baccalaureate nursing students was the purposive, target population for this research. Students participated in a geriatric nursing simulation using the National League for Nursing\u27s (NLN) Advancing Care Excellence for Seniors (ACES) simulation scenario. Clinical reasoning was measured through the Health Sciences Reasoning Test (HSRT). Results: The original study findings illustrated statistical significance in the change in HSRT scores between pre-test and post-test. Results of the current study are being compiled and analyzed. It is anticipated that the findings will demonstrate a positive change in clinical reasoning skills with use of the DML debriefing model. Conclusion: Enhancing the effectiveness of teaching strategies that guide students thinking and clinical reasoning becomes clear guide student thinking within the context of care. Teaching thinking through reflection and debriefing has been shown to create a positive change in clinical reasoning skills. Replication of these findings will support the utility of the reflective debriefing model adding to the nursing literature on effective teaching strategies that enhance clinical reasoning

Return to activity following revision total hip arthroplasty

Background: Demand for revision total hip arthroplasty (RTHA) continues to grow worldwide and is expected to more than double within the next 1-2 decades. The primary aim of this study was to examine return to function following revision THA in a UK population.Patients & methods: We assessed 118 patients (132 RTHAs, mean age 65 years SD 13, range 23 to 88) at a mean follow-up of 7.9 years (SD 4.4) postoperatively. Preoperative age, gender, BMI, social deprivation, operative indication, comorbidities, activity level (UCLA score) and Oxford Hip Scores (OHS) were recorded. Postoperative UCLA score, OHS, EQ-5D, satisfaction levels and performance in activities of daily living (ADLs) were obtained and univariate and multivariate analysis performed.Results: Mean UCLA activity score improved following RTHA (p<0.001): UCLA activity score improved in 37% and was unchanged in 50%; 49% of patients engaged in at least moderate level activities (UCLA score ≥ 6). Patient BMI, gender, age and reason for revision did not influence levels of pain, stiffness or activity at follow up. Preoperative UCLA activity scores (p<0.001) independently predicted long-term UCLA scores. Independent predictors (p<0.05) of poor hip specific function (OHS) following revision included social deprivation, revision for peri-prosthetic fracture and lower preoperative OHS. Difficulties with ADLs were associated with increasing deprivation, ≥3 comorbidities, and revision for periprosthetic fracture or infection (p<0.05). Overall, 79% of patients remained satisfied or very satisfied following revision THA. Following RTHA, 10% suffered a dislocation and 13% required reoperation for complications.Conclusion: Revision THA facilitates long-term return to preoperative levels of physical activity in the majority of patients, though activity levels increase in one third only. Overall over three quarters are satisfied with their outcome, but revision for periprosthetic fracture or dislocation gives the worse overall outcomes and lower satisfaction levels