Hymers College

About: Hymers College is a education organization based out in Hull, United Kingdom. It is known for research contribution in the topics: Nurse education & Poison control. The organization has 5 authors who have published 9 publications receiving 61 citations.

High fidelity full sized human patient simulation manikins: Effects on decision making skills of nursing students

Abstract: Background: The continued use of high fidelity full sized human patient simulation manikins (HF-HPSMs) for developing decision making skills of nursing students has led to growing research focusing its value on student learning and decision making skills. Methods: In October 2012, a cross-sectional survey using the 24-item Nurse Decision-Making Instrument was used to explore the decision making process of 232 pre-registration nursing students (age 22.0 + 5.4; 83.2% female) in Singapore. Results: The independent samples t-tests demonstrated three significant predictive indicators. These indicators include: prior experience in high fidelity simulation based on pre-enrolled nursing course (t = 70.6, p = .001), actual hands-on practice (t = 69.66, p < .005) and active participation in debrief (t = 70.11, p < .005). A complete experience based on role-playing followed by active discussion in debrief was a significant contributor to the decision making process (t = 73.6667, p < .005). However, the regression model indicated active participation in debrief as a significant variable which explained its development (t = 12.633, p < .005). Conclusions: This study demonstrated the usefulness of active participation in simulation learning for an analytic- intuitive approach to decision making, however active participation in debrief was a more important influencing element than role-playing. In situations where resources are limited for students to experience hands-on role-playing, peer reviewing and feedback on others’ experiences could benefit students, just as much. However, further study is warranted to determine the development of HF-HPSMs as a pedagogic tool for enhancing the decision making process of nursing students.

Reginald Pole and the Priorities of Government in Mary Tudor's Church

Abstract: Mary Tudor's ecclesiastical policy is highly vulnerable to the criticism that it was negative and lacked a sense of direction. She seems to have reserved her efforts for the repeal of schismatic legislation and the burning of obstinate heretics. It is therefore easy to agree with those who see little positive zeal or spiritual content in the Marian Church —‘arid legalism’ is one recent verdict. And this condemnation includes Reginald Pole. He received extensive legatine powers from the Pope, enjoyed a wide reputation as a reforming Cardinal, and was trusted by Mary as her kinsman and adviser; we should therefore expect him to have employed in England all the available weapons of the Roman Church for an attack on heresy. Yet, in Professor Dickens' words, Pole and Mary ‘ failed to discover the Counter-Reformation ’.2 It is the intention of this article to examine the priorities which Pole followed in his plans for the Marian Church, and to investigate whether his legalistic approach and his rejection of the positive methods of the Counter-Reformation were the result of inefficiency or were based on a considered, though possibly mistaken, long-term policy.

The Pragmatist Reader: Reading as a Meaning-making Transaction in the English Classroom

Abstract: Rosenblatt’s transactional theory and Pike’s aesthetic model of reading both put the reader at the heart of the reading transaction. A re-envisionment of these approaches in terms of the pragmatist reader, a concept derived from Norbert Wiley’s ‘pragmatism’s self’ and the findings of a recent case study into classroom reading, leads to a view of meaning-making during reading events as dialogic, deploying Peirce’s ‘internal conversation’ in close association with interpersonal activity. It is also reflexive, textured and multimodal, and contributes to the evolution of the self. The pragmatist reader has significant implications for the way both reading and other forms of meaning-making are nurtured in the classroom. A fully dialogical view of meaning-making is called for, which gives equal weight to the pupil as both respondee and initiator in classroom meaning-making, and which acknowledges the role of intrapersonal meaning-making in the evolution of the learner’s self.