University of North Carolina at Greensboro

About: University of North Carolina at Greensboro is a education organization based out in Greensboro, North Carolina, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 5481 authors who have published 13715 publications receiving 456239 citations. The organization is also known as: UNCG & UNC Greensboro.

Prospective First‐Generation College Students: A Social‐Cognitive Perspective

Abstract: The authors investigated differences in college-going expectations of middle school students who would be the 1st in their families to attend college. Social-cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) was used to examine college-related expectations in 272 seventh-grade students. Differences were found between prospective 1st-generation college students (PFGCSs) and their non-PFGCS peers, with the former group demonstrating lower self-efficacy, higher negative outcome expectations, and more perceived barriers. Path analysis demonstrated partial support for the SCCT model. An alternative model for PFGCSs is proposed.

Critical thinking skills in nursing students: comparison of simulation-based performance with metrics.

Abstract: fero l.j., o’donnell j.m., zullo t.g., dabbs a.d., kitutu j., samosky j.t. & hoffman l.a. (2010) Critical thinking skills in nursing students: comparison of simulation-based performance with metrics. Journal of Advanced Nursing 66(10), 2182–2193. Abstract Aim This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Background Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. Methods In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation-based performance was rated as ‘meeting’ or ‘not meeting’ overall expectations. Test scores were categorized as strong, average, or weak. Results Most (75·0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment (P = 0·277). More students met subcategory expectations for initiating nursing interventions (P ≤ 0·001) using high-fidelity human simulation. The relationship between videotaped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer’s V = 0·444, P = 0·029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer’s V = 0·413, P = 0·047). Conclusion Students’ performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills in the clinical setting.

Physiological aspects of running economy.

Abstract: The study of running economy has important performance implications for the long-distance runner and may provide insight into mechanisms underlying economical human locomotion. Physiological aspects of running economy discussed in this paper include intraindividual variability, body temperature, heart rate, ventilation, muscle fiber type, gender, air and wind resistance, altitude, fatigue, and training. The lack of consensus evident in the literature regarding many of these variables and their influence on economy supports the use of expanded sample sizes featuring both genders, standard testing conditions, and cross- and interdisciplinary approaches to help explain group economy differences observed in descriptive and experimental paradigms and to extend the generalizability of research findings.

Discernment and creativity: How well can people identify their most creative ideas?

Abstract: How well can people judge the creativity of their ideas? The distinction between generating ideas and evaluating ideas appears in many theories of creativity, but the massive literature on generation has overshadowed the question of evaluation. After critically reviewing the notion of accuracy in creativity judgments, this article explores whether (1) people in general are discerning and (2) whether some people are more discerning than others. University students (n 226) completed four divergent thinking tasks and then decided which responses were their most creative. Judges then rated the creativity of all of the responses. Multilevel latent-variable models found that people’s choices strongly agreed with judges’ ratings of the responses; overall, people were discerning in their decisions. But some people were more discerning than others: people high in openness to experience, in particular, had stronger agreement between their decisions and the judges’ ratings. Creative people are thus doubly skilled: they are better at generating good ideas and at picking their best ideas.

Contingencies of stimulation: Effects on learning and emotion in neonates

Abstract: One group of four infants could produce vocal music only by appropriately spacing bursts of nonnutritive sucking. Within 24 hours the same singing was presented independent of sucking. A second group of four infants encountered a reverse order of conditions: noncontingent singing occurred first, followed by response-contingent presentation. Infants exposed to contingent singing first learned to space sucking bursts, but infants having previous noncontingent experience did not learn to do so. Moreover, noncontingent singing was upsetting to infants having prior contingent experience, but was not upsetting when it occurred first. This pattern of results was predicted by, and thus supports, a contingency view of operant learning. Contingency theories may be more useful than the traditional contiguity view for understanding newborn behavior.