Purpose: Comparing the effect of serious game and problem-based learning on nursing students’ knowledge and clinical decision-making skill regarding the application of transfusion medicine in pediatric nursing.
Design and methods: In this quasi-experimental study, 76 undergraduate nursing students were enrolled through a convenience sampling method, and were allocated to one of the three groups of serious game, problem-based  learning, and control through the block randomization method. Data were collected using a valid and reliable 3-part researcher-made tool, completed before and two weeks after the intervention. Statistical analysis was performed using paired t-test, analysis of covariance, and Bonferroni post hoc test. A significance level of <0.05 was considered.
Results: After the intervention, mean scores of both knowledge and clinical decision-making skill increased significantly in both intervention groups (p < 0.05). Mean post-test scores of both knowledge and clinical decision-making skill in the serious game group, and only clinical decision-making skill in the problem-based learning group were significantly higher than the control group (p < 0.05). However, no significant difference was observed regarding mean post-test scores of both knowledge and clinical decision-making skill between the intervention groups (p > 0.05).
Conclusions: Both serious game and problem-based learning are proven to be effective in improving nursing students’ knowledge and clinical decision-making skill regarding the application of transfusion medicine in pediatric nursing.
Practice implications: Since learning now occurs beyond classrooms and the new generation of students spend most of their time in virtual places, utilizing technology-based teaching methods like serious games can benefit both educators and students by providing continuous education, saving their time and expenses, etc

⁎ Corresponding author.
E-mail address: zahra_taheri@gums.ac.ir (Z. Taheri-Ezbarami)

https://doi.org/10.1016/j.pedn.2024.01.010

The case for repositioning entrepreneurship education (EE) as first-person transformation in
classrooms envisioned as spaces for practical reasoning, has lately received significant scholarly
attention. This case aligns with a broader need to generate more impactful learning outcomes
that accurately reflect the nature of the entrepreneurship phenomenon. Notwithstanding, how a theory-praxis nexus results in first-person transformation remains underdeveloped. Accordingly, this paper advances interiority as an operationalizing mechanism for developing entrepreneurship as first-person transformation. Thus, we contribute to shifting the focus of learning from what we know, to how we know in a process of intellectual self-awareness. We then offer a conceptual framework that connects three realms of knowing: practical, relational, and theoretical, with interiority as the fulcrum. We discuss how this approach contributes to impactful entrepreneurial learning, seen through the emergence of entrepreneurial mindsets in reflective student practice

Corresponding author.
E-mail addresses: kfutonge@tcd.ie (K.F. Nzembayie), dcoghlan@tcd.ie (D. Coghlan).
https://doi.org/10.1016/j.jbvi.2024.e00471

Purpose

Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices. The purpose of this study is to determine the degree to which practices reflecting educational innovation are implemented in the Greek public primary and secondary schools operating under conditions characterized by the COVID-19 pandemic. Determining the relationship among these educational innovation practices is also an aim of the present study.

FUENTE:

Educational innovation practices in primary and secondary schools during the COVID-19 pandemilNancyNancy BourantaBouranta ¹, EvangelosEvangelos PsomasPsomas ²

Low-technology firms face an increasingly disruptive innovation landscape as new legislation and changing  market demands force them to dramatically reduce emission levels to become more sustainable. However,  successfully developing and implementing sustainable technologies frequently presupposes alliances between  low-technology firms (such as process industry companies) and high-tech firms (such as their specialized technology providers). Such alliances are asymmetric and problematic because of differences in approaches to
learning, knowledge bases, collaboration routines, and high cognitive distance between high- and lowtechnology firms. Against this background, we performed a multiple case study of six asymmetric alliances  operating in the food and food packaging sectors in the UK. The analysis reveals that technology distance  asymmetry, technology integration complexity, and innovation capability incompatibilities prohibit technology  transfer effectiveness. By mapping these themes across three phases of technology transfer, we identified a total  of nine unique problems that hamper technology transfer effectiveness and, therefore, risk delaying or distorting  the implementation of novel sustainable technology. The paper provides theoretical implications for the literature on innovation in LMT firms and for the literature on sustainability alliances along with practical implications for improving technology transfer between high-tech and low-tech firms considering climate change

Fuente:  Research Policy 53 (2024)

Abstract
The confguration of the entrepreneurial university remains poorly understood given the  complexity of the university as an organisation with multiple missions and multiple ‘products and services’, delivered by multiple and sometimes competing sub-organisations with
diferent cultures and norms, in response to diferent outside pressures and demands. The
outcomes of the entrepreneurial university refect the plurality of goals, including research,
teaching, knowledge commercialisation, and civic and community empowerment, but they
are rarely considered within the same conceptual and empirical framework. Hence, the aim
of this paper is to explore how multiple and sometimes competing strategies and associated
arrangements, resources and capabilities within the entrepreneurial university afect the
delivery of economic and social benefts to the external world across teaching, research,
knowledge commercialisation, and civic and community empowerment missions. To
achieve this aim, we elaborate the entrepreneurial university ecosystem concept so that we
can systematically capture the cross-infuences of the entrepreneurial university elements
in their entirety rather than focussing on selected ecosystem elements and their efects in
relation to one particular university mission. Our analysis is based on a novel institutionlevel database on university strategies, goals, policies, and support mechanisms, providing annual data for all higher education institutions in the UK over the period 2017–2020,
complemented with annual administrative data on staf, fnances, graduate outcomes, and
infrastructure, as well as contextual data on the wider regional entrepreneurship ecosystem. Using a Seemingly Unrelated Estimation approach, we contribute with novel fundings
explicitly identifying synergies and tensions between diferent elements of the entrepreneurial university ecosystem that afect the delivery of its outcomes.
Keywords Entrepreneurial university · Ecosystems · Entrepreneurial university elements ·
Entrepreneurial university missions · Resources · Capabilities

fuente: Abreu, M., Grinevich, V. The entrepreneurial university: strategies, processes, and competing goals. J Technol Transf (2024). https://doi.org/10.1007/s10961-024-10085-7

Abstract

Understandings of emotions and their role in ordering social life has been a fruitful feminist contribution to cultural and social studies. Under this theoretical perspective, affective or emotional responses illustrate women’s strategies to cope with or resist productive and spatial limitations produced by traditional gender roles and stereotypes. Since the 2000s, tourism and gender researchers have turned their attention to emotions, although their intersection of gender stereotypes in rural tourism has been limited. We rely on Ahmed’s framework on emotions and other theoretical contributions on socio-cultural spaces, embodied emotions, affective practices and gendered work to investigate gender roles, stereotypes and tourism productive and spatial relations in Mexican rural contexts. This context shed light on roles and gender stereotypes and their connections with the affective spatial practices experienced by women. A total of 49 Mexican women were interviewed from 2015 to 2018. Qualitative content analysis is employed to examine interview data, using inductive and deductive approaches. In addition, non-participant observation, document review, and field notes enrich and complement the interview data. Emotions are shown to mediate women’s lived experiences of gendered rural tourism work and the potential of emotional responses to contest social norms in opening new paths to surpass women’s relatively weaker positions in rural societies and to negotiate inequalities. Women continue to experience contradictory messages and tensions generated in both the family and the community, even with the growth in gender mainstreaming strategies; we propose a framework to contest traditional gender roles and to improve women’s affective spatial practices in rural contexts.

Se regalan dudas

Tomar una decisión

Gisselle Kuri T6 E21

https://open.spotify.com/episode/54n9GWfThH3e49lOTSt6ca

De la vulnerabilidad al empoderamiento cambiar es una toma de decisión única.  Si tú te la crees lo haces, la vives. Es tu vida, vive. Cambiará en toda mi vida, será mejor, me sentiré bien, seré yo. El cambio será permanente…siempre.

A corazón abierto/ Something the lord made (2004).
De la investigación a la práctica clínica
Eva Feito Cuesta
Facultad de Farmacia. Universidad de Salamanca (España).
Autor para correspondencia: Eva Feito Cuesta. Correo electrónico: evafeito96@usal.es
Recibido el 14 de marzo de 2016; aceptado el 18 de abril de 2016.

A corazón abierto es un largometraje centrado en la historia de un joven carpintero afroamericano que se aventura a la investigación médica junto a un reconocido cirujano en Nashville (Tennessee) en los años 30.
El filme no sólo muestra aspectos relacionados con Cardiología, Cirugía y Práctica Médica sino que expone también las dificultades que debió afrontar a principios del siglo XX, persiguiendo inicialmente una utopía (operar el corazón) y logrando al fin un exitoso desarrollo en lo que constituyó un gran avance en la Medicina.

Palabras clave: cardiología, cirugía, investigación cardiovascular, formación médica.

Como citar este artículo: Feito Cuesta E. A corazón abierto/ Something the lord made (2004). De la investigación a la práctica clínica. Rev Med Cine [Internet] 2016;12(3): 156‐
162.

El evento es parte de mi pasantía en la investigación “Reducing organisational vulnerability of women: applying organisational research in Mexican-US borderlands”