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dc.contributor.advisorWambach, Karen
dc.contributor.authorFisher, Rodney Lynn
dc.date.accessioned2020-03-23T20:41:04Z
dc.date.available2020-03-23T20:41:04Z
dc.date.issued2018-12-31
dc.date.submitted2018
dc.identifier.otherhttp://dissertations.umi.com/ku:16244
dc.identifier.urihttp://hdl.handle.net/1808/30144
dc.description.abstractThis paper explored the dynamic process of psychomotor skill development. The design of effective skill development experiences requires the integration of a complex mosaic of interacting factors having the ultimate goal of constructing long-term memories. The results of this investigation are presented in three manuscripts (Chapters 2-4). Chapter 2 explores how the design of the simulation learning environment can foster learner active engagement. Active engagement creates a personal connection with the learning experience and motivates the learner to take greater responsibility in the learning process. Design features such as simulation fidelity, managing learner anxiety, and debriefing methods help to create an effective learning environment. This chapter presents an Active Engagement Model which describes how the interaction of the different components of the learning environment facilitates engagement. Chapter 3 describes the neurophysiological basis of skill learning and how the design features of the learning environment can facilitate the construction of long-term memories (schemata). Robust schemata represent the persistent cognitive representations of skills, indicating true skill learning. The efficient management of cognitive processes during skill learning and performance underlies the importance of schema construction and is based on the principles of the Cognitive Load Theory. Robust skill schemata can be processed automatically leaving working memory reserves available for active processing of other informational elements. This chapter presents design features that may help facilitate construction of skill schemata. Chapter 4 describes an experimental pilot study comparing physical practice with mental imagery practice strategies in developing an ultrasound-guided needling skill. Simulation-based skill development, while valuable, has access limitations that may impair optimal skill development. The results of the study suggested that mental imagery may be an effective adjunct practice strategy that can be used outside the simulation environment to mitigate the limitations of simulation learning. Chapter 5 synthesizes many important principles of skill learning, presented in earlier chapters, into a few basic guidelines that may better inform the design of the skill-learning environment. Optimal design principles must incorporate features that foster learner engagement, enhance the skill learning cognitive mechanisms, and provide sufficient opportunities to develop competent skills prior to actual patient care.
dc.format.extent174 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsCopyright held by the author.
dc.subjectCurriculum development
dc.subjectInstructional design
dc.subjectHealth sciences
dc.subjectCognitive Load
dc.subjectLearning Environment
dc.subjectMental Imagery
dc.subjectSkill Assessment
dc.subjectSkill Learning
dc.titleDesigning an Effective Skill Learning Environment
dc.typeDissertation
dc.contributor.cmtememberBonnel, Wanda
dc.contributor.cmtememberPeltzer, Jill
dc.contributor.cmtememberBennetts, Paul
dc.contributor.cmtememberJernigan, Stephen
dc.thesis.degreeDisciplineNursing
dc.thesis.degreeLevelPh.D.
dc.identifier.orcidhttps://orcid.org/0000-0002-6536-3545
dc.rights.accessrightsopenAccess


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