scholarly journals Moderating effects of task interdependence on interaction behaviours and creativity for nursing students on interdisciplinary teams

2021 ◽  
Author(s):  
Hsing‐Yuan Liu
Keyword(s):  
Nursing Students ◽  
Interdisciplinary Teams ◽  
Task Interdependence ◽  
Moderating Effects

Importance of Organizational Citizenship Behaviour for Overall Performance Evaluation: Comparing the Role of Task Interdependence in China and the USA

2007 ◽  
Vol 3 (2) ◽  
pp. 255-276 ◽  
Author(s):  
Daniel G. Bachrach ◽  
Hui Wang ◽  
Elliot Bendoly ◽  
Shuoyang Zhang
Keyword(s):  
National Culture ◽  
Organizational Citizenship ◽  
Employee Performance ◽  
Cross Cultural ◽  
Task Interdependence ◽  
Performance Evaluations ◽  
Moderating Effects ◽  
The Usa ◽  
Overall Performance

In a cross-cultural experiment, we examined how task interdependence influences the importance of organizational citizenship behaviour (OCB) in employee performance evaluations in China and the USA. A total of 150 graduate students in China and 154 in the USA (a total of 304), who serve as evaluators, participated in the experiment. Participants were exposed to a task interdependence manipulation and then rated the importance of OCB in their overall performance evaluations of employees. Results support the moderating effects of national culture (both using a country proxy and as a measure of collectivism) on the affects of task interdependence. Although among evaluators from the USA perceptions of the importance of OCB increased as task interdependence increased, the effects of task interdependence were significandy attenuated among evaluators from China. Implications of these results for research and practice are discussed.

scholarly journals Improving Biomedical Engineering Education Through Continuity in Adaptive, Experiential, and Interdisciplinary Learning Environments

2018 ◽  
Vol 140 (8) ◽  
Author(s):  
Anita Singh ◽  
Dawn Ferry ◽  
Susan Mills
Keyword(s):  
Nursing Students ◽  
Experiential Learning ◽  
Learning Environment ◽  
Real World ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
Interdisciplinary Teams ◽  
Clinical Settings ◽  
Clinical Learning Environment ◽  
Interdisciplinary Learning

This study reports our experience of developing a series of biomedical engineering (BME) courses having active and experiential learning components in an interdisciplinary learning environment. In the first course, BME465: biomechanics, students were immersed in a simulation laboratory setting involving mannequins that are currently used for teaching in the School of Nursing. Each team identified possible technological challenges directly related to the biomechanics of the mannequin and presented an improvement overcoming the challenge. This approach of exposing engineering students to a problem in a clinical learning environment enhanced the adaptive and experiential learning capabilities of the course. In the following semester, through BME448: medical devices, engineering students were partnered with nursing students and exposed to simulation scenarios and real-world clinical settings. They were required to identify three unmet needs in the real-world clinical settings and propose a viable engineering solution. This approach helped BME students to understand and employ real-world applications of engineering principles in problem solving while being exposed to an interdisciplinary collaborative environment. A final step was for engineering students to execute their proposed solution from either BME465 or BME448 courses by undertaking it as their capstone senior design project (ENGR401-402). Overall, the inclusion of clinical immersions in interdisciplinary teams in a series of courses not only allowed the integration of active and experiential learning in continuity but also offered engineers more practice of their profession, adaptive expertise, and an understanding of roles and expertise of other professionals involved in enhancement of healthcare and patient safety.

scholarly journals Using Virtual Reality in Biomedical Engineering Education

2020 ◽  
Vol 142 (11) ◽  
Author(s):  
Anita Singh ◽  
Dawn Ferry ◽  
Arun Ramakrishnan ◽  
Sriram Balasubramanian
Keyword(s):  
Virtual Reality ◽  
Nursing Students ◽  
Real World ◽  
Biomedical Engineering ◽  
Interdisciplinary Teams ◽  
Educational Tool ◽  
Roles And Responsibilities ◽  
Healthcare Settings ◽  
Immersion Experience ◽  
Clinical Scenarios

Abstract This study explored virtual reality (VR) as an educational tool to offer immersive and experiential learning environments to biomedical engineering (BME) students. VR and traditional two-dimensional (2D) videos were created and used to teach required communication skills to BME students' while working with clinical partners in healthcare settings. The videos of interdisciplinary teams (engineering and nursing students) tackling medical device-related problems, similar to those commonly observed in healthcare settings, were shown to BME students. Student surveys indicated that, through VR videos, they felt more immersed in real-world clinical scenarios while learning about the clinical problems, each team-member's areas of expertise, their roles and responsibilities, and how an interdisciplinary team operated collectively to solve a problem in the presented settings. Students with a prior in-person immersion experience, in the presented settings, reported VR videos to serve as a possible alternative to in-person immersion and a useful tool for their preparedness for real-world clinical immersion. We concluded that VR holds promise as an educational tool to offer simulated clinical scenarios that are effective in training BME students for interprofessional collaborations.

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