scholarly journals Forma mentis networks map how nursing and engineering students enhance their mindsets about innovation and health during professional growth

2020 ◽  
Vol 6 ◽  
pp. e255 ◽  
Author(s):  
Massimo Stella ◽  
Anna Zaytseva
Keyword(s):  
Group Dynamics ◽  
Professional Growth ◽  
Professional Training ◽  
Engineering Students ◽  
Health Sector ◽  
Well Being ◽  
Group Level ◽  
Cognitive Representations ◽  
Before And After ◽  
Over Time

Reconstructing a “forma mentis”, a mindset, and its changes, means capturing how individuals perceive topics, trends and experiences over time. To this aim we use forma mentis networks (FMNs), which enable direct, microscopic access to how individuals conceptually perceive knowledge and sentiment around a topic, providing richer contextual information than machine learning. FMNs build cognitive representations of stances through psycholinguistic tools like conceptual associations from semantic memory (free associations, i.e., one concept eliciting another) and affect norms (valence, i.e., how attractive a concept is). We test FMNs by investigating how Norwegian nursing and engineering students perceived innovation and health before and after a 2-month research project in e-health. We built and analysed FMNs by six individuals, based on 75 cues about innovation and health, and leading to 1,000 associations between 730 concepts. We repeated this procedure before and after the project. When investigating changes over time, individual FMNs highlighted drastic improvements in all students’ stances towards “teamwork”, “collaboration”, “engineering” and “future”, indicating the acquisition and strengthening of a positive belief about innovation. Nursing students improved their perception of ‘robots” and “technology” and related them to the future of nursing. A group-level analysis related these changes to the emergence, during the project, of conceptual associations about openness towards multidisciplinary collaboration, and a positive, leadership-oriented group dynamics. The whole group identified “mathematics” and “coding” as highly relevant concepts after the project. When investigating persistent associations, characterising the core of students’ mindsets, network distance entropy and closeness identified as pivotal in the students’ mindsets concepts related to “personal well-being”, “professional growth” and “teamwork”. This result aligns with and extends previous studies reporting the relevance of teamwork and personal well-being for Norwegian healthcare professionals, also within the novel e-health sector. Our analysis indicates that forma mentis networks are powerful proxies for detecting individual- and group-level mindset changes due to professional growth. FMNs open new scenarios for data-informed, multidisciplinary interventions aimed at professional training in innovation.

scholarly journals Forma mentis networks map how nursing and engineering students enhance their mindsets about innovation and health during professional growth

2019 ◽  
Author(s):  
Massimo Stella ◽  
Anna Zaytseva
Keyword(s):  
Nursing Students ◽  
Group Dynamics ◽  
Professional Growth ◽  
Professional Training ◽  
Engineering Students ◽  
Well Being ◽  
Group Level ◽  
Cognitive Representations ◽  
Before And After ◽  
Over Time

Reconstructing a "forma mentis" or mindset, and its changes, means capturing how individuals perceive topics, trends and experiences over time. To this aim we use forma mentis networks (FMNs), which enable direct, microscopic access to how individuals conceptually perceive concepts and sentiment around a topic, providing richer contextual information than machine learning. FMNs constitute cognitive representations of stances through psycholinguistic tools like conceptual associations from semantic memory (free associations, i.e. one concept eliciting another) and affect norms (valence, i.e. how attractive a concept is). We test FMNs by investigating how Norwegian nursing and engineering students perceived innovation and health before and after a 2-month research project in e-health. We built and analysed FMNs by 6 individuals, based on 75 cues about innovation and health, and leading to 1000 associations between 730 concepts. We repeated this procedure before and after the project.When investigating changes over time, individual FMNs highlighted drastic improvements in all students' stances towards "teamwork", "collaboration", "engineering" and "future", indicating the acquisition and strengthening of a positive stance towards innovation. Nursing students improved their perception of "robots" and "technology" and related them to the future of nursing. A group-level analysis related these changes to the emergence of conceptual associations during the project, indicating openness towards multidisciplinary collaboration, and a positive, leadership-oriented group dynamics. The whole group identified "mathematics" and "coding" as highly relevant concepts after the project. When investigating persistent associations, characterising the core of students' mindsets, network distance entropy and closeness identified concepts related to "personal well-being", "professional growth" and "teamwork" as pivotal. This result aligns with previous studies reporting the relevance of teamwork and personal well-being for Norwegian healthcare professionals and it extends them to the novel e-health sector.Our results indicate that forma mentis networks are powerful proxies for detecting individual- and group-level mindset changes due to professional growth. FMNs open new scenarios for data-informed, multidisciplinary interventions aimed at professional training in innovation.

scholarly journals Training of postgraduate students – future teachers to pedagogical activities

2020 ◽  
Vol 26 (4) ◽  
pp. 49-56
Author(s):  
E. Yu. Sysoeva
Keyword(s):  
Personal Growth ◽  
Professional Growth ◽  
Professional Training ◽  
Scientific Information ◽  
Well Being ◽  
Future Teacher ◽  
Professional Competencies ◽  
Professional Activity ◽  
Future Teachers ◽  
Frustration Tolerance

The article analyzes the focus of modern pedagogical education on the development of a professional teacher capable of updating personal and creative potential. The author uses the following methods: analysis and synthesis of thematic scientific information, results of research by specialists in the area under consideration; synthesis and systematization of facts and provisions; pedagogical observation. Also, it substantiates the main conditions for the professional formation of a graduate student-future teacher: the development of professional self-consciousness, the formation of frustration tolerance, communicative competence, the need to develop personal and professional competencies. Experience of introduction of practical-oriented system of training aimed at formation of pedagogical orientation, development of professional pedagogical thinking, social-perceptual and communicative skills of graduate students-future teachers is presented. The article proves the need for a value and meaning orientation of professional training in psychological and pedagogical education, which leads to semantic search and semantic construction in pedagogical activity. Training forms and methods that conducive to the development of personal and professional competencies are described: pedagogical studio, art-therapeutic workshop, communication training; conflict method, analysis of pedagogical situations, analysis of artistic and pedagogical works, mastering of partnership interaction techniques. Awareness of a postgraduate student a future teacher of his potential, prospects for personal and professional growth encourages him to constantly experiment in the course of his professional activity, search, creativity and choice. The sooner the directed personal and professional development of the teacher begins, the more it is possible to predict his psychological well-being and personal growth

scholarly journals Education for Sustainable Development and Innovation in Engineering School: Students’ Perception

2021 ◽  
Vol 13 (11) ◽  
pp. 6002
Author(s):  
Fatma Fourati-Jamoussi ◽  
Michel J. F. Dubois ◽  
Marie Chedru ◽  
Geoffroy Belhenniche
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
Training Process ◽  
School Students ◽  
International Program ◽  
Before And After ◽  
The One ◽  
Academic Year ◽  
Over Time

This article is the continuation of the work that has already been completed in a first study on the perception of engineering students at UniLaSalle Beauvais about education for sustainable development (SD) and innovation. Its purpose is to show the evolution over time of the perception of engineering students regarding SD and innovation after integrating the international program called “Go-LaSalle”. In this training process, students spend the second semester of their third academic year in partner universities of the worldwide Lasallian network. To identify and measure the change of students’ perception, we have designed a survey that was sent to two engineers’ training classes (specialties) Agronomy and Agro-Industries and Food and Health. The results show that although some differences and similarities appear between the two specialties, there are few significant changes on student’s perception before and after the six-month international program (called “Go-LaSalle”). Finally, the study shows, on the one hand, that the students trust the institution, the companies and their teachers more than their own inclinations; on the other hand, it allows the institution to adapt their training to both collective needs and the demands of the environment.

scholarly journals The Design and Implementation of an Educational Augmented Reality Application for Logical Circuit Design

2020 ◽  
Vol 9 (1) ◽  
pp. 33-50
Author(s):  
Fatih Arıkan ◽  
Hasan Özgür
Keyword(s):  
Augmented Reality ◽  
Professional Training ◽  
Engineering Students ◽  
Maternal Education ◽  
Significant Difference ◽  
Augmented Reality Application ◽  
Before And After ◽  
Education Status ◽  
The Usa ◽  
The Difference

The purpose of the study is to determine the effect of augmented reality applications on the learning of engineering students in their professional courses. The objective of the study is to ensure that augmented reality technologies, which are among the most important technologies of today, are used in educational settings. The other important objective of the study is to ensure that the augmented reality technologies used in professional training in countries such as the USA, Canada and the Netherlands are also used in our country and to provide a world-class education opportunity. Also, contributing to the economy of our country with the successful studies to be carried out in this regard is among the objectives of the study because of the increasing interest in augmented reality software throughout the world and the formation of an important economy related to the development of these kinds of software.In the study, an augmented reality application developed by the researcher was used in the learning process of a subject included in the faculty of engineering education curriculum. The study was performed using a convergent parallel mixed-methods design in which both qualitative and quantitative data were used simultaneously. The result of the study showed that there were no significant difference between the average attitude towards AR applications of the students participating in the study and the gender, class, and father education level; however, it is seen that there was a significant difference between maternal education status. It was also determined that the difference between the students’ average attitude towards AR applications before and after the study was significant.Similarly, it was observed that the difference between the AR attitude averages before and after the study and the AG attitude average 4 weeks after the study was also observed to be significant. It was also found that the students who participated in the study found the AR applications remarkable, entertaining, understandable and useful for the instructor. Moreover, they stated that using AR applications in lessons would contribute to fast and active learning and increase success.

scholarly journals Potential of Educational Events as a Resource Psychological Well-Being of the Teacher

2021 ◽  
Vol 16 (4) ◽  
pp. 31-39
Author(s):  
Kachimskaya Anna Yu. ◽  
◽  
Skorova Larisa V. ◽  
Keyword(s):  
Psychological Health ◽  
Professional Training ◽  
Well Being ◽  
Educational Process ◽  
Professional Activity ◽  
Psychological Well Being ◽  
Professional Activities ◽  
Irkutsk Region ◽  
Before And After ◽  
Empirical Research Methods

One of the components of a teacher’s psychological health is the psychological well-being of his personality. The relevance of this study is due to the need to find such professional methods of the teacher’s work that would serve as a resource for his psychological well-being. The article discusses approaches to understanding an educational event as a condition for creating situations of psychological well-being in educational interaction. Psychological well-being can be a consequence of the design and implementation of a series of educational events focused on gaining experience of activity, the formation of a model of behavior, experience of behavior, skill of activity and change of oneself. Empirical research methods were: a diagnostic method to identify psychological wellbeing and satisfaction with professional activity; mathematical method using the Wilcoxon T-criterion for assessing the shift in indicators of psychological well-being before and after the creation (development and implementation) of educational events by teachers. The results of an empirical study conducted in schools of the Irkutsk region and Buryatia suggest that the participation of teachers in the development and implementation of educational events in their professional activities becomes a resource for increasing their psychological well-being. In conclusion, the author argues the idea that an educational event as an element of a teacher’s professional training can serve as a tool for optimizing a teacher’s own mental health. Such an approach to the psychological well-being of the teacher’s personality will make it possible to purposefully manage not only the effectiveness of the teacher’s professional activity, but also his psychological well-being. It seems promising to teach teachers the techniques of designing educational events and their implementation in the educational process, not only to manage the well-being of the teacher himself, but also to create conditions for the psychological well-being of other participants in educational relations, first of all, the psychological comfort of students. Keywords: psychological well-being, educational event, teacher’s activity, teacher’s psychological health, eventfulness, satisfaction with activity

scholarly journals Application of the 18-Item Dementia Elderly Odayaka Scale in Japan: Evaluation before and after Intervention

2021 ◽  
pp. 10-15
Author(s):  
Hiromi Tsujimura ◽  
Makoto Osawa ◽  
Setsuko Makita
Keyword(s):  
Social Interaction ◽  
Older People ◽  
Well Being ◽  
Psychosocial Aspects ◽  
Before And After ◽  
Field Notes ◽  
Expression Of Emotions ◽  
Facility Staff ◽  
Over Time

<b><i>Introduction:</i></b> We have developed the Dementia Elderly Odayaka Scale (DEOS) to evaluate psychosocial aspects in older people. The DEOS can be used to assess well-being, such as personhood and social interaction. <b><i>Objective:</i></b> The aim of this study was to apply the 18-item DEOS in participants with dementia and to examine the characteristics and usefulness of this scale. <b><i>Methods:</i></b> Facility staff provided care for the participants while taking into consideration each participant’s individuality and strong points. The DEOS was applied at the beginning of the interventions and at 1 and 2 months after the start of the interventions. The changes in the participants’ behaviors and their DEOS scores were then evaluated over time. <b><i>Results:</i></b> We examined 13 participants (2 men, 11 women) between the ages of 68 and 91 years. In 60% of the participants the DEOS score increased over time. When care interventions were tailored toward communication and leadership for the 2 men, according to each of their individualities, we observed increases in their scores for “social interaction” at 1 and 2 months thereafter. We also observed increases in the scores for “Expression of emotions” category in 2 of the 5 cases who received an aromatherapy massage. <b><i>Discussion/Conclusion:</i></b> The changes in the scores over time and the contents of the field notes were consistent with each other, suggesting that the DEOS can be used both to evaluate the effects of interventions and to plan care that takes advantage of each participant’s positive aspects.

Psychological benefits for children and adolescents who have undergone transplantation of the heart from participation in the British Transplant Games

2008 ◽  
Vol 18 (2) ◽  
pp. 185-188 ◽  
Author(s):  
Jo Wray ◽  
Tracy Lunnon-Wood
Keyword(s):  
Psychological Functioning ◽  
Positive Impact ◽  
Well Being ◽  
Psychological Benefits ◽  
Short Term ◽  
People Participation ◽  
Before And After ◽  
Transplanted Organs ◽  
Transplantation Of The Heart ◽  
Over Time

AbstractThe British Transplant Games are held annually for children and adults who have received transplanted organs. The aim of our pilot study was to determine whether participation in such an event had an impact on psychological well-being. We asked 26 children participating in the Games to complete a specifically designed questionnaire before and after the event. The 13 questions covered areas such as state of mood, perceived physical health, fatigue, anxiety, and confidence. There were mean improvements over time on 10 of the 13 questions, and the change in overall score was significant (p = .036). For the majority of young people, participation in the Transplant Games was associated with a positive impact on psychological functioning in the short term. Further evaluation is now required to determine whether such benefits are maintained in the longer term.

The Therapist’s Reaction to a Patient’s Suicide

Crisis ◽  
2011 ◽  
Vol 32 (2) ◽  
pp. 99-105 ◽  
Author(s):  
Friedrich Martin Wurst ◽  
Isabella Kunz ◽  
Gregory Skipper ◽  
Manfred Wolfersdorf ◽  
Karl H. Beine ◽  
...  
Keyword(s):  
Emotional Responses ◽  
Well Being ◽  
Emotional Reaction ◽  
Emotional Reactions ◽  
Analog Scale ◽  
General Hospitals ◽  
Item Questionnaire ◽  
Retrospective Nature ◽  
The Impact ◽  
Over Time

Background: A substantial proportion of therapists experience the loss of a patient to suicide at some point during their professional life. Aims: To assess (1) the impact of a patient’s suicide on therapists distress and well-being over time, (2) which factors contribute to the reaction, and (3) which subgroup might need special interventions in the aftermath of suicide. Methods: A 63-item questionnaire was sent to all 185 Psychiatric Clinics at General Hospitals in Germany. The emotional reaction of therapists to patient’s suicide was measured immediately, after 2 weeks, and after 6 months. Results: Three out of ten therapists suffer from severe distress after a patients’ suicide. The item “overall distress” immediately after the suicide predicts emotional reactions and changes in behavior. The emotional responses immediately after the suicide explained 43.5% of the variance of total distress in a regression analysis. Limitations: The retrospective nature of the study is its primary limitation. Conclusions: Our data suggest that identifying the severely distressed subgroup could be done using a visual analog scale for overall distress. As a consequence, more specific and intensified help could be provided to these professionals.

Weekly Exercise Consistently Reinstates Positive Mood

1998 ◽  
Vol 3 (4) ◽  
pp. 271-280 ◽  
Author(s):  
Hannah Steinberg ◽  
Briony R. Nicholls ◽  
Elizabeth A. Sykes ◽  
N. LeBoutillier ◽  
Nerina Ramlakhan ◽  
...  
Keyword(s):  
Physical Exercise ◽  
Negative Mood ◽  
Real Life ◽  
Positive Mood ◽  
Field Investigation ◽  
Single Bout ◽  
Before And After ◽  
Exercise Class ◽  
Negative Feelings ◽  
Over Time

Mood improvement immediately after a single bout of exercise is well documented, but less is known about successive and longer term effects. In a “real-life” field investigation, four kinds of exercise class (Beginners, Advanced, Body Funk and Callanetics) met once a week for up to 7 weeks. Before and after each class the members assessed how they felt by completing a questionnaire listing equal numbers of “positive” and “negative” mood words. Subjects who had attended at least five times were included in the analysis, which led to groups consisting of 18, 20, 16, and 16 subjects, respectively. All four kinds of exercise significantly increased positive and decreased negative feelings, and this result was surprisingly consistent in successive weeks. However, exercise seemed to have a much greater effect on positive than on negative moods. The favorable moods induced by each class seemed to have worn off by the following week, to be reinstated by the class itself. In the Callanetics class, positive mood also improved significantly over time. The Callanetics class involved “slower,” more demanding exercises, not always done to music. The Callanetics and Advanced classes also showed significantly greater preexercise negative moods in the first three sessions. However, these differences disappeared following exercise. Possibly, these two groups had become more “tolerant” to the mood-enhancing effects of physical exercise; this may be in part have been due to “exercise addiction.”

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