<p dir="ltr">Human interaction with different levels of automation, ranging from simpler decision aids to fully autonomous systems, is becoming increasingly common in society. This is particularly true in safety-critical applications. If humans exhibit inappropriate reliance, meaning depending either too much or too little, the consequences can range from failure in completing a task to injuring a human worker. For this reason, researchers have studied human reliance behavior on different levels of automation. Seminal results have shown that human reliance decisions are strongly influenced by their self-confidence and trust in the automation. However, even if a user trusts the automation, the environmental conditions may be sufficiently risky such that the user should not use it. Indeed, researchers have shown that risk perception can influence decisions, but despite this, relatively little research has studied human risk perception as it relates to decisions about reliance on automation. In this thesis, a new model for how human risk perception (RP) and human self-confidence (SC) affect their reliance on a visual aid is proposed and validated. A novelty of the model is its emphasis on the relative difference between RP and SC and demonstrating that this difference can accurately predict human reliance behavior. A secondary contribution of this thesis is the utilization of the model to design an algorithm that automatically decides when to provide the aid to the user. Main findings include the ability to calibrate a user’s cognitive state when using the algorithm that automatically provides the aid to the user. Another finding is the improvement in cognitive states during trials without the aid after trials in which an algorithm decided when to provide the aid. Other findings include analyses of the statistical differences in cognitive states based on an individual participant’s subpopulation membership. Extensions of these contributions to human-machine interaction contexts is discussed in future work.</p>

All prelicensure baccalaureate nursing students are expected to graduate with baseline knowledge and clinical judgment skills that will allow them to provide safe and competent patient care to individuals across the lifespan. Research has shown that clinical judgment in new graduates is at an all-time low. There is an abundance of research on how to cultivate clinical judgment skills in both the didactic and simulations settings; however, very few studies have been conducted exploring how to assess and build clinical judgment skills in students in the clinical setting. A pilot study, followed by a quasi-experimental study, and a related correlational study, were performed to explore how clinical judgment can be assessed and enhanced in the prelicensure baccalaureate clinical setting. These studies included outcome variables of knowledge and self-confidence. The studies were guided by Kolb’s Experiential Learning Theory as well as Tanner’s Clinical Judgment Model.The pilot study used an adapted form of the focus group method and aimed to determine the best way to apply the structured debriefing method of Debriefing for Meaningful Learning (DML) in the clinical setting. The pilot study included clinical faculty (N = 4) in a baccalaureate nursing program at a small college in Upstate N.Y. The study began with training on DML, followed by an asynchronous pre implementation survey where participants provided answers to interviewer questions via Google forms. Next the study involved 3 weeks of implementing DML with clinical groups in the clinical setting and concluded with a post implementation synchronous focus group that met via Zoom©. The results of the pilot study led to a few adaptations in the DML process including the creation of a faculty script, a student guide, a new concept map, and a change to when students were expected to complete the concept map during their clinical day. The quasi-experimental study took place at the same college and included participants (N = 62) in the course NSG 323 – Concepts II in both the Spring 2023 and Fall 2023 semesters. The intervention was DML and took place during three clinical experiences (one per week) in the first half of the semester. Participants and clinical faculty completed pretest measures in the week prior to beginning their clinical experiences. Pretest clinical judgment was measured during a simulation scenario by the participants’ clinical faculty using the Lasater Clinical Judgment Rubric (LCJR). The LCJR is a 4-point Likert-type scale measuring 11 dimensions of clinical judgment under four subscales of noticing, interpreting, responding, and reflecting. Self- confidence was measured using a revision of the NLN Student Self-Confidence subscale of the NLN Student Satisfaction and Self-Confidence in Learning instrument. The revised scale is an 11-item Likert-type scale. The revision involved changing items that include the word “simulation” to the word “clinical experience.” Knowledge was measured, posttest only, using scores on the second Unit Exam of the course. A mixed 2 x 2 Analysis of Variance (ANOVA) followed by simple main effects t tests were used to analyze the clinical judgment and self- confidence data, and independent samples t tests was used to analyze exam scores. Results for clinical judgment did not reveal a significant interaction between groups and time (F (1, 60) = .21, p = .652). There was a statistically significant main effect found for group on LCJR scores overall (F (1, 60) = 7.65, p = .008). Both pretest and posttest mean scores for the LCJR were lower in the intervention group (M = 22.54 and M = 25.88 respectively) than in the control group (M = 27.75 and M = 30.33 respectively). The results for self-confidence did not reveal any significant interaction between groups and time (F (1, 59) = 1.44, p = .235). The mean scores for the posttest were higher in the intervention group (M = 42.65) than in the control group (M = 40.83). Results also showed that while self-confidence scores from pretest to posttest for the intervention group increased, the scores from pretest to posttest for the control group decreased; however, the differences in groups did not reach statistical significance (F (1, 60) = .45, p = .504). An independent samples t test showed no significant difference in Unit II exam scores, measuring knowledge, between groups (p = .451, d = .20). A correlational study was completed exploring the relationships between clinical judgment, knowledge, and self-confidence using the data obtained in the quasi-experimental study. This study also explored the differences between groups for each correlation, and whether having prior health care experience impacted each outcome variable. Results showed no statistically significant correlation between pretest clinical judgment and pretest self-confidence scores (r = .09, p = .502), nor between posttest clinical judgment and self-confidence scores (r = -.22, p = .085) for the entire sample. However, there was a significant negative relationship between posttest self-confidence and clinical judgment in the control group (r = -.36, p = .034). The differences between groups in the pretest correlations of clinical judgment to self-confidence (zobs = .298, p = .764) and in the posttest correlations of clinical judgment to self-confidence (zobs = -1.61, p = .107) were not significant. There was also no statistically significant relationship revealed between both the pretest (r = -.10, p = .439) and posttest (r = -.18, p = .163) self-confidence scores and knowledge, as measured by Unit II exam scores for the entire sample, as well as within groups. The difference in correlations between groups on both the pretest self-confidence scores and exam scores (zobs = -1.29, p = .197) and posttest self-confidence scores and exam scores (zobs = -.643, p = .522) were not statistically significant. However, both pretest (r = .36, p = .004) and posttest (r = .39, p = .002) clinical judgment scores and posttest- only exam scores were revealed to have a positive statistically significant correlation for the entire sample, as well as in the intervention group only (r = .59, p = .002 and r = .632, p < .001 respectively). The difference in correlations between pretest clinical judgment and knowledge was significant (zobs = -2.29, p = .023). The correlation between posttest clinical judgment scores and exam scores for control group was .084, and .632 for the experimental group. The difference in correlations between posttest and knowledge was ~ .55, also statistically significant (zobs = -2.45, p = .0151). There is a long-held understanding in nursing education that the teaching-learning strategies in the clinical environment need to be evaluated and improved. While not revealed to have a statistically significant effect in this initial study, the use of structured debriefing methods should still be further explored in the clinical setting to determine whether the process can be an acceptable pedagogical approach to improve knowledge and clinical judgment in the clinical setting. The moderate positive statistically significant relationship between clinical judgment and knowledge found in this study aligns with Tanner’s (2006) theory that the development of both knowledge and clinical judgment is a related and cyclical process where both should be emphasized. The inverse relationship found between self-confidence and clinical judgment/knowledge, while not statistically significant in this study, suggests that students will benefit from honest and constructive feedback on their performance to accurately evaluate themselves and their ability to perform in the clinical setting.

There are a great number of people whose suggestions and encouragement have contributed to the preparation and completion of this study. Special recognition is due to the committee of faculty evaluating this study through the various stages from inception. I appreciate the patience plus clear arid precise guidance of Tom Hohenshil, and Dennis Hinkle's counsel and completion of the computer analyses of the results of this study, I am grateful for the inspiration Dean Hummel provided especially during the early stages of this project. I wish also to express my thanks to Cherry Houck who’s door was always open and was also instrumental in the inception of this study, I also appreciate Harriett Cobb's perceptiveness and special efforts in dissipating my committee meeting jitters. Finally, I consider myself fortunate to have had exposure to these individual's expertise and vast experiences. I wish also to acknowledge the assistance and financial support, I received from Charlotte McNulty, SYEP Project Director, and from the Board of Directors of People Places Inc. in Staunton, Virginia. I am indebted to the patience and trust Ms. McNulty repeatedly afforded me throughout the various stages of carrying out this project. The generous offer of the use of equipment .and office space of People Places Inc. is also greatly appreciated. And finally, I consider myself fortunate to have a wife supportive of my efforts in achieving an advanced degree in education. Her genuine interest in the topic of this study and willingness to listen, proofread, type, and many other supportive actions deserve a special "thank you". / Ed. D.

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Musik finns i alla kulturer och berör oss alla på olika sätt. Syftet med denna uppsats är att söka en djupare förståelse för vad en musikgenre kan betyda för elever. Studien går ut på att undersöka hur elever använder musiken för att klara av sin vardag både vad gäller skola och fritid. Det har i utredningar visats att musik är viktig för inlärning av kärnämnen. I mitt arbete som musiklärare har jag fått höra från elever att de inte skulle komma till skolan om det inte var för musikämnena. Det är musiken som gör skolan intressant och som gör att de orkar delta även i andra ämnen. Läraren är viktig för elevernas utbildning. En modern lärare använder sig av relationellt lärande. Metoden går ut på att läraren skapar en relation där eleven ges förtroende och stort utrymme i undervisningen. I relationen måste läraren släppa på sin auktoritet och en kamp kan då uppstå mellan lärare och elev, vilket kräver både kunskap och mod av läraren. / Music exists in all cultures and affects us all in different ways. The purpose of this study is to seek a deeper understanding of what a genre of music can mean to students. The study is to investigate how students use music to cope with their daily lives both in school and leisure. Investigations have shown that music is important to the learning of main subjects. In my job as a music teacher I have learnt from students that they would not come to school if it was not for the music subjects. It's the music that makes the school attractive and enables them to have the energy to participate in other subjects. The teacher is important for the students' education. A modern teacher uses ”relational learning”. The approach is that the teacher creates a relationship where students are given freedom and space in class. In the relationship with the student the teacher must let go of his authority and a struggle can then occur between teacher and student, which requires both the knowledge and the courage of the teacher.

Among all the international students enrolled in the U.S. colleges or universities, Chinese international students, including those who come from Taiwan, mainland China, and Hong Kong, accounted for 16.7%, which is a fairly high percentage (Institute of International Education, 2004). They may encounter very unique acculturative stress because of different cultural norms and academic expectations between Chinese and American cultures. Ward and her colleagues (1990) claimed that cross-cultural adjustment can be best examined from two fundamental dimensions: psychological and sociocultural adjustment. These two dimensions are conceptually distinct but empirically related. The purpose of the present study is to investigate the influences of acculturation strategies (Berry, 1980), self-views in relation to others (Markus & Kitayama, 1991; Kagitcibasi, 1996 & 2005), perceived cultural distance (Babiker et al., 1980), and English self-confidence (Clement & Baker, 2001) on different dimensions of Chinese international students’ cross-cultural adjustment. Research questions and hypotheses were focused on how each factor affects the cross-cultural adjustment, and how these factors interact with each other as they generate impacts on adjustment. 177 international students of Chinese heritage from Mainland China, Taiwan, and Hong Kong participated in the study. They were asked to fill out self-report questionnaires about their demographic information, acculturation strategies, self-construals, perceived cultural distance, English self-confidence, and psychological and sociocultural adjustment in the U.S. Results indicated that length of residence in the U.S., participation in the host society (one dimension of acculturation strategies), direct communication, autonomy (sub-dimensions of independent self-construal), and English self-confidence were positively correlated with psychological adjustment. On the other hand, length of residence, marital status, direct communication (a sub-dimension of independent self-construal), perceived cultural distance, and English self-confidence were positively associated with sociocultural adjustment. In addition, a few mediating effects were revealed: (a) Independent self-construal mediated the relation between participation in the U.S. society and sociocultural adjustment; (b) English self-confidence mediated the relation between participation in the host society and cross-cultural adjustment; (c) English self-confidence mediated the relation between independent self-construal and sociocultural adjustment. Limitations and implications for future research are discussed. / text

This essay investigates the motivation of newly-arrived immigrant students, in the Swedish upper secondary school system, in connection with their simultaneous studies of the Swedish and English language. The essay investigates the students’ motivation as well as their linguistic self-confidence during their simultaneous studies. In order to investigate these factors, this essay uses the operative terms from Gardner and Lambert in their study of student motivation in regards to language learning. These terms codify and structure student motivation into two groups, integrative motivation and instrumental motivation. The former term denoted motivation based on the will to integrative and communicate with native speakers. The latter term instead denoted motivation based on the will to use the language in purely practical terms, for example for advancement in the work force or in educational institutions. This essay also uses the aforementioned term linguistic self-confidence as used by Dörnyei. The term denoted a speaker’s confidence in their own proficiency in a language. The selection process of the study showed that the improvement, of the students’ knowledge, was visible in both languages. However, there was no clear indication as to whether integrative or instrumental motivation had a greater effect on the improvement. Previous research indicates that integrative motivation had been more successful in language learning. The study showed a connection between the students’ linguistic self-confidence and their improvement. This further emphasises the importance for students to recognise their own progress and thus strengthen their linguistic self-confidence, which useful information for language teachers active in a simultaneous language learning situation.

Objective: To compare community pharmacists' self-perceived communication confidence in prescription drug abuse and addiction (PDAA)-related scenarios to their self-confidence in other scenarios. Methods: An 18-item survey instrument adapted from the Self-Perceived Communication Competence instrument was administered to 2000 licensed Tennessee community pharmacists. Items elicited communication confidence across common community pharmacy scenarios. Analysis of communication self-confidence scores across context, receiver, audience, and demographic variables was conducted. Results: Mean self-confidence ratings ranged from 54.2 to 92.6 (0-100 scale). Self-perceived communication confidence varied across context, receiver, audience, personal and practice setting characteristics. Scenarios that involved PDAA communication with patients were scored significantly lower than non-PDAA patient scenarios (mean = 84.2 vs. 90.4, p Conclusion: Community pharmacists are less confident in their ability to communicate with patients about PDAA as compared to non-PDAA scenarios. Practice Implications: Engaging patients and prescribers in PDAA conversations is a critical component of preventing and treating PDAA. Research is warranted to further explore measures of situational communication self-confidence and interventions to optimize self-confidence beliefs across PDAA scenarios.

Often, education regarding low volume and high-risk procedures, like tracheostomy, are ignored. Lack of experience, skills, and human resources can lead to decreases in confidence levels, diminished quality of care, and potentially an adverse event. The purpose of this DNP project was to prepare simulation-based education on the tracheostomy procedure and provide hands-on education to bedside nurses. The project answered the question: To what extent will a simulation-based teaching method adequately prepare staff nurses in a post-acute surgical unit to perform this high risk low volume procedure? The Johns Hopkins evidence-based model method was used to assist in translation of the practice change process. The International Nursing Association for Clinical Simulation and Learning standards were used to design simulation scenarios. Surgical acute care nurses (n = 35) including day and night shift nurses, new graduates, and experienced nurses participated. Groups of five to eight nurses participated in a two-hour simulation session at hospital simulation center. Pre- and post-surveys on confidence level data, and National League of Nursing evaluation tool data on educational practices and simulation designs were collected from all participants. Paired t-test statistics showed a significant increase in confidence level from pre to post education (p < .001). Because of the significant impact on patient care due to preventing complications and by improving nursing staff's level of confidence, the project may contribute to positive social change.

The research was undertaken to quantify the power of selected extrinsic (price and country of origin) and intrinsic cues (acid in chardonnay and fat in brie) on consumer evaluations of both experienced and expected product quality, and further, to measure the respective influences of objective knowledge, subjective knowledge and self-confidence on these quality assessments. The study also seeks to determine if a survey conducted measuring expectations of quality would yield comparable results with quality assessments based on actual product experience. The study was comprised of sensory experiments using full profile conjoint analysis experimental design to measure quality perception, followed by a survey where only product description profiles were provided. The analysis from both stages show findings that are remarkably similar in most respects. Results of the sensory experiment for chardonnay show both extrinsic cues tested to be more important than acid levels, while results for the survey show price maintained the strongest influence, with comparable expectations regarding the importance of country of origin and acid. For brie (both stages) consumer opinions were consistent; with price found the most influential; and while country of origin was considered relatively important, fat levels were more influential for both groups. Whilst for chardonnay (both stages) respondents held consistent beliefs regarding each acid level tested, for brie respondents experiencing the highest level of fat held an opposite view to respondents assessing quality based on their expected liking for this type of product. The influence of knowledge (objective and subjective) and self-confidence was found to be sporadic and weak, likely due to respondents’ general lack of objective knowledge in both stages of the survey. In the case of self-confidence, results are surprising given that respondents in both studies exhibited reasonably healthy degrees of self-confidence. The research provides important information to marketers seeking to exploit the most attractive aspects of their products and platform for a number of subsequent studies. / Thesis(PhD)-- School of Commerce, 2007