Indiana University-Purdue University Indianapolis (IUPUI) / Simulation is an educational strategy used in prelicensure nursing education that has been demonstrated to effectively replace selected clinical experiences. Simulation experiences may include the use of differing roles including the active participant, who makes decisions during the simulation and the passive observer, who watches the simulation unfold. There is a lack of rigorous research testing whether students in the passive observer role during simulations demonstrate and retain knowledge similarly to those in active participant roles. In addition, differences in knowledge applied to a contextually similar case between those who actively participate and passively observe have not been studied. The purpose of this study was to explore the relationship between nursing student’s roles in simulation and cognitive knowledge demonstration, retention, and application about two contextually similar cases of respiratory distress. An experimental, pretest-multiple posttest, repeated measures study was conducted with a convenience sample of 119 baccalaureate prelicensure nursing students from a large multi-campus Southwestern university. Two knowledge instruments were administered throughout different stages of the simulation and four weeks later. Associations between role in simulation and scores on the knowledge instruments were examined using t-tests and mixed repeated measures-analysis of variance. Of the 59 active participants and 60 observers, there were no significant differences in knowledge demonstrated or retained after simulation, after debriefing, or four weeks later. Additionally, there were no significant differences in knowledge demonstrated when applied to a contextually similar case after debriefing or four weeks later between active participant and observer. Future research is needed to examine these relationships in larger and more diverse samples and different contextual clinical situations in simulation. These results will contribute to the further testing and implementation of using observation as a strategy for teaching and learning with simulation for nursing and health professions education.

The study abroad field has progressed into an innovative and exciting stage given the high- rise of interest throughout the last twenty years. Study abroad is not showing signs of losing momentum concerning student interest or academic research. Numerous variables affect the direction the field is heading. This study intends to illuminate some of those variables through classifying study abroad results. This research study is part of the 21st century phenomena regarding increased travel through study abroad programs. It investigates the results of U.S. students’ study abroad experiences in Spain and Australia, through identifying aspects of the knowledge outcomes, changes in perspective, and the social, professional, and personal implications on a U.S. student after returning home from such an endeavor. It is critical to recognize and comprehend student results from the study abroad perspective to provide higher education institutions, study abroad companies, educators, students, and researchers with a contextual, first-hand encounter through the eyes of the student. This student analysis provides a greater framework for various stakeholders to continue the promotion of studying abroad, while enriching study abroad programs, and to continue the provision of breadth of opportunity for upcoming students interested.

Hållbar utveckling behövs för att bidra till en hållbar framtid. Linneuniversitetet vill främja hållbar utveckling genom kursen lärande för hållbar utveckling. Syftet i den här studien är att utvärdera kursens effekt på integrering av kunskap om hållbar utveckling i yrkesrollen. Studien består av en kvantitativ metod med en deduktiv ansats. Studien är en tvärsnittsdesign med enkätundersökning. En enkätundersökning skickades ut till 79 kursdeltagare som genomfört kursen Lärande för hållbar utveckling. Studien fick svar från 33 kursdeltagare. Uppsatsen analyserar två hypoteser med tre stycken variabler. Resultatet visar att kursdeltagarna som svarat på enkäten hade förvärvat kunskap och kompetensutveckling efter genomförd kurs. Resultatet visar även att de flesta kursdeltagare hade integrerat sin projektplan delvis. Kursdeltagarna som delvis eller inte alls integrerat sin projektplan hade ändå integrerat hållbar utveckling. Studien visar även att de kursdeltagare som delvis eller inte alls integrerat sin projektplan fann organisatoriska hinder till att integrera hållbar utveckling.