Safety in numbers 3: Authenticity, building knowledge & skills and competency development & assessment: The ABC of safe medication dosage calculation problem-solving pedagogy

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dc.contributor.authorWeeks, Keith W.
dc.contributor.authorHutton, B. Meriel
dc.contributor.authorCoben, Diana
dc.contributor.authorClochesy, John M.
dc.contributor.authorPontin, David J.T.
dc.date.accessioned2013-04-18T23:13:39Z
dc.date.available2013-04-18T23:13:39Z
dc.date.copyright2013-03
dc.date.issued2013
dc.description.abstractWhen designing learning and assessment environments it is essential to articulate the underpinning education philosophy, theory, model and learning style support mechanisms that inform their structure and content. We elaborate on original PhD research that articulates the design rationale of authentic medication dosage calculation problem-solving (MDC-PS) learning and diagnostic assessment environments. These environments embody the principles of authenticity, building knowledge and skills and competency assessment and are designed to support development of competence and bridging of the theory-practice gap. Authentic learning and diagnostic assessment environments capture the features and expert practices that are located in real world practice cultures and recreate them in authentic virtual clinical environments. We explore how this provides students with a safe virtual authentic environment to actively experience, practice and undertake MDC-PS learning and assessment activities. We argue that this is integral to the construction and diagnostic assessment of schemata validity (mental constructions and frameworks that are an individual's internal representation of their world), bridging of the theory-practice gap and cognitive and functional competence development. We illustrate these principles through the underpinning pedagogical design of two online virtual authentic learning and diagnostic assessment environments (safeMedicate and eDose™).en_NZ
dc.identifier.citationWeeks, K. W., Hutton, B.M., Coben, D., Clochesy, J. M., & Pontin, D. (2013). Safety in numbers 3: Authenticity, building knowledge & skills and competency development & assessment: The ABC of safe medication dosage calculation problem-solving pedagogy. Nurse Education in Practice, 13(2), e33-e42.en_NZ
dc.identifier.doi10.1016/j.nepr.2012.10.011en_NZ
dc.identifier.issn1471-5953
dc.identifier.urihttps://hdl.handle.net/10289/7481
dc.language.isoen
dc.relation.ispartofNurse Education in Practice
dc.subjectauthentic assessmenten_NZ
dc.subjectauthentic learningen_NZ
dc.subjectcognitive apprenticeshipen_NZ
dc.subjectcompetenceen_NZ
dc.subjectconstructivismen_NZ
dc.subjectmedication dosage calculationen_NZ
dc.subjectsituated cognitionen_NZ
dc.titleSafety in numbers 3: Authenticity, building knowledge & skills and competency development & assessment: The ABC of safe medication dosage calculation problem-solving pedagogyen_NZ
dc.typeJournal Articleen_NZ
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