Modelling skill acquisition in acquired brain injury

Acquired brain injury (ABI) is a debilitating condition often requiring extensive rehabilitation. Although cognitive rehabilitation is concerned with overcoming a skills deficit, the application of skill acquisition research in this context has been non-existent. Examining post-injury learning in terms of the qualitative variables associated with different phases of skill acquisition is likely to be beneficial in assessing patient status and monitoring progress, as well as identifying changing needs over the course of learning. However, current models of skill acquisition overlook the potential impact of variables such as emotion, implicit learning, metacognition, motivation, and strategies that can be leveraged to improve skill acquisition. The current paper attempts to lay the groundwork for modelling and improving skill acquisition in ABI.

Process in skill acquisition : motivation, interruptions, memory, affective states, and metacognition

Models of skill acquisition, such as Ackerman's (1988) theory of skill acquisition, largely ignore the experiences and dynamic internal processes of a person while learning a skill (e.g., how they feel, what strategies they are using, the role of the external environment). Riding and Powell (1993) suggested that the information-processing model (a common conceptualisation of learning and thinking) is an inadequate model to explain the complexities of human brain functions. These models are largely holistic, and do not provide detail about the qualitative aspects of a person's learning experience. This paper attempts to highlight the importance of a dynamic description of skill acquisition and to “unpack” the skill acquisition stages, with a focus given to process rather than performance or outcome. Learning more about what is going on “inside people's heads” whilst learning a skill, and what feelings or affective states are present, can inform both skill acquisition theory and various practical issues, such as why some training programs fail and some succeed. The role of emotions, motivation, environment, and other factors; the concepts of skill and ability; and various theories of skill acquisition are discussed. This highlights missing elements in the typical cognitive experimental focus. The concept of process itself is explored, with a focus on learning in general. Process-oriented factors such as motivation, memory, interruptions, emotion, and metacognition are investigated in relation to skilled performance. Areas for future research and some practical implications for training are outlined.

Perceptions of generic skill development : international and local accounting students in Australia

In recent times, the growing emphasis on graduate outcomes has led to a consensus amongst educators, employers and other stakeholders that a better mix of technical and generic skills should be fostered in accounting students. Given the increased importance placed on generic skill acquisition, this study seeks to gain an understanding of undergraduate accounting students’ perceptions of the skills they feel they acquire during their studies. The increased diversity of the background of students studying accounting in Australia has also raised concerns about the acquisition of generic skills among various student cohorts. Using a case study of accounting students studying at an Australian university, a logistic regression model is applied to determine differences in perceptions of generic skill development between two student cohorts (local and international). The findings indicate that while both groups perceived their degree studies contributed to the development of generic skills, international students thought that their studies aided the development of generic skills more so than local students. Furthermore, it appears that some skills appear to be more successfully integrated into the curriculum than others.

Cross-discipline collaboration and innovation in the design studio : drawing on the Bath model

As information expands and comprehension becomes more complex, so the need increases to develop focused areas of knowledge and skill acquisition. However, as the number of specialty areas increases so the languages that define each separate knowledge base become increasingly remote. Hence, concepts and viewpoints that were once considered part of a whole become detached. This phenomenon is typical of the development of tertiary education, especially within professional oriented courses, where disciplines and sub-disciplines have grown further apart and the ability to communicate has become increasingly fragmented.
One individual and visionary who was well acquainted with the shortcomings of the piecemeal development between the disciplines was Professor Sir Edmond Happold, the leader of the prestigious group known as Structures 3 at Ove Arup and Partners, who were responsible for making happen some of the landmark buildings of their time, including Sydney Opera House and the Pompidou Centre, and the founding professor of the Bath school of Architecture and Civil Engineering in 1975. While still having a profound respect for the knowledge bases of the different professions within the building and construction industry, Professor Happold was also well aware of the extraordinary synergies in design and innovation which could come about when the disciplines of Architecture and Civil Engineering were brought together at the outset of the design process.
This paper discusses the rational behind Professor Happold’s cross-discipline model of education and reflects on the method, execution and pedagogical worth of the joint studio-based projects which formed a core aspect of the third year program at the School of Architecture and Civil Engineering at the Bath University.

ACCCN national nursing workforce survey of intensive care units

A descriptive study was designed and implemented by the Australian College of Critical Care Nurses (ACCCN) Workforce Planning Advisory Committee to capture data pertaining to workforce issues of intensive care nurses. All intensive care units (ICUs) within Australia were mailed a self reporting survey. Despite a low response rate (52 per cent) and difficulty reported by respondents in gaining the appropriate data requested, the results revealed an interesting snapshot of the intensive care nursing workforce.
Types of services offered by units varied considerably; paid overtime hours were low (<2 per cent of total hours worked) and use of both part-time and agency staff was also low (10 per cent of total hours worked). Private hospitals utilised a greater proportion of part-time and agency nursing staff than public hospitals (20:10 per cent). The turnover rate for registered nursing staff was estimated at 18 per cent, with education, skill acquisition and improved communication reported as the major incentives used by managers to attract and retain staff. This study demonstrated that valuable data are currently uncaptured and recommends a more refined process of a national database to record and manage this important information for future workforce planning.

Projections of the future path of the gender wage gap in Great Britain

Purpose – The paper attempts to project the future trend of the gender wage gap in Great Britain up to 2031.
Design/methodology/approach – The empirical analysis utilises the British Household Panel Study Wave F together with Office for National Statistics (ONS) demographic projections. The methodology combines the ONS projections with assumptions relating to the evolution of educational attainment in order to project the future distribution of human capital skills and consequently the future size of the gender wage gap.
Findings – The analysis suggests that gender wage convergence will be slow, with little female progress by 2031 unless there is a large rise in returns to female experience.
Originality/value – The paper has projected the pattern of male and female skill acquisition together with the associated trend in wages up to 2031.

Comparison of corticomotor excitability during visuomotor dynamic and static tasks

The human central nervous system (CNS) has the ability to modulate its activity during the performance of different movements. Recent evidence, however, suggests that the CNS can also modulate its activity in the same movement but with increased precision during a visuomotor static task. This study aimed to extend on these findings by using transcranial magnetic stimulation (TMS) to measure the CNS during the performance of two visuomotor dynamic tasks. Twelve volunteers participated in this study, performing two separate motor tasks. Study I (“Position Tracking”) involved participants to perform a visuomotor tracking task using a dial potentiometer and matching their response icon to the computer generated tracking icon whilst holding a pincer grip. Study II (“Force Tracking”) involved participants to perform a similar visuomotor tracking task by applying or releasing pressure against a fixed force transducer. Tasks were conducted at two speeds (“slow” being one tracking cycle in 10 s; and “fast” being two tracking cycles in 10 s) and compared to a visuomotor static task at a similar muscle contraction level. Results showed corticospinal changes with significant increases (p = 0.002) in excitability demonstrated during Study I (42.3 ± 16.8%) and Study II (56.3 ± 34.2%) slow speed tasks. Moreover, significant reduction in corticospinal inhibition was also observed during both tracking tasks at slow (59.3 ± 13.7%; p = 0.001) and fast speeds (31.9 ± 12.3%; p = 0.001). The findings may provide information on the underlying physiology during the early stages of motor skill acquisition.

Proof of Concept : developing a peer reviewed evidence-based interactive e-learning programme

Knowledge and skill acquisition related to vascular access are traditionally individual institutional educational initiatives. Australia currently has no national evidence based education programme for renal nurses. A survey of Australian and New Zealand Nephrology Educators' conducted in 2009, identified the need for more effective and consistent delivery of clinical education for nurses using innovative, web-based approaches supporting the tenets of e-learning methodologies. This paper discusses the development, implementation and proposed evaluation of a peer reviewed Australasian e-learning programme on buttonhole cannulation. It will further highlight the benefits of inter-organisational partnerships and how these partnerships can facilitate positive change in teaching and learning practices. This project has unique characteristics that collectively provide value, distinction and innovation to nurses, patients and renal departments. As the e-learning programme was founded on a platform of evidence-based practice it is therefore easily transferable to an international context.

What has transcranial magnetic stimulation taught us about neural adaptations to strength training? A brief review

The evidence for neural mechanisms underpinning rapid strength increases has been investigated and discussed for over 30 years using indirect methods, such as surface electromyography, with inferences made toward the nervous system. Alternatively, electrical stimulation techniques such as the Hoffman reflex, volitional wave, and maximal wave have provided evidence of central nervous system changes at the spinal level. For 25 years, the technique of transcranial magnetic stimulation (TMS) has allowed for noninvasive supraspinal measurement of the human nervous system in a number of areas such as fatigue, skill acquisition, clinical neurophysiology, and neurology. However, it has only been within the last decade that this technique has been used to assess neural changes after strength training. The aim of this brief review is to provide an overview of TMS, discuss specific strength training studies that have investigated changes, after short-term strength training in healthy populations in upper and lower limbs, and conclude with further research suggestions and the application of this knowledge for the strength and conditioning coach.

Using e-learning to increase the preparedness and confidence of nurses to perform buttonhole cannulation

Arteriovenous fistulae are considered the gold standard for haemodialysis vascular access. Their use can be fraught with complications for both the patient and cannulator, with knowledge, expertise and skills being key factors in reducing access associated morbidity. There is mounting evidence demonstrating the efficacy of the buttonhole technique. One disturbing problem noted with the buttonhole experience has been an increased rate in site infections, anecdotally attributed to poor buttonhole site preparation. Enhanced knowledge and skills for nurses are crucial in increasing patient comfort and improving outcomes.

Although knowledge and skill acquisition related to vascular access are often the focus of individual institutional educational initiatives, a national evidence based program that provides free equitable access to all nurses does not exist in Australasia. A survey of Australasian Nephrology Educators’ identified the need for more effective and consistent delivery of clinical education for nurses using innovative, web‐based approaches that support the tenets of e-learning methodologies. This paper will discuss the development and implementation of an e-learning program for buttonhole cannulation. The preparedness of participants to professionally engage with buttonhole cannulation and their self-efficacy (estimates) in undertaking learning about the clinical procedure using e-learning will be evaluated. In addition it will highlight the benefits of inter‐organizational partnerships and how they can facilitate positive change in teaching and learning practices aimed at improving patient outcomes. This project has unique characteristics that collectively provide value, distinction and innovation to patients, nurses, and renal departments across Australasia. As the e-learning program is founded on evidence based practice this project is easily transferable to an international context.

Parents' and children's views on whether active video games are a substitute for the 'real thing'

Background:
Research has examined the energy cost associated with playing seated and active video games (AVGs), but not whether AVGs may benefit fundamental movement skills (FMS) in typically developing children. Improving FMS proficiency is a priority given its association with physical activity. This study aimed to identify children’s and parents’ perceptions of: (1) AVGs as a tool for developing FMS and (2) whether any skills gained during AVG play had potential to transfer to real life.

Methods:
This qualitative descriptive study included 29 parents of children aged 9–10 years who participated in semi-structured telephone interviews and 34 children who participated in six group discussions at school. Interview and discussion group data were recorded, transcribed and analysed thematically.

Results:
Parents and children had different perspectives on the potential of AVGs for FMS, which largely rested on different views of ‘reality’. Parents felt AVGs were not a substitute for the ‘real thing’, and therefore had limited FMS benefits. Overall, parents thought any FMS gained through AVGs would have poor transferability to ‘real life’. In contrast, children had a more fluid and expansive view of reality which incorporated both ‘real life’ and ‘virtual’ space. Whilst children could articulate limitations of AVGs for skill learning, they still reported extensive use of AVGs as a learning tool for movement skill, and considered that skill acquisition was highly transferable.

Conclusions:
Despite contrasting beliefs from parents and children, children used AVGs for FMS learning. Future research needs to determine whether actual FMS benefits are gained through AVGs.