The tension between theory, experiment, and practice plays out in genetic and evolutionary computation (GEC) as it plays out in other areas of science and technology. Back in the 80s, 90s, and 00s, I was always compelled to mix theory, experiment, and practical application in vigorous ways to achieve both understanding and effective computation, but my methodology often seemed to irritate more people than it satisfied. Theoreticians didn't think the work was quite "proper theory", and experimentalists/practitioners didn't think the work was sufficiently "real worldly." Although these concerns were always present in my GEC work, I haven't been thinking about them specifically over the last few years. Since resigning my tenure in 2010, I've been on a global quest to improve engineering education, a quest described in the book, A Whole New Engineer (www.wholenewengineer.org), and partially as a result of that journey, I think I can now better articulate some of the intuitions that led to the methodology of my earlier GEC career. I start philosophically by sharing some of Don Schon's thoughts about the epistemology of practice. He asks, how is it, that practitioners, whether they be physicians, architects, engineers, accounts, computer scientists, or even physical scientists, know things in practice? The conventional wisdom, Schon claims, is that practitioners know things by first, mastering a body of well understood and accepted theory, then applying that theory in practice. Schon calls this theory of practical knowing, technical rationality, and he claims that it (1) is the dominant paradigm of epistemology of practice and that (2) it is largely mistaken (or at least, incomplete and misleading). As an alternative, he suggests that practitioners come to know through a process of reflection-in-action, and the talk discusses some of the key ideas behind this model of practice. Thereafter, I revisit two case studies in early GEC work, the idea and use of deception and the idea and use of approximate little models through the lenses of technical rationality and reflection-in-action. The aim of this examination is to better understand the objections to and the intentions of the work, both. These are found to line up nicely along Schon's lines. Thereafter, I introduce Barry Johnson's notion of a polarity, and frame technical rationality and reflection-in-action. Johnson suggests that polarities are often regarded as solutions, but suggests that the appropriate stance is that poles must be managed. Here I suggest that the complexity of GEC demands the development of a population of reflective practitioners who actively manage the polarities of technical rationality and reflection-in-action, both. The talk discusses some of the key practices, particularly conversational practices, that can help do this. The talk concludes with some theoretical and practical observations regarding the education of A Whole New Engineer and what these might offer the educators and education of the next generation of genetic algorithmists and evolutionary computationers.

On becoming a reflective practitioner

Reflection is a complex concept in medical education research. No consensus exists on what reflection exactly entails; thus far, cross-comparing empirical findings has not resulted in definite evidence on how to foster reflection. The concept is as slippery as soap. This leaves the research field with the question, ‘how can research approach the conceptual indeterminacy of reflection to produce knowledge?’. The authors conducted a critical narrative umbrella review of research on reflection in medical education. Forty-seven review studies on reflection research from 2000 onwards were reviewed. The authors used the foundational literature on reflection from Dewey and Schon as an analytical lens to identify and critically juxtapose common approaches in reflection research that tackle the conceptual complexity. Research on reflection must deal with the paradox that every conceptualization of reflection is either too sharp or too broad because it is entrenched in practice. The key to conceptualizing reflection lies in its use and purpose, which can be provided by in situ research of reflective practices.

/pdf/is-reflection-like-soap-a-critical-narrative-umbrella-review-2mqc8594i6.pdf

Is reflection like soap? a critical narrative umbrella review of approaches to reflection in medical education research

Abstract Aims and Objectives To describe prehospital nursing students' experiences of patient safety culture in emergency medical services during their internship. Background Patient safety culture in the emergency medical services is a complex phenomenon including more than organisational policies and practices and professionals' technical skills. Design The descriptive qualitative approach used the Sharing Learning from Practice to improve Patient Safety Learning Event Recording Tool, which includes both open‐ended and structured questions. Methods Purposeful sampling was used, and data were collected from graduating prehospital nursing students (n = 17) from three Finnish Universities of Applied Sciences. Open‐ended questions were reviewed using thematic analysis, and frequencies and percentages were derived from structured questions. COREQ guidelines were used to guide this study. Results Four themes were identified during the thematic analysis: environmental and other unexpected factors in emergency medical services, working practices and professionalism in emergency medical services, teamwork in emergency medical services and feelings related to patient safety events in emergency medical services. Patient safety events described by students were seldom reported in the healthcare system or patient files. According to the students, such events were most likely related to communication, checking/verification and/or teamwork. Conclusions This study shows that prehospital nursing students can produce important information about patient safety events and the reasons that contributed to those events. Therefore, emergency medical services organisations and managers should use students' observations to develop a patient safety culture in emergency medical services. Relevance to clinical practice Understanding how prehospital nursing students have experienced patient safety culture during their internships on ambulances can support educational institutions, together with emergency medical services organisations and managers, to improve policies for students to express patient safety concerns as well as patient safety successes.

/pdf/prehospital-nursing-students-experiences-of-patient-safety-1jjdgbia.pdf

Prehospital nursing students' experiences of patient safety culture in emergency medical services—A qualitative study

A qualitative exploration of undergraduate nursing students' experience of emotional safety for learning during their clinical practice.

Introduction Future nurses should possess the knowledge and competences necessary to ensure patient safety. However, little evidence is available on the way in which students learn patient safety-related principles over time. This study explored the progress of a cohort of Italian undergraduate nursing students as they acquired patient safety knowledge and competences from time of enrolment to graduation. Methods A longitudinal study carried out between 2015 and 2018 enrolled a cohort of 90 nursing students from two Italian Bachelor of Nursing Science Degree Courses at the Udine University, Italy. The students were followed-up on an annual basis and data collection was performed three times: at the end of the 1st, 2nd and 3rd years. The validated Italian version of the Professional Education in Patient Safety Survey tool was used to collect data. Results At the end of the 1st year, students reported an average 4.19 out of 5 patient safety knowledge acquired in classrooms (CI 95%, 4.11-4.28), which was stable at the end of the 2nd (4.16; CI 95%, 4.06-4.26) and 3rd years (4.26; CI 95%, 4.16-4.32) and no statistical differences emerged over the years. With regard to the competences acquired in clinical settings, at the end of the 1st year the students reported an average 4.28 out of 5 (CI 95%, 4.20-4.37), which decreased significantly at the end of the 2nd year (4.15; CI 95%, 4.07-4.23; p=0.02) and increased at the end of the 3rd year (4.37; CI 95%, 4.27-4.47; p Conclusions Nursing students' competences in patient safety issues increases over time, while their knowledge remains stable. Students are more vulnerable at the end of the 1st year, when they seem to be overconfident about patient-safety issues.

/pdf/nursing-students-knowledge-of-patient-safety-and-development-5aadm9dj8k.pdf

Nursing Students' Knowledge of Patient Safety and Development of Competences Over their Academic Years: Findings from a Longitudinal Study.

Background The terms critical incident technique and reflection are widely used but often not fully explained, resulting in ambiguity. Purpose The aims of this review were to map and describe existing approaches to recording or using critical incidents and reflection in nursing and health professions literature over the last decade; identify challenges, facilitating factors, strengths, and weaknesses; and discuss relevance for nursing education. Methods A systematic narrative review was undertaken. MEDLINE and the Cumulative Index to Nursing and Allied Health Literature were searched using MeSH terms, returning 223 articles (2006-2017). After exclusions, 41 were reviewed. Results Articles were categorized into 3 areas: descriptions of the development of an original tool or model, critical incidents or reflection on events used as a learning tool, and personal reflections on critical incidents. Conclusions Benefits have been identified in all areas. More attention is needed to the pedagogy of reflection and the role of educators in reflection.

/pdf/critical-incident-techniques-and-reflection-in-nursing-and-4vgc24yblz.pdf

Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Jayden Kakurel

Author Tools

Chat about Author

Papers

Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review