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Vision is the result of light being detected and transduced into neural signals by the retina of the eye. This information is then further analyzed and interpreted by the brain. First, light enters the front of the eye and is focused by the cornea and lens onto the retina—a thin sheet of neural tissue lining the back of the eye. Because of refraction through the convex lens of the eye, images are projected onto the retina upside-down and reversed.
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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Nursing Clinical Information System (NCIS)
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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Related Experiment Video

Updated: Jul 31, 2025

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss
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From the Nexus vision to the NexusIPE™ learning model.

Barbara F Brandt1, Carla Dieter2, Christine Arenson3

  • 1National Center for Interprofessional Practice & Education; Professor, Pharmaceutical Care and Health Systems, College of Pharmacy, University of Minnesota, Minneapolis, Minnesota, USA.

Journal of Interprofessional Care
|May 10, 2023
PubMed
Summary

The National Center developed the NexusIPE™ Learning Model to transform health professions education and healthcare delivery. This model addresses workforce shortages and promotes equitable care and team well-being.

Keywords:
Collaborative practiceinterprofessional educationinterprofessional practice and educationworkplace learning

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Area of Science:

  • Health Professions Education
  • Healthcare Delivery Systems
  • Interprofessional Practice and Education (IPE)

Background:

  • The Nexus vision aims to integrate health professions education and healthcare delivery for Quadruple Aim outcomes.
  • Established in 2012, the National Center for Interprofessional Practice and Education (National Center) has supported over 70 sites in implementing large-scale interprofessional practice and education programs.
  • Initial understanding of Nexus implementation for Quadruple Aim outcomes was limited.

Purpose of the Study:

  • To present the National Center NexusIPE™ Learning Model developed over a decade of experience.
  • To highlight lessons learned from implementing the Nexus vision in diverse settings.
  • To demonstrate the model's relevance in addressing current healthcare workforce challenges.

Main Methods:

  • A social innovations and developmental evaluation approach was employed.
  • The NexusIPE™ Learning Model was iteratively developed, adapting Barr and colleagues' 3-P framework (Presage, Process, Product).
  • Lessons learned from National Center collaborators are featured, illustrating model components.

Main Results:

  • The NexusIPE™ Learning Model provides a structured framework for interprofessional practice and education.
  • Real-world examples demonstrate the application of the model's elements.
  • The model offers a pathway to achieve Quadruple Aim outcomes.

Conclusions:

  • The NexusIPE™ Learning Model is a relevant and adaptable framework for transforming health professions education and healthcare delivery.
  • The model addresses critical issues such as workforce shortages, equitable care, and the well-being of practice teams.
  • Continued application of the model is crucial for navigating contemporary challenges in education and health systems, including pandemic-related impacts.