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Stereotype Content Model02:16

Stereotype Content Model

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The Stereotype Content Model (SCM) was first proposed by Susan Fiske and her colleagues (Fiske, Cuddy, Glick & Xu, 2002; see also Fiske, 2012 and Fiske, 2017). The SCM specifies that when someone encounters a new group, they will stereotype them based on two metrics: warmth—or that group’s perceived intent, and how likely they are to provide help or inflict harm—and competence—or their ability to carry out that objective. Depending on the warmth-competence...
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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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SBAR is an effective communication tool used by healthcare professionals to communicate patient information accurately. SBAR stands for Situation, Background, Assessment, and Recommendation. For a better understanding, an example is given below.
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Cognitive psychology is the field of psychology dedicated to examining how people think. It attempts to explain how and why we think the way we do by studying the interactions among human thinking, emotion, creativity, language, and problem-solving, as well as other cognitive processes. Cognitive psychology studies how information is processed and manipulated in remembering, thinking, and knowing.
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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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人工智能和基于能力的教育:快速范围审查

Mary Ann Faucher1, Erin Sing1, Shannon Harris2

  • 1School of Nursing, Texas Tech University Health Sciences Center, Dallas, Texas.

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人工智能 (AI) 可以在助产中增强基于能力的教育 (CBE),但教师需要人工智能能力来实现道德融合. 合理使用和机构支持是优化学生学习和发展的关键.

关键词:
人工智能 (AI) 是一种人工智能.竞争力 竞争力 竞争力基于能力的教育 (CBE)助产士和助产士是什么意思

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科学领域:

  • 医学教育 医学教育
  • 教育中的人工智能
  • 护理和助产教育 护理和助产教育

背景情况:

  • 人工智能 (AI) 具有显著的潜力,可以改善学生的学习,评估和教师在教育环境中的支持.
  • 助产士教育的基于能力的学习 (CBE) 框架可以通过人工智能集成来增强或阻碍.

研究的目的:

  • 探索人工智能的应用,以促进助产师和学生的基于能力的教育 (CBE).
  • 确定与人工智能能力,学术投资和助产士教育中的教学设计相关的关键主题.

主要方法:

  • 进行了快速范围审查,以三个研究问题为指导.
  • 在2024年12月,在MEDLINE和Web of Science进行了系统的数据库搜索.
  • 综合了2021年至2024年间发表的39篇文章,以确定主题和子主题.

主要成果:

  • 确定的主要主题包括教师和学生对人工智能能力的必要性,包括道德使用和关注问题的意识.
  • 突出了对人工智能学术投资的影响,包括开发,研究和成本考虑.
  • 基于能力的AI集成教学设计专注于优化学生的学习,调整教学和特定的教学学习应用.

结论:

  • 培养教师人工智能能力对于道德融合至关重要,需要修改教学方法来增强学生的学习和能力发展.
  • 对人工智能挑战的认识对于其明智的应用至关重要,需要对教师发展和隐私保护提供机构支持.
  • 助产士必须积极为人工智能提供学科特定的知识,并领导研究人工智能在助产学CBE中的有效性.