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Reflective Assessment For Deep Learning And Knowledge Building
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Book Synopsis Reflective Assessment for Deep Learning and Knowledge Building by : Chunlin Lei
Download or read book Reflective Assessment for Deep Learning and Knowledge Building written by Chunlin Lei and published by Taylor & Francis. This book was released on 2024-06-14 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: Knowledge building aims to transform schools into learning communities and bring knowledge creation into schools. The book therefore elaborates on how learning, technology, and assessment can be aligned both online and offline to facilitate such a process. Adopting a quasi-experimental design and drawing on rich data from forum discussions, questionnaires, interviews, learning outcomes, and classroom presentations, this book shows that the knowledge building environment, augmented by reflective assessment and principles, helped Chinese students to develop a deeper approach to learning, improved academic performance, and promoted collective knowledge advances. The book also discusses the potentials and challenges of designing technology-supported, assessment- and principle-based learning environments in tertiary contexts, especially when deep learning and knowledge building capacity are greatly emphasised in the knowledge era. The book will be of interest to scholars and educators working in learning sciences and computer-supported collaborative learning.
Book Synopsis REFLECTIVE ASSESSMENT IN KNOWL by : Yuqin Yang
Download or read book REFLECTIVE ASSESSMENT IN KNOWL written by Yuqin Yang and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Reflective Assessment in Knowledge Building Using the Knowledge Connections Analyzer" by Yuqin, Yang, 楊玉芹, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This dissertation investigated the design, process and effects of reflective assessment of students' knowledge building, using the Knowledge Connections Analyzer (KCA) for Knowledge Forum(R) (van Aalst et al., 2012). The dissertation is a dissertation by articles, comprised of four studies. Study 1 is a systematic review of the literature on formative assessment interventions in technology-enhanced environments in K-14 education; 39 studies that satisfied the search criteria were analyzed. The findings indicate that assessment interventions with three orientations-continuous formative assessment, embedded formative assessment, and reflective assessment-have been be used to scaffold students' learning, and that the most effective assessment designs provide students with agency, and help students to actively learn both disciplinary ideas and reasoning, and metacognitive skills. This review positions the current dissertation within a broader theoretical framework and informs the choices that were made when investigating classroom designs. Study 2 examined nine recent Knowledge Forum databases to understand the state of students' online discourse, and to identify the challenges in knowledge building that may be addressed by reflective assessment using the KCA. This study found that students contributed many notes and they were seemingly interactive; however, the practices of collaboration, of synthesis and rise-above notes, and of analyzing conceptual progress of ideas were not well-developed in many databases. Study 3 is a case study that investigated whether and how students with low achievement can benefit from reflective assessment using the KCA in knowledge building. Participants were a class of 20 Grade 11 students taking a visual art course from an experienced teacher. Analysis of students' online discourse indicated that students were able to take responsibility for advancing collective knowledge. Analysis of qualitative data indicated that reflective assessment may have helped students focus on goals of knowledge building. However, due to the lack of collaborative reflection on the KCA data and the framing of data-driven discourse improvement as collective responsibility, some students continued to experience difficulties such as focusing on their own performance rather than that of the whole community. Study 4 is a more ethnographic case study and aimed to address the problems identified in Study 3 by implementing a design in which use of the KCA was integrated with other aspects of a pedagogical design for knowledge building. The design had several components, including (a) establishing a collaborative culture and norms; (b) periodic tasks promoting development of cognitive and metacognitive skills; (c) regular and opportunistic use of knowledge-building talks promoting collaborative reflection and thoughtful use of the KCA; and (d) framing the datadriven discourse improvement from a community perspective. 37 students with low achievement from a 9th-grade Visual Arts course participated in the study. Analysis of students' online discourse showed that students in this class were able to advance the community's discourse. Analysis of classroom events indicated that the pedagogical design may have influenced the improvement of ideas on Knowledge Forum. The dissertation's findings have important implications for the design of technologyrich enviro
Book Synopsis Preparing Teachers for Deeper Learning by : Linda Darling-Hammond
Download or read book Preparing Teachers for Deeper Learning written by Linda Darling-Hammond and published by Harvard Education Press. This book was released on 2021-02-08 with total page 477 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.
Book Synopsis Fostering Collaborative Knowledge Building Through Reflective Assessment Among Chinese Tertiary Students by : Chunlin Lei
Download or read book Fostering Collaborative Knowledge Building Through Reflective Assessment Among Chinese Tertiary Students written by Chunlin Lei and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Fostering Collaborative Knowledge Building Through Reflective Assessment Among Chinese Tertiary Students" by Chunlin, Lei, 雷春林, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This study examines the design, processes and instructional effects of principle-based, student-directed reflective assessments on students' conceptual understanding and collaborative inquiry in a computer-supported knowledge building environment. Premised on socio-constructivism, knowledge building and classroom learning theories, this study (1) designs a knowledge building environment, informed by knowledge building principles and reflective assessments, and evaluates its effects on students' conceptual understanding, approaches to learning, and conceptions of collaboration; (2) investigates the role of engagement in Knowledge Forum on students' conceptual understanding; (3) examines the role of portfolio assessment and other reflective assessment strategies in facilitating deep learning and knowledge building; and (4) characterizes the socio-cognitive dynamics of collaborative knowledge building. Participants of the study were 60 first-year Chinese tertiary students enrolled in a Sino-British joint educational program at a university in Shanghai, China. In a quasi-experimental design, one group of students experienced a knowledge building environment which was informed by knowledge building principles and highlighted concurrent, transformative assessment (reflective assessment strategies). The other group was exposed to a technology-based environment without the mediation of knowledge building principles. Multiple source of data were employed, including surveys, domain tests, academic performance assessments, Knowledge Forum engagement indices, e-portfolio notes, online inquiry threads, student classroom reflective presentations, and end-of-program interviews. Major findings include (1) students in the principle-based environment outperformed their peers in terms of conceptual understanding and deep approaches to learning; (2) student online participation and community connectedness increased over time, and contributed to students' conceptual understanding over and above their prior domain knowledge; (3) qualitative e-portfolio analyses identified different kinds of student reflection strategies that were correlated with academic performance; (4) analysis of online inquiry threads showed students' different levels of engagement with four knowledge building principles and suggested knowledge building might be manifested by meta-discourse; (5) Student reflective presentation and interview study further addressed the role of epistemic reflection and collective assessments in scaffolding collaborative knowledge building. This study addresses the problem of aligning social-constructivist theories of learning and assessment. Assessment takes on a new meaning of both assessing and scaffolding group learning and knowledge building. This study may advance current literature on how socio-cognitive principles and social-constructivist assessment can be designed and aligned with learning, collaboration and instruction to promote conceptual understanding and knowledge building. This study also has pedagogical implications for how computer-supported knowledge building inquiry can be designed in the context of 21st century Chinese tertiary classrooms. DOI: 10.5353/th_b5185946 Subjects: Group work in education
Book Synopsis Promoting Spontaneous Use of Learning and Reasoning Strategies by : Emmanuel Manalo
Download or read book Promoting Spontaneous Use of Learning and Reasoning Strategies written by Emmanuel Manalo and published by Routledge. This book was released on 2017-10-03 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, scholars from around the world develop viable answers to the question of how it may be possible to promote students’ spontaneity in the use of learning and reasoning strategies. They combine their expertise to put forward new theories and models for understanding the underlying mechanisms; provide details of new research to address pertinent questions and problems; and describe classroom practices that have proven successful in promoting spontaneous strategy use. This book is a must for educators and researchers who truly care that schooling should cultivate learning and reasoning strategies in students that would prepare and serve them for life. A seminal resource, this book will address the basic problem that many educators are well acquainted with: that students can learn how to effectively use learning and reasoning strategies but not use them of their own volition or in settings other than the one in which they learned the strategies.
Download or read book Deep Learning written by Michael Fullan and published by Corwin Press. This book was released on 2017-11-06 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: New Pedagogies for Deep Learning (NDPL) provides a comprehensive strategy for systemwide transformation. Using the 6 competencies of NDPL and a wealth of vivid examples, Fullan re-defines and re-examines what deep learning is and identifies the practical strategies for revolutionizing learning and leadership.
Book Synopsis Teach, Reflect, Learn by : Pete Hall
Download or read book Teach, Reflect, Learn written by Pete Hall and published by ASCD. This book was released on 2015-04-15 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: “It’s not the doing that matters; it’s the thinking about the doing,” said John Dewey. As a teacher, you work hard to make a positive difference in the lives of your students. But this kind of progress doesn’t happen overnight, and it doesn’t happen accidentally. It’s the result of intentionality, planning, effort . . . and thought. The difference between learning a skill and being able to implement it effectively resides in your capacity to engage in deep, continuous thought about that skill. In other words, recognizing why you do something is often more important than knowing how to do it. To help you deepen your thinking and reflect on your capacity as an educator, Pete Hall and Alisa Simeral return to the Continuum of Self-Reflection, which they introduced to coaches and administrators in their best-selling Building Teachers’ Capacity for Success, and redesign its implementation so you can take charge of your own professional growth. In these pages, you’ll find tools specifically made to enhance self-reflection on professional practice, including the Continuum of Self-Reflection and the Reflective Cycle. You’ll be able to assess your current self-reflective tendencies, identify opportunities to reflect on your instruction, and begin to forge a path toward continuous growth and educational excellence.
Book Synopsis International Conference on Humanity and Social Science, (ICHSS2014) by :
Download or read book International Conference on Humanity and Social Science, (ICHSS2014) written by and published by DEStech Publications, Inc. This book was released on 2014-07-15 with total page 435 pages. Available in PDF, EPUB and Kindle. Book excerpt: The conference will be held in Guangzhou, China during June 29-30, 2014. The aim objective of ichss2014 is to present the latest research and results of scientists related to Humanity and Social Science topics. This conference provides opportunities for the different areas delegates to exchange new ideas and application experiences face to face, to establish business or research relations and to find global partners for future collaboration. We hope that the conference results constituted significant contribution to the knowledge in these up to date scientific field. ichss2014 is supposed to be the largest technical event on Humanity and Social Science in Guangzhou in 2014. The focus of the conference is to establish an effective platform for institutions and industries to share ideas and to present the works of scientists, engineers, educators and students from all over the world. The organizing committee of conference is pleased to invite prospective authors to submit their original manuscripts to ichss2014. As preparation for ICSS2014, hundreds of contributions were received and reviewed. Most of these contributions have brought us a new possible solution to our problems; some of them can even be called as a breakthrough. All these researches have been included in this book. I believe it will be of great value to your future study.
Book Synopsis Knowledge Building and Regulation in Computer-Supported Collaborative Learning by : Lanqin Zheng
Download or read book Knowledge Building and Regulation in Computer-Supported Collaborative Learning written by Lanqin Zheng and published by Springer. This book was released on 2016-10-14 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book proposes and validates an information flow approach to analyzing knowledge co-construction and predicting group performance in the context of collaborative learning. In addition, it highlights the importance of socially shared regulation in collaborative learning, and illustrates in detail how it can be analyzed and promoted. The book investigates several innovative examples, including: Methodological approaches to studying and analyzing knowledge building and regulation in collaborative learning; Social software tools for capturing the dynamics of knowledge building and regulation in collaborative learning; Collective regulatory mechanisms to scaffold socially shared regulation in real-life collaborative learning; and Scripts and interventions to facilitate effective and productive collaborative learning on the basis of several case studies. The original methodological contributions to the analysis of knowledge building and scaffolding socially shared regulation make this an essential read for anyone interested in collaborative learning. This book will also be of interest to a wide audience of researchers, teachers, and students in the field of collaborative learning, as well as the rapidly growing community of people investigating how collaborative learning can be effectively used in education.
Book Synopsis Review Manual for the Certified Healthcare Simulation Educator Exam by : Linda Wilson
Download or read book Review Manual for the Certified Healthcare Simulation Educator Exam written by Linda Wilson and published by Springer Publishing Company. This book was released on 2014-10-28 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: Print+CourseSmart
Book Synopsis Reflective Assessment in Knowledge Building Using the Knowledge Connections Analyzer by : Yuqin Yang
Download or read book Reflective Assessment in Knowledge Building Using the Knowledge Connections Analyzer written by Yuqin Yang and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 279 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Reflective Assessment in Knowledge Building Using the Knowledge Connections Analyzer" by Yuqin, Yang, 楊玉芹, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This dissertation investigated the design, process and effects of reflective assessment of students' knowledge building, using the Knowledge Connections Analyzer (KCA) for Knowledge Forum(R) (van Aalst et al., 2012). The dissertation is a dissertation by articles, comprised of four studies. Study 1 is a systematic review of the literature on formative assessment interventions in technology-enhanced environments in K-14 education; 39 studies that satisfied the search criteria were analyzed. The findings indicate that assessment interventions with three orientations-continuous formative assessment, embedded formative assessment, and reflective assessment-have been be used to scaffold students' learning, and that the most effective assessment designs provide students with agency, and help students to actively learn both disciplinary ideas and reasoning, and metacognitive skills. This review positions the current dissertation within a broader theoretical framework and informs the choices that were made when investigating classroom designs. Study 2 examined nine recent Knowledge Forum databases to understand the state of students' online discourse, and to identify the challenges in knowledge building that may be addressed by reflective assessment using the KCA. This study found that students contributed many notes and they were seemingly interactive; however, the practices of collaboration, of synthesis and rise-above notes, and of analyzing conceptual progress of ideas were not well-developed in many databases. Study 3 is a case study that investigated whether and how students with low achievement can benefit from reflective assessment using the KCA in knowledge building. Participants were a class of 20 Grade 11 students taking a visual art course from an experienced teacher. Analysis of students' online discourse indicated that students were able to take responsibility for advancing collective knowledge. Analysis of qualitative data indicated that reflective assessment may have helped students focus on goals of knowledge building. However, due to the lack of collaborative reflection on the KCA data and the framing of data-driven discourse improvement as collective responsibility, some students continued to experience difficulties such as focusing on their own performance rather than that of the whole community. Study 4 is a more ethnographic case study and aimed to address the problems identified in Study 3 by implementing a design in which use of the KCA was integrated with other aspects of a pedagogical design for knowledge building. The design had several components, including (a) establishing a collaborative culture and norms; (b) periodic tasks promoting development of cognitive and metacognitive skills; (c) regular and opportunistic use of knowledge-building talks promoting collaborative reflection and thoughtful use of the KCA; and (d) framing the datadriven discourse improvement from a community perspective. 37 students with low achievement from a 9th-grade Visual Arts course participated in the study. Analysis of students' online discourse showed that students in this class were able to advance the community's discourse. Analysis of classroom events indicated that the pedagogical design may have influenced the improvement of ideas on Knowledge Forum. The dissertation's findings have important implications for the design of technologyrich enviro
Book Synopsis A Local Assessment Toolkit to Promote Deeper Learning by : Karin Hess
Download or read book A Local Assessment Toolkit to Promote Deeper Learning written by Karin Hess and published by Corwin Press. This book was released on 2018-02-28 with total page 528 pages. Available in PDF, EPUB and Kindle. Book excerpt: Build assessments you can really use | Unlock the how, when, what, and why Watch your system become greater than its parts by building local capacity through common language and deeper knowledge of assessment components. For years, educators have turned to the Hess Cognitive Rigor Matrices (CRM). Now for the first time, the modules are packaged into one resource to help you evaluate the quality and premise of your current assessment system. Designed as a professional development guide for long-term use by school leaders, five content-rich, topic-based modules: Offer field-tested, teacher-friendly strategies for local school test development Can be used for individual or professional development opportunities Allow for sequential or non-sequential use
Book Synopsis Science Education in East Asia by : Myint Swe Khine
Download or read book Science Education in East Asia written by Myint Swe Khine and published by Springer. This book was released on 2015-09-03 with total page 624 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents innovations in teaching and learning science, novel approaches to science curriculum, cultural and contextual factors in promoting science education and improving the standard and achievement of students in East Asian countries. The authors in this book discuss education reform and science curriculum changes and promotion of science and STEM education, parental roles and involvement in children's education, teacher preparation and professional development and research in science education in the context of international benchmarking tests to measure the knowledge of mathematics and science such as the Trends in Mathematics and Science Study (TIMSS) and achievement in science, mathematics and reading like Programme for International Student Assessment (PISA). Among the high achieving countries, the performance of the students in East Asian countries such as Singapore, Taiwan, Korea, Japan, Hong Kong and China (Shanghai) are notable. This book investigates the reasons why students from East Asian countries consistently claim the top places in each and every cycle of those study. It brings together prominent science educators and researchers from East Asia to share their experience and findings, reflection and vision on emerging trends, pedagogical innovations and research-informed practices in science education in the region. It provides insights into effective educational strategies and development of science education to international readers.
Book Synopsis Fuzzy Systems and Data Mining IX by : A.J. Tallón-Ballesteros
Download or read book Fuzzy Systems and Data Mining IX written by A.J. Tallón-Ballesteros and published by IOS Press. This book was released on 2023-12-19 with total page 980 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fuzzy systems and data mining are indispensible aspects of the digital technology on which we now all depend. Fuzzy logic is intrinsic to applications in the electrical, chemical and engineering industries, and also in the fields of management and environmental issues. Data mining is indispensible in dealing with big data, massive data, and scalable, parallel and distributed algorithms. This book presents the proceedings of FSDM 2023, the 9th International Conference on Fuzzy Systems and Data Mining, held from 10-13 November 2023 as a hybrid event, with some participants attending in Chongqing, China, and others online. The conference focuses on four main areas: fuzzy theory, algorithms and systems; fuzzy application; data mining; and the interdisciplinary field of fuzzy logic and data mining, and provides a forum for experts, researchers, academics and representatives from industry to share the latest advances in the field of fuzzy sets and data mining. This year, topics from two special sessions on granular-ball computing and the application of generative AI, as well as machine learning and neural networks, were also covered. A total of 363 submissions were received, and after careful review by the members of the international program committee, 110 papers were accepted for presentation at the conference and publication here, representing an acceptance rate of just over 30%. Covering a comprehensive range of current research and developments in fuzzy logic and data mining, the book will be of interest to all those working in the field of data science.
Book Synopsis Readings for Reflective Teaching in Schools by : Andrew Pollard
Download or read book Readings for Reflective Teaching in Schools written by Andrew Pollard and published by Bloomsbury Publishing. This book was released on 2014-02-27 with total page 499 pages. Available in PDF, EPUB and Kindle. Book excerpt: Readings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, the book concisely introduces both classic and contemporary research and understanding on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education as well as a wide range of school–university partnership arrangements. Uniquely, two types of reading are provided: - summaries enabling easy access to evidence on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; - analyses of deeper forms of understanding about teaching and learning processes, to support the development of expertise throughout a teaching career. This collection of readings is edited by Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, with the advice of primary and secondary specialists from the University of Cambridge. Readings for Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Reflective Teaching in Schools focuses on how to achieve high-quality teaching and learning. By design, it offers both practical support for effective practice and routes towards deeper expertise. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.
Book Synopsis The International Handbook of Collaborative Learning by : Cindy E. Hmelo-Silver
Download or read book The International Handbook of Collaborative Learning written by Cindy E. Hmelo-Silver and published by Routledge. This book was released on 2013 with total page 530 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields. This book aims to integrate this theory and research and to forward our understanding of collaborative learning and its instructional applications.
Book Synopsis Certified Healthcare Simulation Educator (CHSE®) Review by : Linda Wilson, PhD, RN, CPAN, CAPA, NPD-BC, CNE, CNEcl, CHSE, CHSE-A, FASPAN, ANEF, FAAN, FSSH
Download or read book Certified Healthcare Simulation Educator (CHSE®) Review written by Linda Wilson, PhD, RN, CPAN, CAPA, NPD-BC, CNE, CNEcl, CHSE, CHSE-A, FASPAN, ANEF, FAAN, FSSH and published by Springer Publishing Company. This book was released on 2023-07-19 with total page 493 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 3rd edition of Certified Healthcare Simulation Educator (CHSE®) Review is designed to help you prepare for the Society for Simulation in HealthcareTM (SSIH) certification exam. This comprehensive resource has been updated to closely reflect the latest exam blueprint and encompass current practices. Written by simulation and education experts, this book is organized in a user-friendly format and information is concise and easy-to-read. Chapters include teaching tips that explore key topics and evidence-based simulation practice boxes that include state-of-the-art evidence. Case studies are incorporated throughout to provide real-world application and promote critical thinking skills. Each chapter covers everything you need to know to pass the exam and includes end-of-chapter questions to check your knowledge. The review concludes with a full-length practice test to get you ready for exam day. With more than 350 practice questions, detailed review content and answer rationales, this study aid empowers you with the tools and materials to study your way and the confidence to pass the first time, guaranteed! Know that you're ready. Know that you'll pass with Springer Publishing Exam Prep. Key Features Reflects the latest SSIH exam blueprint Provides a comprehensive yet concise review of essential knowledge for the exam Offers teaching tips and evidence-based simulation practice boxes to reinforce key concepts Features case studies to promote critical thinking and situational decision-making Includes end-of-chapter Q&A and a full practice test with detailed rationales Boosts your confidence with a 100% pass guarantee For 70 years, it has been our greatest privilege to prepare busy nurses like you for professional certification and career success. Congratulations on qualifying to sit for the exam. Now let's get you ready to pass! CHSE® is a registered service mark of the Society for Simulation in HealthcareTM (SSIH). SSIHTM does not sponsor or endorse this resource, nor does it have a proprietary relationship with Springer Publishing.
