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Biomedical subjects

B J Paulanka

Publications and source records attributed to B J Paulanka.

7 recordsLinked to original sources
PubMed1986

A regression model to identify successful learner traits with CAI.

This descriptive study examined the personality traits and instructional time factors of successful and nonsuccessful students who utilized computer-assisted instruction (CAI) to learn psychopharmacological nursing. Data from this study support the contention that there is beginning evidence to imply that there are certain individual traits that can be utilized to predict successful learning with CAI. The stepwise multiple regression analysis utilized in this study identified 17 variables that contributed to successful learning. Specific academic, cognitive, demographic, and philosophical indicators emerged as the most consistent predictors of learning associated with these psychopharmacological lessons presented on the PLATO system. These results and others are explored in terms of their educational implications, and suggestions are made for future research that can be used to plan more effective and efficient use of computers in nursing education.

Computer-Assisted Instruction↗
PubMedDate not supplied

A statewide assessment of preferences of registered nurses desiring academic credit-bearing continuing education.

As needs, mandates, and interests for continuing education (CE) in nursing increase, institutions of higher learning have growing opportunities and responsibilities to respond. Planning educational programs necessitates assessment of nurses' needs to deliver offerings responsive to topic, delivery method, and scheduling preferences. This nonrandomized statewide telephone survey of 535 registered nurses describes the preferences of the large subgroup (n = 359) of nurses who stated a desire for academic credit while participating in CE programs. Preferences were further examined in relation to the nurses' eligibility for undergraduate or master's level offerings. Results include a number of specific preferences with implications for educational institutions to increase their creativity and flexibility in developing credit CE offerings, and to become more responsive to the needs of nurses in practice. Findings suggest that partnerships between institutions of higher education and health care may better meet the continuing education needs of nurses.

Choice Behavior↗
PubMedDate not supplied

Students' perceptions of learning and change in the psychiatric clinical setting.

In an attempt to augment our understanding of how students learn, we employed an open-ended questionnaire to elicit students' and pre- and post-experience thoughts and feelings about their psychiatric nursing clinical activities. The questionnaire also asked students to identify specific factors that helped bring about change in their initial thoughts and feelings. Analysis of these data revealed that students overwhelmingly identified clinical experience and self-awareness as the primary change-producing factors, and lecture/readings/assignments, teachers, and peers as secondary. We, therefore, must infer that it is at the experiential and cognitive level that learning is most likely to occur, and it would seem that the "raw" components (assignments, teachers, and peers) provide the stimulus for students to reorganize previous perceptions to integrate then with their newly acquired perceptions in the promotion of learning/change. This finding has implications for the role of the clinical instructor as she or he attempts to enhance the experiential learning process. The perceptions of the students in this study suggest that learning occurs primarily through experience and self-awareness within the context of a structured environment. The implication would seem to be that in the clinical setting the instructor needs to go beyond the didactic role of the traditional teacher to a more facilitative managerial role in the promotion of student learning. Whether or not the student perceives the clinical instructor as a central figure in the learning/change process is of minor importance. Of prime importance is that the instructor assumes the responsibilities inherent in this managerial role and creates an experiential milieu in which learning objectives can be more optimally fulfilled.

Awareness↗