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Biomedical subjects

H I Melland

Publications and source records attributed to H I Melland.

8 recordsLinked to original sources
PubMed1998

Classroom assessment: linking teaching and learning.

Formative evaluation can provide valuable data when evaluating student learning and the teaching strategies being used. Classroom assessment techniques as developed by Angelo and Cross are a type of formative assessment which involve ongoing assessment of student learning and assist faculty in selecting teaching techniques that are most effective in particular settings with specific groups of students. Classroom assessment techniques with applications to specific nursing education situations are included.

Education, Nursing↗
PubMed1995

Nurse educators and the demands of research.

The purpose of this research was to study perceptions of baccalaureate nursing faculty regarding the pressures to publish and conduct research. The research was a nonexperimental, correlational, retrospective study. One hundred baccalaureate nurse educators completed a questionnaire that assessed their beliefs regarding the pressure to publish and their preferences between teaching and research. The majority of participants reported the perception of high to intense pressure to publish, the belief that they could remain current in nursing without a major focus on research, and the belief that the increased emphasis on research diminishes the quality of classroom instruction. The majority of participants would select a teaching-only career track if they could still be promoted and achieve tenure. Recommendations included broadening the definition of research to include the teaching and application of research, and the implementation of two career tracks with promotion and tenure opportunities.

Analysis of Variance↗
PubMedDate not supplied

Great researcher ... good teacher?

The purpose of this study was to investigate the relationship between the research productivity and teaching effectiveness of baccalaureate nurse educators. This was a nonexperimental, correlational, retrospective study. Sixty baccalaureate nurse educators completed a questionnaire that assessed their research productivity and administered a teaching effectiveness questionnaire to all students in their classes in a given week. No relationship of significance was found between faculty research productivity and teaching effectiveness. Faculty at research institutions were found to be significantly higher research producers than faculty at either comprehensive or liberal arts institutions. No significant difference was found in the teaching effectiveness between faculty employed at research, comprehensive, or liberal arts institutions. Recommendations included (1) broadening the definition of research to include the scholarship of integration, discovery, application, and teaching; (2) implementation of two career tracks for faculty in higher education, with different reward structures for each; and (3) allowing the academic department as opposed to individual faculty to be the basic unit of evaluation.

Analysis of Variance↗
PubMedDate not supplied

Teaching portfolios for faculty evaluation.

Teaching portfolios are stimulating much discussion as more comprehensive approaches to evaluating teaching are sought. Portfolios can be used effectively for both formative and summative evaluative purposes. The content of a portfolio may vary greatly, but commonly includes material that reflects student learning, evaluative materials, and a personal statement on the faculty's philosophy of education. Professional growth often accompanies developing a personal teaching portfolio.

Career Mobility↗
PubMedDate not supplied

Using small-group instructional diagnosis and collaborative conflict resolution to facilitate course changes.

Small-group instructional diagnosis and collaborative conflict resolution are techniques that were successfully employed when course changes aimed at enhancing an undergraduate nursing leadership and management course with cultural diversity perspectives caused conflict among students and faculty. In this article these skills are described in relation to a specific situation; however, they both can have wide application. The small-group process can be conducted at midterm in any course, and conflict resolution techniques are applicable to most conflict situations, whether they occur in classrooms, with colleagues, or out of the workplace. Therefore, this article is intended for all faculty members who seek knowledge of formative classroom assessment techniques or help in managing conflict.

Adult↗
PubMedDate not supplied

Clinical evaluation of an automated turning bed.

PURPOSE: The purposes of this study were to assess client comfort and sleep quality, client physiologic response (skin and respiratory status), the effect on the need for caregiver assistance, and cost when using an automated turning bed. DESIGN: Nonexperimental, evaluative study. SAMPLE: Twenty-four adult home or long-term care resident subjects who had a degenerative disease, spinal cord injury, stroke, cerebral palsy, or back surgery. METHODS: Each subject agreed to use the automated turning bed for four weeks. Researchers completed a demographic survey and skin assessment, and assessed each subject for pressure ulcer risk and for the need of assistance of a care giver for turning before and after the four weeks of using the turning bed. Subjects rated the turning bed in terms of comfort and sleep quality. FINDINGS: Subjects rated the turning bed as more comfortable than their own bed and expressed satisfaction at the pain relief attained when on the turning bed. While using the turning bed, there was a significant improvement in sleep quality. No skin breakdown or deterioration in respiratory status occurred. Fewer subjects required the assistance of a caregiver for turning when on the turning bed. CONCLUSION: This automated turning bed shows great promise in meeting a need for patients with limited mobility whether they are homebound or in a residential community. IMPLICATIONS FOR NURSING RESEARCH: Future studies that further investigate use of the turning bed for postoperative back patients while still in the acute care setting are indicated. Replicative studies with a larger sample size are also indicated.

Adult↗
PubMedDate not supplied

Complementary therapies: introduction into a nursing curriculum.

With the increasing use of complementary therapies by the general population, nursing faculty are challenged to educate their students about these therapies. The authors designed a course to provide students with a broad overview of selected complementary therapies commonly used in the United States. In preparation for the course, the authors evaluated graduate nursing students' awareness, use, and practice patterns of complementary therapies in their rural state. A high percentage (82%) of those students thought it was important for healthcare professionals to understand complementary therapies. The course has been offered three times, once using an interactive video network and twice using a 5-day workshop format.

Attitude of Health Personnel↗