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Biomedical subjects

M A Andrusyszyn

Publications and source records attributed to M A Andrusyszyn.

18 recordsLinked to original sources
PubMed2001

Nurse practitioner preferences for distance education methods related to learning style, course content, and achievement.

The relationships among multiple distance delivery methods, preferred learning style, content, and achievement was sought for primary care nurse practitioner students. A researcher-designed questionnaire was completed by 86 (71%) participants, while 6 engaged in follow-up interviews. The results of the study included: participants preferred learning by "considering the big picture"; "setting own learning plans"; and "focusing on concrete examples." Several positive associations were found: learning on own with learning by reading, and setting own learning plans; small group with learning through discussion; large group with learning new things through hearing and with having learning plans set by others. The most preferred method was print-based material and the least preferred method was audio tape. The most suited method for content included video teleconferencing for counseling, political action, and transcultural issues; and video tape for physical assessment. Convenience, self-direction, and timing of learning were more important than delivery method or learning style. Preferred order of learning was reading, discussing, observing, doing, and reflecting. Recommended considerations when designing distance courses include a mix of delivery methods, specific content, outcomes, learner characteristics, and state of technology.

Achievement↗
PubMed2000

Graduate education in nursing leadership through distance technologies: the Canada-Norway Nursing Connection.

The Canada-Norway Nursing Connection was a collaborative project designed to provide an international educational experience for graduate students in nursing via distance technology. Computer-conferencing and video-teleconferencing were used to address nursing leadership content through case studies. The same technologies were employed to develop the project. The processes of planning and implementing the international linkage are described. Agreement about goals, content, context for online discussion, delivery methods, academic expectations, language support, and logistics was essential. The media proved to be effective for students to gain understandings about nursing leadership, health care, and the forces influencing the nursing profession globally. Insights from the project provided a basis for the development of a model for interactive, international graduate education that will be of value to educators dedicated to helping students gain a global understanding of nursing and health care issues.

Canada↗
PubMed2000

Consortium approach for nurse practitioner education.

In 1995, a 10-university consortium approach to deliver a post-baccalaureate primary care nurse practitioner programme funded by the Ontario Ministry of Health was launched throughout Ontario, Canada. A combination of traditional and distance teaching methods, in English and French, were used. A 5-year research project was initiated to evaluate the entire programme, the effect of nurse practitioners on patient and health-care system outcomes and examine practice patterns. Participants included deans and directors (n = 10), regional co-ordinators (n = 5) and course developers, some of whom were also course professors (n = 8). This article is a report of the evaluation of the consortium programme after the first year from the perspective of groups involved in implementation and delivery. Results of qualitative analyses of participant perceptions from researcher-led focus groups and asynchronous electronic interviews provided the framework for the evaluation, and revealed the rationale for the consortium method, strengths, limitations and recommendations. Sharing ideas, resources and delivery and increased student access in remote areas were perceived as positive outcomes. Limitations included the short time period to develop programme content, identify and plan for distance education resources, and too little communication between universities and students. Researchers concluded that the consortium approach was effective for nurse practitioner education. Key factors identified for programme planning were communication, resources, curriculum and workload. Included among the recommendations was to allow sufficient time for role and course development before beginning a similar programme.

Attitude of Health Personnel↗
PubMed1998

The changing environment of community health practice and education: perceptions of staff nurses, administrators, and educators.

Historically, baccalaureate nursing programs in Canada have prepared graduates to practice in the community. Two recent trends-the move to prepare all registered nurses in degree programs and the changing climate in which community nursing is practiced-made it timely to explore the educational preparation required for community health practice. This article reports on one part of the study, i.e., on findings that explicate the nature of community health nursing practice in a western Canadian province, as it has changed during the past decade, as it is currently practiced, and as it is expected to develop in the future. What, in other words, is the nature of the community practice for which nursing students should be prepared? An action research design guided the study. Participants were recruited from all major urban, rural, and northern settings in which baccalaureate nurses practice throughout the province. The perspective of relevant people was considered important, i.e., nurses practicing in the community, administrators, and educators of future community nurses. One hundred eighteen (118) participants were interviewed in 27 focus groups. Data were tape recorded, transcribed, and analyzed for content. Among the themes identified were those that captured changes community health nurses experienced in their nursing practice. Nurses also described how they thought practice would evolve in the years to come. These themes are discussed within a primary health care framework in which nurses can be expected to play a more active role in shaping community health nursing practice.

Canada↗
PubMed1996

Knowledge, skills and experiences for community health nursing practice: the perceptions of community nurses, administrators and educators.

Nursing in Canada is committed to preparing all new graduates at the baccalaureate level for entry to nursing practice by the year 2000. This goal has major implications for community health nursing education and practice. Health care reform is also expected to move care out of the hospital and into the community. It was against this backdrop that the researchers mounted a study on the educational preparation needed for graduates to begin to practice community health nursing. In this paper, the knowledge, professional and personal skills, and experiences that graduates need to begin community practice are reported. The study was carried out within an action-research framework. All major groups of stakeholders involved in community health nursing throughout the study province were involved in the project. This included nurses and administrators from two public health agencies (provincial and municipal), home care nurses, home health nurses (i.e. non-governmental visiting nurses), community health centres, provincial health care and nursing consultants, and faculty from two universities. In addition to the generation of relevant research findings for use by the educational institutions, the study was initiated to set the stage for future and ongoing interactions between the researchers and community experts to implement the findings from the project. Data were collected from 118 participants by means of 27 focus groups of community nurses, administrators and educators. Interviews were tape-recorded, transcribed and analysed using latent content analysis and constant comparison techniques. Findings indicated that qualified nurses from university programmes need a wide range of knowledge, skills and experiences to begin to practice community health nursing. Detailed accounts of these requirements are outlined and the implications for practice and education put forward.

Attitude of Health Personnel↗
PubMed1993

Building on strengths through preceptorships.

Learning needs of registered nurses in post-RN degree programs vary from those of basic (generic) baccalaureate or diploma nursing students. Despite this awareness, there is a paucity of literature which addresses the utility of preceptorships with this group. This paper discusses various viewpoints regarding the preceptorship process experienced by one post-RN degree nursing program in Western Canada. Specifically, the paper describes how the process was used with the post-RN population and discusses outcomes from student, faculty and preceptor perspectives.

Education, Nursing, Baccalaureate↗
PubMed1993

Challenge for credit in Canadian university nursing programs.

This study describes the opportunities for advanced placement available to registered nurses who are entering Canadian university baccalaureate nursing programs, and the criteria used to decide whether courses may be challenged for credit. Of the 28 Canadian university schools of nursing, 25 (89%) agreed to participate in the study. Telephone interviews were conducted with representatives from each of the schools. All provided access to baccalaureate education for registered nurses and some form of recognition for their diploma. Formal or informal challenge opportunities were available in 48% of the schools. There was no consistency in criteria for challenge among the schools. Although respondents reported that challenge opportunities had merit, they questioned whether challenge was useful for measuring the advanced critical thinking skills required of baccalaureate nurses. Further research in this area is warranted.

Canada↗
PubMed1990

The effect of the lecture discussion teaching method with and without audio-visual augmentation on immediate and retention learning.

This study determined whether students taught using the lecture-discussion method augmented with audio-visuals would achieve a higher mean score on an immediate post-test and delayed retention test than students presented with a lecture-discussion without audio-visuals. A convenience sample of 52 students divided into two groups voluntarily participated in the quasi-experiment. Two teaching sessions averaging 90 minutes in length were taught by the researcher. Learning and retention were measured by a 10-item multiple choice test with content validity. Immediate learning was measured with a post-test administered immediately following each of the teaching sessions. Delayed learning was measured with a retention test administered 25.5 days following the teaching sessions. Group data was analysed using an independent one tailed t-test for mean scores. Students attending the lecture-discussion with audio-visual augmentation did not achieve significantly higher mean scores on the two tests than the non-augmented group (p less than or equal to 0.05). Analysis using a paired t-test revealed that the difference in scores between the post-test and retention test for the group without audio-visual augmentation was significant (t = 2.31; p less than 0.05). Delayed retention appears to have been influenced by the use of audio-visuals. Nurse educators need to consider ways in which the lecture-discussion may be enhanced to maximise student learning and retention.

Audiovisual Aids↗
PubMed1990

Faculty evaluation: a closer look at peer evaluation.

As long as there have been academic institutions, administrators, faculty, and students, there have been evaluations. Evaluation involves placing a value or making a judgement about some aspect(s) of performance. Evaluation in nursing education has been studied extensively with respect to nursing students' academic and clinical performance. However, it is only in the last 2 decades that the issue of faculty evaluation has gained increased attention. Trends in nursing education with respect to the development of the overall concept and sources of input for evaluation of the nurse educator are discussed in this paper. Specific attention is focused on the process of peer evaluation and a tool to facilitate the peer evaluation process is included.

Employee Performance Appraisal↗
PubMed1990

The case study approach of teaching decision-making to post-diploma nurses.

This paper discusses the value of using a case study approach to teaching decision-making in a post-diploma baccalaureate degree nursing program. Given specific cases, students analyse how decisions are derived and are encouraged to look at the processes used rather than only on the product generated. In this way, the perception that there is only one correct approach is downplayed while students explore several creative solutions to simple and complex nursing situations. The case study method draws on the students' experiential, intuitive, and knowledge bases through sharing and discussion, thereby enhancing comprehensive learning. A broader perspective of decision-making is fostered and integration of critical thinking skills is facilitated.

Decision Making↗
PubMed1989

Clinical evaluation of the affective domain.

The purpose of this article is to discuss issues contingent to clinical evaluation of the affective domain in nursing education. Review of current and classic literature reveals that various mechanisms proclaimed as useful in evaluating the affective domain have inherent strengths and limitations. A framework for analysis of affective behaviours is suggested. The concept of learning in the affective domain is extensively addressed and provides the basis for understanding the process of evaluating this domain. A brief discussion of the controversial issues surrounding concepts of 'evaluation' versus 'grading' precedes the analysis of objectives characteristic of a clinical evaluation tool currently being used in a school of nursing in Manitoba. Results of the analysis reveal that affective objectives may be suitable for grading purposes. Data such as this is significant for consideration by nurse educators when developing clinical evaluation tools to measure objectives specific to the affective domain.

Affect↗
PubMedDate not supplied

Perspective transformation: challenging the resocialization concept of degree-seeking registered nurses.

Registered nurses, who are already socialized into the profession, do not necessarily become 'resocialized' when they return for further education. They may, however, change or transform their perspective of nursing, nursing roles, and themselves. The authors argue that transformation of perspectives, rather than socialization, is a more appropriate framework for future research with this population of learners.

Education, Nursing, Baccalaureate↗
PubMedDate not supplied

Distance education: joining forces to meet the challenge.

This paper describes a unique initiative between Manitoba Health and Brandon University to meet the current challenge of distance education for community health nurses employed by Manitoba Health. In November 1988, a strategy paper was approved, allowing Manitoba Health to contract with Brandon University to facilitate access to university courses. Incentives to encourage Manitoba Health employees to take advantage of these courses included reimbursement for work time and travel and hotel costs to attend associated laboratory sessions provided at off-campus sites (distance education). These incentives provided employees with evidence of tangible support for continuing education. This pioneering venture between two complex organizations demonstrated commitment to further education as well as the ability to initiate a collaborative enterprise.

Certification↗
PubMedDate not supplied

Computer conferencing in graduate nursing education: perceptions of students and faculty.

The authors report the perceptions of students and faculty who participated in a computer conferenced (CC) graduate course in nursing. Ten graduate students and three faculty members completed a course evaluation form, which included items about learning, interaction, environment, technical support, and satisfaction with CC. Responses indicated the CC medium offered a creative and flexible alternative for learning. Course participants perceived benefits such as enriched learning, meaningful interactions, opportunities for reflection, satisfaction with the technology, and the convenience of learning from a distance. These results have implications for facilitating continuing education.

Attitude of Health Personnel↗