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Results for “skill learning”

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PubMed1983

Developmental guidelines for children with myelodysplasia.

A new inventory of 166 milestones and developmental tasks was designed and given to parents of 173 children with myelodysplasia to use over a 2 1/2-year period to record their children's development. The inventory included items in the categories of self-help (including independent toileting), personal-social development, and gross motor development. The children were placed in one of four subgroups according to their level of paralysis. For each motor-level group, the percentage of those performing each item at various ages was calculated. The ages of routine performance of selected self-help and personal-social items are reported for 20, 50, and 80 percent achievement for the children for whom the data were known. There was a tendency for the less paralyzed children to learn skills more quickly than their more paralyzed peers. However, the wide age ranges within groups for learning individual skills indicate that factors other than the level of paralysis affect the rate of development, and these factors need to be identified. The data provided represent a reasonable estimate of when children with varying degrees of paralysis can first be expected to perform developmental tasks. The tables can be used to establish learning objectives and programs so that more children with myelodysplasia can learn independence at an earlier age.

Activities of Daily Living↗

PubMed2004

Learning intimate examination skills. An ethical challenge.

Learning how to perform intimate examinations poses ethical challenges for those needing to develop clinical competence and for those responsible for the supervision of learners. Perioperative practitioners need to challenge unethical behaviour and promote ethical caring.

Consciousness Disorders↗

PubMed2004

Guidance hypothesis with verbal feedback in learning a palpation skill.

OBJECTIVE: To investigate whether a force application of a novel motor skill was simple or complex and to determine the appropriate level of feedback during training. The objective was to determine the effects of various amounts of knowledge of results (KR) on learning a novel skill that is frequently taught in chiropractic for the assessment of vertebral motor unit dysfunction. METHODS: Thirty-five active subjects were taught the novel skill of spring testing to a particular force range through 9 or 10 teaching sessions over a 2-week period (a school holiday limited some to only 9 sessions). To determine the particular force range, an initial phase of the study involved a licensed and practicing clinician performing motion palpation spring testing of the thoracic spine of a prone subject. The data from a total of 47 pushes throughout the thoracic spine were recorded, and the mean force and standard deviation were calculated. The second phase of the study used the obtained mean and standard deviation for teaching the force of prone thoracic spine motion palpation to 35 active subjects by administering spring testing to 35 passive subjects. The active subjects were randomly divided into 4 groups, with each receiving a varying amount of verbal feedback to move toward the target force of their learned skill. Each passive subject was laid prone on an instrumented adjusting table. Group 1 received the least amount of feedback while learning the novel skill. Groups 2 and 3 received more frequent, intermittent feedback while learning the skill, and group 4 received constant, frequent feedback during each of the 10 teaching sessions. All subjects returned within 2 weeks for 2 retention trials to determine the efficacy of the learned skill. RESULTS: The mean force determined was 143 N with a standard deviation of 14 N. Each subject was taught spring testing within this target range. The 2 final retention trials showed group 3 to have demonstrated the most targeted retention of the learned motor skill. These subjects exhibited the closest force range to the target for the motor skill learned and fewer changes in standard deviation compared with their acquisition trials and thus the highest retention. Group 4, receiving 100% feedback, demonstrated the most accurate spring testing during the acquisition trials, but the subjects did not effectively demonstrate when compared on acquisition and retention trials. CONCLUSION: The results of this study show data to be consistent with the guidance hypothesis in learning a novel motor skill. The constant KR feedback is beneficial for learning when used to reduce error during practice but detrimental when relied upon for retention and learning. These data suggest the necessity of using motor skill development learning theory in the teaching of chiropractic.

Adult↗

PubMedDate not supplied

Delegation: a critical skill for the orthopaedic nurse.

Delegation is a learned skill that is critical for the orthopaedic staff nurse today. The evolution of assistive personnel and the health care delivery system is introduced, along with who unlicensed assistive personnel are and distinctions between delegation and assignment. The scope of nursing practice is discussed in relation to nurse practice acts, standards, position statements, and evaluation of practice. Several models, including the nursing process, present criteria for delegation. Barriers to delegation involve characteristics of the staff nurse, issues of supervision, and reverse delegation. Benefits are noted that will encourage the orthopaedic nurse to delegate legally and effectively in an effort to work efficiently and to empower colleagues.

Humans↗

PubMed1983

Developing medical student competence in lifelong learning: the contract learning approach.

How contract learning may be used in the introduction to clinical medicine is described, with the goal to develop and enhance self-directed learning skills and attitudes of first- and second-year medical students. Essential tasks associated with successful self-directed learning are cited, and the contract method is described as a means for providing medical students with the opportunity to practice these tasks in the study of gerontology. The procedures followed in the implementation of the contract learning method are described, and its impact on both need and to continue learning about ageing and skills in directing independent learning projects are analysed and discussed. In addition, the implications of early preparation for doctor's lifelong learning are discussed.

Attitude of Health Personnel↗

PubMedDate not supplied

Mothers' perceptions of self-care in school-age children with diabetes.

PURPOSE: To describe mothers' perceptions of the diabetes-related self-care abilities and practices of their school-age children with Type 1 diabetes. STUDY DESIGN AND METHOD: Qualitative study using the naturalistic inquiry method. Mothers of school-age children with diabetes were interviewed by means of a semi-structured interview guide. The children were between the ages of 11 and 12 and had been diagnosed with diabetes for a minimum of 2 years. Twelve mothers were interviewed, generating 20 hours of qualitative data. RESULTS: Mothers reported that their children with diabetes had learned skills in a predictable sequence, were usually motivated by events in the here and now, and did not consistently perform all diabetes-related skills of which they were capable. Most of the children were becoming embarrassed about having diabetes. There were considerable gender differences in the children's self-care development. CLINICAL IMPLICATIONS: Nurses can use this study to help with anticipatory guidance for parents. It may be helpful for parents to know the sequence in which many children learn diabetes-related skills, and to learn that even though a child is capable of task performance, he or she may not necessarily be ready for the independent practice or daily execution of the skill. Encouraging parents to stay involved with their children's self-care practices past the early adolescent years may be effective in improving self-care practices, and helping children to identify reasons to meet the self-care demands associated with diabetes can be beneficial.

Adaptation, Psychological↗

PubMed1992

A comparative analysis of general case simulation instruction and naturalistic instruction.

Effects of naturalistic instruction and simulation instruction for the acquisition, generalization, and maintenance of housekeeping and janitorial work skills in young adults with moderate and severe mental retardation were assessed. The performance of the four participants (under the two methods of instruction for two job task sequences) was assessed using a multiple probe design across behaviors. Both the naturalistic and simulation instructional methods involved noninstructional probes, instruction sessions, generalization probes, and withdrawal of instruction. Results of noninstructional probes parallel to simulation instruction sessions indicated only a minimal improvement over initial (base-line) noninstructional probes. By contrast, noninstructional probes parallel to naturalistic instruction showed a marked improvement for all four participants with correct responding reaching or exceeding the 90% level. Naturalistic instruction was an effective means of producing skill acquisition, while generalization of the learned skill was marginal.

Adult↗

PubMed1994

Site coordinators: a critical component in providing quality nursing education at distance sites.

The Site Coordinator performs a critical role in the success of distance education in both continuing education and the RN/BSN program. As the local agent, the Site Coordinator is essential for the development of a relationship between the main campus and the distance site. These important people can ease, guide, support, and promote the ongoing development of self-directed learning skills--essential tools for professional lifelong learning.

Education, Nursing, Baccalaureate↗

PubMed1993

The changing role of volunteerism.

As the number of Americans who volunteer grows, the definition of "volunteer" is becoming more broad. In addition to the traditional volunteer opportunity, there are community service, student internship, and court-ordered service programs, all of which pose a set of complicated managerial questions for those charged with designing and running volunteer programs. Today, volunteers' motives may extend further than the simple desire to help their neighbor. For example, given the tough job market, some individuals are volunteering as a possible bridge to employment, and are eager to learn skills and gain experience that they might transfer to a new work setting. The growth in the number of volunteers is not without its down side, however. As governments have cut back on service programs, some responsibilities traditionally assumed by government are being shunted to volunteer organizations, an inappropriate solution. Although volunteer programs deserve support, governments cannot be let off the hook. Volunteers cannot and should not replace paid staff. There are a number of exciting and innovative approaches to recruiting, managing, and motivating volunteers. Some programs are responding to the new kinds of volunteers by restructuring the volunteer opportunity to make it more accessible to those who work from 9 to 5. Others are responding to the diversity of the communities they serve by seeking training in cultural sensitivity and recruiting volunteers from the community. Whatever the volunteer opportunity, the screening and placement interview is a crucial first step. It should be used to clarify expectations--of the volunteer and of the volunteer administrator. Once volunteers are on board, the key to managing and retaining volunteers is to recognize what motivates the individual volunteer--whether it is the desire to acquire job-related skills, to socialize, or simply to learn new things--and to provide the volunteer with these opportunities. Continuing education, training, and feedback are essential ingredients of any volunteer program. Another key to retaining volunteers is appropriate recognition. Although volunteers may appreciate the traditional pin or letter of thanks, volunteer administrators should explore other means of recognition that are tied in to the individual volunteer's motives for volunteering in the first place. Involving volunteers in the development and refinement of the volunteer program and considering their suggestions for improvements are important ways of keeping them involved and signaling recognition of their expertise and value.(ABSTRACT TRUNCATED AT 400 WORDS)

Acquired Immunodeficiency Syndrome↗

PubMed1976

Utilizing learning theory to promote effectiveness of instruction in preclinical operative dentistry.

In comparing two methods of instruction, one must be cautious about forming conclusions because of certain variables which can influence results. Such variables are differences in populations, in instructor effectiveness, and in availability of instructional aids. The comparison does, however, demonstrate differences between the two groups. The fact that the entire class taught by the modified course passed the proficiency examination after nine trials, compared to 12 for those from the traditional course, is not in itself significant. The impressive fact is that in the early trials the rate of students who qualified for clinical practice was nearly doubled in the learning theory group. This might imply that the learning theory group demonstrated a greater degree of problem-solving ability because of opportunities for discovery learning within the course. Since both classes were given the proficiency examination approximately two-and-a-half months after they had completed the preclinical course, it would seem that the learning theory design resulted in retention of the objectives of the course by a significant number of students. Consequently, it is the authors' opinion that the learning theory design provided a more effective method of instruction. Clinical operative dentistry consists of highly intricate procedures which for their successful completion require complex psychomotor responses in the operator. Therefore a program of instruction in operative dentistry must be highly effective. When such a program is organized, utilization of learning theory principles, especially those of skill learning, may aid in achieving this goal.

Dental Cavity Preparation↗

PubMed1982

[The sensory-integrative process and its influence on child development (author's transl)].

A child develops and learns skills by interacting with his environment. Play provides him with the sensory stimulation his brain needs in order to be able to allow him to respond in a meaningful way to these stimuli. Until the age of seven the brain is thus prepared for the challenges of the classroom. The neurologic problem in the child with a sensory integrative dysfunction prevents him from processing the sensations of his own play, so he cannot develop the adaptive responses that organize the brain and his actions. This child needs a specially designed environment in order to experience joy and satisfaction during his play, that allow him to learn higher skills and organize the brain functions. The purpose of this article is to clarify what sensory integration is and how it influences the child's development.

Attention Deficit Disorder with Hyperactivity↗

PubMed2001

[Cooperative medical care by physicians of general hospitals and psychiatrists of an alcoholism treatment unit in Mie Prefecture].

Clinical practice of psychiatric liaison with physicians is the first step for an early treatment of alcohol dependence. Screening patients with alcohol dependence in general hospitals, carrying out intervention, and referring them to psychiatric specialists are running smoothly by the cooperation of member of the Mie Association for the Study of Alcohol-related Diseases. This association is being conducted by managers constituted of doctors, nurses, and medical social workers and the meeting is held every 6 months at district general hospitals to achieve three objectives; 1) evoking a sense of responsibility for alcoholic patients in the mind of general hospital staffs, 2) developing a network for psychiatric liaison with physicians to care patients of their alcohol dependence, and 3) keeping up activities of the association. We have already held the regular meeting 12 times, and prepared pamphlets for screening alcohol misuse and for early intervention. A course for learning skills of early intervention in this summer won the favor of participants. Through case conference of alcoholism and full accounts of the experiences given by recovered patients or their families, meeting attendants know patients' distress, families' sorrow, and their delight brought by the recovery, and are motivated to assist patients with alcohol dependence. Thus, "Spirit to Spirit" is a keyword to develop a network of the cooperative medical care for supporting patients with alcohol dependence. Referral of alcoholic patients to psychiatrists and/or psychiatric liaison therapy is promoted by a reliable, faithful, and face to face relationship between physicians and psychiatrists. Physicians' learning the skill for early intervention in alcohol dependence is followed by an increase in referral of patients to psychiatrists, and which suggests the importance of providing teaching and training of medical care for alcohol dependence to medical staffs including doctors of emergency care units, orthopedics, obstetrics, and dentistry. Therefore, systematic tools for screening alcohol dependence in general practice, and for referring patients to psychiatrics after brief intervention are needed to be prepared under the leadership of a learned society. Popularizing the skill of brief intervention in general medical practice is also indispensable for advising alcoholic patients about changing their drinking pattern or abstinence.

Alcoholism↗

PubMed2006

Undergraduates' learning profile development: what is happening to the men?

Higher Education Institutions in the UK that offer programmes leading to professional registration with the Health Professions Council have been charged to provide the National Health Service with graduating autonomous professionals. Autonomous professionals are said to need: (a) self-directed learning skills and attributes; (b) a positive academic self-efficacy; (c) an internal academic locus of control and (d) a positive academic self-concept. The curricular influences on the development of these learning profile skills and attributes can be mapped overtime using batteries of self-rated inventories. In response to initiatives to widen access into Higher Education, increasing numbers of mature (aged 21 + years on admission) and male students are commencing undergraduate healthcare programmes. This study follows the learning profile changes of the mature, male physiotherapy students from two BSc (Hons) Physiotherapy cohorts and compares their development with that of their mature, female peers. Results suggest that the three-year undergraduate curriculum (validated 1997) had a negative effect on mature, male learning profile development. Most profile variables had fallen significantly overtime such that just prior to graduation the mature, male group was displaying a learning profile almost opposite to that suggested for an autonomous professional. The male group's cumulative assessment score was significantly lower than that for the mature, female group. The study explores the female dominance of the academic and clinical placement areas used to support undergraduate education, and considers the unintentional gender bias within elements of the curriculum and assessment design. Curricular adjustments made for the 2002 validated programme are discussed. With physiotherapy widening access initiatives striving to increase entry from non-traditional students (with mature and male students particularly targeted), this study suggests that the possible effects of curricular gender bias should not be overlooked.

Adult↗

PubMed1991

Naturalistic memory in learning-disabled and skilled readers.

Three experiments compared learning-disabled and skilled readers' performance on naturalistic memory measures, as well as investigated the relationship between memory performance on everyday and laboratory tasks. In Experiment 1, the laboratory task (sentence span task) and everyday memory measures were correlated moderately for both ability groups. Compared to skilled readers, disabled readers performed poorly on the sentence span task, and were less likely than skilled readers to remember information related to common objects and consequential events. Disabled readers were also less likely to rely on external prompts to help them recall everyday information. Experiment 2 extended the previous findings to older subjects and found that the majority of significant correlations between the laboratory (word span task) and everyday memory tasks were isolated to disabled readers. When compared to chronological-age-matched subjects, disabled readers were inferior in recency performance on the laboratory (word span) and natural serial recall (e.g., recall of U.S. presidents) tasks. Experiment 3 showed that under conditions that facilitate item accessibility, ability group differences in recall were comparable. Taken together, the findings indicate that disabled readers' memory deficits are pervasive across naturalistic and laboratory measures at the younger age, but these deficits diminish for older students. Further, the deficits that occur at the older age are due to problems in accessing knowledge.

Achievement↗

PubMed1993

Intact acquisition and long-term retention of mirror-tracing skill in Alzheimer's disease and in global amnesia.

The ability of patients with Alzheimer's disease (AD) or global amnesia (AMN) to acquire skill for tracing a pattern seen in mirror-reversed view and to retain that skill over 24-h intervals was examined. Both patient groups had poor recall and recognition of their mirror-tracing experience, but they acquired and retained mirror-tracing skill as well as normal control subjects. One AMN patient (H.M.) retained the skill over a year-long interval. Furthermore, the patients transferred their skill normally to an alternate pattern. These results indicate that the memory system underlying mirror-tracing skill learning is separable from medial-temporal structures compromised in AMN and AD and from neocortical areas compromised in AD. Brain regions relatively spared in early AD, such as the basal ganglia or cerebellum, may mediate critical aspects of the learning of novel sensorimotor associations that underlie skilled mirror tracing.

Aged↗

PubMed2006

Why American business demands twenty-first century learning: A company perspective.

Microsoft is an innovative corporation demonstrating the kind and caliber of job skills needed in the twenty-first century. It demonstrates its commitment to twenty-first century skills by holding its employees accountable to a set of core competencies, enabling the company to run effectively. The author explores how Microsoft's core competencies parallel the Partnership for 21st Century Skills learning frameworks. Both require advanced problem-solving skills and a passion for technology, both expect individuals to be able to work in teams, both look for a love of learning, and both call for the self-confidence to honestly self-evaluate. Microsoft also works to cultivate twenty-first century skills among future workers, investing in education to help prepare young people for competitive futures. As the need for digital literacy has become imperative, technology companies have taken the lead in facilitating technology training by partnering with schools and communities. Microsoft is playing a direct role in preparing students for what lies ahead in their careers. To further twenty-first century skills, or core competencies, among the nation's youth, Microsoft has established Partners in Learning, a program that helps education organizations build partnerships that leverage technology to improve teaching and learning. One Partners in Learning grantee is Global Kids, a nonprofit organization that trains students to design online games focused on global social issues resonating with civic and global competencies. As Microsoft believes the challenges of competing in today's economy and teaching today's students are substantial but not insurmountable, such partnerships and investments demonstrate Microsoft's belief in and commitment to twenty-first century skills.

Adolescent↗

PubMed2001

Motor learning of compatible and incompatible visuomotor maps.

Brain imaging studies demonstrate increasing activity in limb motor areas during early motor skill learning, consistent with functional reorganization occurring at the motor output level. Nevertheless, behavioral studies reveal that visually guided skills can also be learned with respect to target location or possibly eye movements. The current experiments examined motor learning under compatible and incompatible perceptual/motor conditions to identify brain areas involved in different perceptual-motor transformations. Subjects tracked a continuously moving target with a joystick-controlled cursor. The target moved in a repeating sequence embedded within random movements to block sequence awareness. Psychophysical studies of behavioral transfer from incompatible (joystick and cursor moving in opposite directions) to compatible tracking established that incompatible learning was occurring with respect to target location. Positron emission tomography (PET) functional imaging of compatible learning identified increasing activity throughout the precentral gyrus, maximal in the arm area. Incompatible learning also led to increasing activity in the precentral gyrus, maximal in the putative frontal eye fields. When the incompatible task was switched to a compatible response and the previously learned sequence was reintroduced, there was an increase in arm motor cortex. The results show that learning-related increases of brain activity are dynamic, with recruitment of multiple motor output areas, contingent on task demands. Visually guided motor sequences can be linked to either oculomotor or arm motor areas. Rather than identifying changes of motor output maps, the data from imaging experiments may better reflect modulation of inputs to multiple motor areas.

Adult↗

PubMed2005

Emergency medicine management of the geriatric patient: an educational program for medical students.

This article describes the experience of fourth-year medical students participating in a geriatric education program integrated into a 4-week emergency medicine student clerkship. Between July 2002 and April 2003, all students in this required clerkship participated in a geriatric educational program consisting of a small group discussion of medical and psychosocial issues of older adult emergency department (ED) patients. Students used learned skills to evaluate older adult ED patients for medical and psychosocial issues and later followed up with these patients by telephoning them at their homes or visiting them in the hospital. Students tracked their evaluations of the medical problems, functional abilities, and social supports of patients in the ED. Students also noted when their assessments resulted in the acquisition of new skills or knowledge and when their evaluation of geriatric syndromes resulted in a change of the patient care plan. Seventy-seven students evaluated 217 patients in the ED, of whom 167 (77%) received a follow-up visit or phone call. Students documented learning new skills while caring for 80 (48%) of the older adult patients. Qualitative survey responses from students indicated that students had increased understanding of the importance of assessing functional status and social supports and providing interdisciplinary care. Integrating geriatric education modules into existing emergency medicine clerkships is an effective method to expand the geriatric curriculum in medical schools and to emphasize the importance of geriatric assessment and syndromes in emergency care.

Adult↗