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PubMedDate not supplied

"Well, was it worth it?" The value of teletutorials for bachelor of nursing students.

The Deakin University Faculty of Nursing conducts a Bachelor of Nursing degree which is available via the distance education mode. The faculty has as its central focus the value of nursing practice and espouses a belief in students' active learning. This paper examines the use of teletutorials as a process for realising the philosophy of the faculty in relation to students' learning outcomes. Although expensive in terms of financial and human resources, teletutorials bridged the gap between the faculty's philosophical statements and students' perceptions and needs.

Education, Nursing, Baccalaureate↗
PubMed1986

Computer-assisted instruction in mixed dentition analysis.

A computer-assisted instruction (CAI) tutorial in the basics of mixed dentition analysis was developed and evaluated as a substitute for a one-hour lecture segment on the same topic. The instructional effectiveness of the program was evaluated using an experimental CAI-lecture group design. A posttest included in the final examination for the course served to compare learning outcomes of 24 students instructed via the computer with 28 students instructed by the traditional lecture method. The results of this investigation revealed that: the CAI group performed significantly better on the posttest than did the lecture group, there was no significant correlation between posttest scores and the time used to view the program for students in the computer groups, and student attitude toward the use of this CAI program was favorable.

Attitude↗
PubMed1987

Self-esteem in nurse anesthesia students: a national investigation.

The purpose of the study was to determine the self-esteem (SE) profile of nurse anesthesia students and identify education or biographic variables that influenced positive self-esteem. It was the assumption of the investigators that these variables, once described, could be used in curriculum planning and development to facilitate positive learning outcomes. A sample of 96 nurse anesthesia students, selected by random stratification, provided data by means of the Tennessee Self-concept Scale (TSCS) and an investigator-devised questionnaire. Correlation coefficients and analysis of variance were run on score subscales of the TSCS grouped according to nine education and biographic variables. Sample TSCS profiles were found comparable to control groups. Students reporting high grade point averages (GPAs) and married students demonstrated higher SE profiles than other groups. Gender, degree of physician mentorship, time in training, degree levels of generic nursing or anesthesia education, years of critical care experience, or anesthesia program base did not significantly influence SE measures.

Achievement↗
PubMed1986

Health education: a tool for preventive care in allied health.

The public recognition that health care can be preventive as well as treatment oriented provides new opportunities for allied health professionals to expand their traditional patient education roles. Primary prevention requires a broad understanding and application of health education approaches. This article describes health education, the competencies it requires, and the conditions that facilitate successful learning outcomes.

Allied Health Personnel↗
PubMed1982

Communicating morphological concepts in health sciences.

A program in Health Sciences Education at McMaster University, centered on the undergraduate M.D. program in particular, has changed the educational methodology used in teaching and learning to a different approach than the traditional method. The emphasis on individualized instruction in the morphological disciplines has resulted in the need to develop new facilities. One-hundred modules or units have been produced for self-study in the Department of Anatomy. Audiovisual personnel, illustrators, and laboratory technicians have worked in collaboration with subject experts on the development of these devices; they have shown the value of utilizing different learning modalities to achieve efficient learning outcomes.

Anatomy↗
PubMedDate not supplied

Rationale behind criterion-referenced clinical evaluation tools (a look at the ASRT recommendations).

Predicting and assessing learning outcomes through the use of behavioral objectives is increasing in programs of radiologic technology. The American Society of Radiologic Technologists has made available an instrument for evaluating student clinical performance and by examining the assumptions underlying this instrument we may better understand the theoretical basis upon which criterion-referenced evaluations are founded.

Clinical Competence↗
PubMed1976

Continuing medical education in America.

Some of what may be perceived as today's failures in continuing medical education may have been caused by lack of sound educational principles in the medical education process. Others may be due to changing times and expanding knowledge. New methods need to be established which include education based on physician audit and self-assessment. Learning outcomes should be evaluated in order to assess physicians' abilities to render better patient care. The formal graduate educational program is seen as the base for the new method of delivery of continuing medical education. The residency has the ability to evaluate advances in medicine and distill them for the practicing clinician. It may also assist him with office systems which will enable him to monitor his practice and needs. Linkages with residency programs will benefit the practitioner and resident alike. In the future, other community facilities may be needed to handle problem-centered continuing medical education.

Curriculum↗
PubMedDate not supplied

An innovative preceptor program for intravenous home care nursing.

The demands of intravenous home care nursing require a comprehensive orientation of newly hired staff. This article describes a model preceptor development program to promote collaboration in the orientation experience. Nurses are selected by their managers to attend a 3-day training program. An evaluation questionnaire is given to participants at the end of the program. Results indicate that at the conclusion of the program, the attendees feel prepared to assess learning needs, to plan instructional activities, and to evaluate learning outcomes of their future preceptees. This program can easily be adapted for use by other home care agencies providing IV nursing.

Adult↗
PubMed1993

Professional development through distance learning. The Professional Nurse Accredited Learning Scheme.

1. Professional Nurse Accredited Learning Scheme enables nurses to achieve CATS points towards a diploma in higher education. 2. The scheme also helps nurses fulfil their PREP requirements. 3. Each module in the scheme is presented in four parts over four months. 4. Modules are based on specific learning outcomes, tested through a two-part written assessment. 5. Nurses can undertake only part one of the assessment and gain 7.5 level 2 credits, both parts of the assessment and gain 15 level 2 credits, or they can choose not to be assessed and receive no academic credits.

Accreditation↗
PubMedDate not supplied

[Development and use of a questionnaire for evaluating teacher continuing education on the sex abuse topic].

The authors constructed a questionnaire to evaluate a ten-day-training curriculum for educators concerning the topic of sexual abuse of children. This questionnaire measures learning outcomes as well as behavioral change at work. It consists of three parts: a knowledge test, an attitude questionnaire and a self-report questionnaire. The contents correspond to the training goals. As part of the evaluation study the questionnaire was completed by a sample of 129 educators. The inspection of item-difficulty and reliability yielded positive results-further amelioration can be achieved by minor changes. First analyses confirm the hypothesis that the self-report questionnaire is also a valid instrument for training evaluation. The questionnaire was highly accepted by the trainees, and the costs of evaluation were relatively low. Thus the questionnaire can be recommended as an evaluation instrument for trainings with similar goals and trainees.

Adolescent↗
PubMed2007

Experience-based learning: a model linking the processes and outcomes of medical students' workplace learning.

OBJECTIVE: To develop a model linking the processes and outcomes of workplace learning. METHODS: We synthesised a model from grounded theory analysis of group discussions before and after experimental strengthening of medical students' workplace learning. The research was conducted within a problem-based clinical curriculum with little early workplace experience, involving 24 junior and 12 senior medical students. RESULTS: To reach their ultimate goal of helping patients, medical students must develop 2 qualities. One is practical competence; the other is a state of mind that includes confidence, motivation and a sense of professional identity. These 2 qualities reinforce one another. The core process of clinical workplace learning involves 'participation in practice', which evolves along a spectrum from passive observation to performance. Practitioners help students participate by being both supportive and challenging. The presentation of clear learning objectives and continuous periods of attachment that are as personal to the student(s) and practitioner(s) as possible promote workplace learning. CONCLUSIONS: The core condition for clinical workplace learning is 'supported participation', the various outcomes of which are mutually reinforcing and also reinforce students' ability to participate in further practice. This synthesis has 2 important implications for contemporary medical education: any reduction in medical students' participation in clinical practice that results from the patient safety agenda and expanded numbers of medical students is likely to have an adverse effect on learning, and the construct of 'self-directed learning', which our respondents too often found synonymous with 'lack of support', should be applied with very great caution to medical students' learning in clinical workplaces.

Attitude of Health Personnel↗
PubMed2003

Lesions of nucleus accumbens disrupt learning about aversive outcomes.

Nucleus accumbens (NAcc) is critical for encoding and using information regarding the learned significance of cues predictive of reward. However, its role in processing information about cues predictive of aversive outcomes is less well studied. Here, we examined the effects of NAcc lesions in an odor-guided discrimination task in which rats use odor cues predictive of either appetitive or aversive outcomes to guide responding. Rats with sham or neurotoxic lesions of NAcc were trained on a series of two-odor discrimination problems. Performance on each problem was assessed by monitoring accuracy of choice behavior and by measuring latency to respond for fluid reinforcement after odor sampling. After acquisition of four problems, rats were trained on serial reversals of the final problem. Rats with NAcc lesions exhibited normal choice performance relative to controls on both acquisition and reversal of the discrimination problems (indeed, lesioned rats exhibited a mild facilitation on the first discrimination problem). Despite normal choice performance, however, lesioned rats failed to show normal changes in response latency during discrimination learning, particularly on trials involving the aversive outcome. These findings are consistent with a deficit in processing cue-outcome associations. These results are compared with those obtained from studies of basolateral amygdala and orbitofrontal cortex lesions in this task and suggest that NAcc integrates the motivational value of both appetitive and aversive cues to bias or modulate the vigor of subsequent responding.

Animals↗
PubMed2002

Self-directed learning: looking at outcomes with medical students.

BACKGROUND AND OBJECTIVES: Self-directed learning (SDL) skills are thought to be associated with lifelong learning. This study assessed the degree of readiness for SDL in third-year medical students who participated in a problem-based learning (PBL) curriculum during thefirst 2 years of medical school. METHODS: A total of 182 third-year medical students at the University of Texas Medical Branch at Galveston were given the Self-directed Learning Readiness Scale (SDLRS). RESULTS: The observed mean (235.81 [range 183-284]) for the combined group was significantly higher than the mean reported for general adult learners (214), though slightly lower than scores reported in studies of other medical students and professionals. Ratings of students by clinical preceptors correlated with SDLRS scores. CONCLUSIONS: Students in our integrated medical curriculum had scores on the SDLRS that correlated with clinical performance and probably represented a readiness for SDL.

Adult↗
PubMed1998

Targeted studies as a learning tool in outcomes assessment.

Authors discuss the need for increased analytical skills in the current medical environment and suggest a method which combines the use of targeted studies and Internet communication as part of graduate medical education. Advantages of such a program include involvement of the private sector in clinical outcome studies, improvements in the design of clinical studies and publications and the early development of skills in interpreting and evaluating literature. A further goal would be the development of an understanding of the principles underlying, to the extent that it is possible, unbiased assessment of one's own clinical practices.

Cerebrospinal Fluid Shunts↗
PubMed2000

Outcomes of the Learn, Share & Live breast cancer education program for older urban women.

OBJECTIVES: This study assessed whether the Learn, Share & Live breast cancer education program resulted in favorable, replicable, and sustainable outcomes. METHODS: The program was implemented at index (year 1) and replication (year 2) sites. Baseline interviews (year 1; n = 240) and 2 follow-up telephone interviews (years 2 and 3; n = 337 and 323) were used to assess postintervention changes. RESULTS: From baseline to year 2, mammography adherence and stage of adoption improved at the index site relative to the replication site. Knowledge scores and percentages of respondents reporting that a friend had spoken with them about mammography improved significantly. Improvements were sustained through year 3 (2 years postintervention). In year 3, replication participants showed improvements in regard to knowledge and perceived mammography benefits, and there was a trend toward increased adherence. Site differences in postintervention adherence may have stemmed from respective choices of follow-up activities. CONCLUSIONS: The study outcomes affirm the impact of Learn, Share & Live, indicating a replicated and sustained program effect. Future studies should continue longer follow-up and explore the importance of providing mammography opportunities along with education.

Aged↗
PubMed2003

Learning styles and academic outcome: the validity and utility of Vermunt's Inventory of Learning Styles in a British higher education setting.

BACKGROUND: Vermunt's (1994) Inventory of Learning Styles (ILS) integrates four components of learning: processing strategies, regulation strategies, mental models of learning and learning orientations. Using explanatory factor analysis, Vermunt (1998) identified four different learning styles, meaning-directed, reproduction-directed, application-directed and undirected, which displayed characteristic patterns of factor loadings across the four components of learning. AIMS: The aims of the current study were to test the generalisability of Vermunt's integrated model of learning with a sample of students from a British university and to establish whether different learning styles were associated with different academic outcomes. SAMPLE: A total of 273 students from a British university took part. METHODS: Confirmatory factor analysis was used to test Vermunt's four-factor model of learning styles and compare it with alternative models. Interrelationships between components of the ILS were examined in more detail using regression analyses. The relationship between learning style and academic outcome was also examined. RESULTS: Fit indices indicated that Vermunt's four-factor model of learning styles provided the best fit for the current sample. Path estimates associated with meaning-directed and reproduction-directed learning styles loaded across components as described by Vermunt but application-directed and undirected learning styles loaded mainly on conceptions and orientations components. Undirected learning style had a low negative association with academic performance, while the meaning-directed learning style had a low positive association with academic performance. CONCLUSIONS: Although the ILS did identify Vermunt's four learning styles, different learning environments influence the precise characteristics of each learning style.

Adult↗