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At least 73 records · Page 4Linked to original sources

PubMed2003

Effects of clinical nutrition education and educator discipline on glycemic control outcomes in the Indian health service.

OBJECTIVE: We used the Indian Health Service (IHS) Diabetes Care and Outcomes Audit to assess the effectiveness of clinical nutrition education in reducing HbA(1c) levels and to test the relative effectiveness of clinical nutrition education when it was delivered by a registered dietitian (RD) compared with an educator from another discipline (non-RD). RESEARCH DESIGN AND METHODS: We examined clinical care data collected by the IHS Diabetes Care and Outcomes Audit of 7490 medical records during 2001. Glycemic control was assessed by using the difference between the two most recent HbA(1c) levels during 2001. Age, BMI, duration of diabetes, type of treatment, proteinuria, and facility were included as covariates. Clinical nutrition education was defined as documentation in the record of any diet instruction and educator discipline classified as RD or non-RD. ANCOVA methods were used to assess the effects of diet education and educator discipline on differences between the two HbA(1c) measurements and to adjust for differences in the distribution of covariates among the education groups. RESULTS: After adjustment for age, sex, type of treatment, duration of diabetes, BMI, initial HbA(1c) level, and clinical facility, clinical nutrition education and educator discipline were each associated with changes in HbA(1c) levels (P < 0.001). Those receiving clinical nutrition education from an RD or from an RD as well as a non-RD had the largest improvements in HbA(1c) levels (-0.26 and -0.32, respectively) compared with those receiving either only non-RD or no clinical nutrition education (-0.19 and -0.10, respectively). CONCLUSIONS: Clinical nutrition education in the IHS is associated with favorable trends in glycemic control. To be effective, clinical nutrition education should be delivered by an RD or a team that includes an RD.

Adult↗

PubMedDate not supplied

Higher education and health professions education: shared responsibilities in engaging societal issues and in developing the learned professional.

Higher education and, in turn, health professions education are being buffeted by a multiplicity of external and internal forces. Issues related to fiscal constraints, higher education's crisis of values and the teaching/research and educational outcomes dilemmas are explored. The increasing accountability of higher education by its public, including measures of institutional effectiveness exacerbate these forces. Health professions education programs and their parent universities and colleges must take better advantage of their respective resources and become united around central educational paradigms and outcomes. The ability of higher education and health professions education to engage and connect to societal issues is critical to the appropriate education of the student and to institutional survival. By interweaving the philosophy and culture of the university or college setting in the fabric of health professions education and particularly dental education, an environment could be created that results in a true learning institution. That is, one in which students and faculty learn together in all settings. The outcomes of such engagement are shared responsibilities and the creation of the learned professional, one who is connected to the world and is not trapped by parochial knowledge. Thus, the continuum of health professions education transcends technical and cognitive achievement but addresses core societal values as well. This paper then explores some of the factors impacting upon higher education and assesses their influence on the nation's health professions schools, and, specifically, colleges of dental medicine.

Education, Dental↗

PubMed1977

[Health education. Educational approach to change].

There is currently a widespread interest in health education and a need to better understand the bases of the educational approach to health problems. This paper examines therefore some concepts and methods underlying health education work. It is important that health education objectives are closely related to the effects of human behaviour (what people do for their health) on health outcomes. One can, for example, identify health behaviours which are consequential to health promotion, disease prevention and health care utilization. They provide a focus for educational interventions. Secondly, the strategy of health education is based on the assumption that health practices (or their underlying factors) are subject to change through educational and information methods. This health education is essentially a process of change through education and may involve a more general process of educating the public for health, or a more specific attempt at modifying particular health practices. Applying health education to health problems requires an understanding of the communication process and its components. A number of characteristics which may facilitate or hinder communication are discussed. Finally, health education is more than a services of unstructured influences on people's behaviour. It is a planned strategy involving several stages of change. Also, to be fully effective, health education interventions should be integrated in health programmes and services together with other public health mesures.

Adolescent↗

PubMed2005

A distance education in undergraduate dietetic education.

Distance education is an exploding phenomenon that allows people to pursue higher education on their own time, at a pace that meets their needs, in locations where there are no colleges and universities, or where there is not a desired program of study. This study examined the use of distance education in undergraduate dietetic education programs and the opportunities for obtaining an undergraduate degree in dietetics solely via distance education. A survey was sent to all directors (n = 279) of undergraduate programs accredited/approved by the Commission on Accreditation for Dietetics Education to determine the current status and projected future use of distance education in their institutions' on-campus programs. The survey had a 54% response rate. Approximately 32% (n = 150) of undergraduate dietetics programs offer distance education courses in some format. Institutions that offer nondietetics distance education courses were more likely to offer dietetics distance education courses. The most common distance education format utilized in dietetics was 100% Internet courses (48%). The most common distance education dietetics course offered was a basic or introductory nutrition course (31%). From the data of courses offered, or permitted to be transferred, it would not be possible for a student to complete an undergraduate degree in dietetics solely via distance education methodologies at the time this study was conducted.

Education, Distance↗

PubMedDate not supplied

[The scope of educational strategy in teaching education of visiting professors].

INTRODUCTION: Professors of Medicine usually lack teaching education apart from their speciality. This kind of education and the development of researchers in education are now a priority. OBJECTIVE: To evaluate the scope of the visit of professors in the development of aptitude for critical reading of reports on educational research and educational texts in a teaching-education program. MATERIALS AND METHODS: An educational strategy was implemented to promote the development of a stance on education and on aptitudes for criticism of educational texts and research reports, which were assessed by means of previously validated instruments. A group of 10 professors was studied. RESULTS: After the course, all the participants increased their scores. A p = 0.005 value was obtained with the Wilcoxon test in the three instruments applied. All the participants showed a stance on education in the retest. CONCLUSIONS: The educational strategy modified and increased the professors' stance on education. The results showed a significant change of stance for critical reading. Even though they are incipient, these results should be encouraged through continuing formation of teaching education.

Attitude↗

PubMed1998

Nursing education in Sweden: development from vocational training to higher level education.

Recent decades have seen several changes within Swedish nursing education. The length of Swedish nursing education was previously 2 years; today, however, it has been adapted to the rules laid down by the European Union, which means that it covers 3 years. Swedish nursing education was raised to university college level as early as 1977; however, it is only in recent years that the education can be said to meet the requirements placed on it. The requirement that the education should be scientifically based entails that the teaching staff should include teachers not only with nursing experience but also with a doctor's degree in nursing. The county councils are the authorities responsible for nursing education with the exception of three university colleges of nursing education which are independent. During the past year, however, seven nursing programmes have gone over to State control, and several more are discussing co-operation. A central evaluation made of Swedish university colleges of nursing education shows that 10 colleges provided education which could not be considered to correspond to the required level of higher education. No university college of nursing education has yet been accorded the right to provide education for the bachelor's degree. The future of the Swedish nurse is uncertain due to a large extent to the reorganization that has taken place within the health services.

Education, Nursing, Baccalaureate↗

PubMedDate not supplied

The continuing education needs of diabetes nurse educators.

The major caveat regarding this study is the low return rate. We suspect that this is due to the extensive nature of this lengthy questionnaire. A shorter questionnaire sent at the same time to another sample drawn from the same population produced a return rate higher than 50%. However, some benefits were derived from the study. The first is the extensive set of data obtained about both the continuing education needs and the practice patterns of this sample of diabetes nurse educators. (A longer report that includes information about how the nurses spend their time, the types of diabetes education they provide, and the size and scope of the diabetes patient education programs at their institution is available from the first author.) Second, it is reasonable to assume that the nurse educators who took the time to complete this lengthy questionnaire about their continuing education needs and practices are thoughtful consumers of continuing education. Their needs and preferences should be of concern to the individuals and organizations that provide continuing education to diabetes nurse educators. In summary, the nurses in this sample are highly educated and experienced diabetes educators. They indicated a strong desire for obtaining continuing education primarily in behavioral and psychosocial issues, but perceive that they are limited by a lack of financial support and time.

Diabetes Mellitus↗

PubMed2002

Dimensions of distance: a comparison of classroom education and distance education.

Distance is obviously a core issue in distance education. But distance is a factor in classroom-based education as well. Classroom-based teachers and distance educators have a common interest in the dynamics of distance. The focus of much discussion in distance education is on geographical distance and how it may be bridged. However, this focus obscures the more fundamental issue of educational distance. Educational distance includes cognitive distance, role distance and access distance. This form of distance is as potent in the classroom environment as it is in a virtual learning environment. The writer explores this theme by his analysis of the communication patterns between teacher and students in one module in a BSc Health Studies degree programme. The writer has taught this module in both distance education format and in traditional classroom-based format. His finding is that the communication time between the teacher and students in the distance education form of the module is 29% greater than the communication time in the classroom-based form. The most significant feature of the communication pattern is the greater quantity of individual communication between student and teacher in the distance education format. Both the quantity and type of the communication in each of these modes suggest that the more communication-rich distance education format has greater potential for overcoming the problems of educational distance within this module.

Communication↗

PubMed1950