PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Models, Educational”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 73 records · Page 4Linked to original sources
PubMed1991

A caring-based AIDS educational model for pre-adolescents: global health human caring perspective.

With the prolific messages shown to children today through the media and other sources about acquired immunodeficiency syndrome (AIDS), what sexual questions are on the minds of the fifth and sixth grade students as a result of this exposure? What is the role and responsibility of nurses with regard to this problem? This descriptive study focused on fifth and sixth graders' questions about AIDS and provides some directions for theory-based nursing interventions related to AIDS and children. This paper proposed a theory-based model of caring as a teaching intervention programme about AIDS for pre-adolescents. The model resulted from a sex education programme for fifth and sixth graders in an international school setting in Japan. The nature of the students' questions about AIDS revealed transcultural concerns which suggested that a model of human caring was needed to develop a systematic approach to AIDS education for pre-adolescents. The model proposed has global implications for nurses and other health professionals in schools and primary health-care settings in various parts of the world.

Acquired Immunodeficiency Syndrome↗
PubMed1989

Increasing access to quality dental hygiene care. An educational model.

Restrictions on the manner in which dental hygienists practice are determined by individual state laws, each state's dental practice act, and how those are interpreted by the state board of dental examiners. Prior to 1986, state laws or regulations did not permit dental hygienists to practice independently of a dentist's supervision in public and private settings. These restrictions on the way hygienists practiced have been a barrier to expanding access to preventive dental hygiene care. Recently, the number of states that have eased the restrictions related to dental hygiene practice has increased. More hygienists have actively pursued legislation that would permit minimal supervision, and one state, Colorado, secured unsupervised practice. In addition to these legislative changes, the ADHA has made a commitment to expand the scope of dental hygiene practice. Given this focus, it is critical that dental hygiene practitioners receive the appropriate education to support their providing care directly to the public-functioning independently as licensed professionals. The purpose of this paper is to propose an educational model which will describe the advanced clinical and practical management skills necessary to practice unsupervised. Implications for how this model will increase access to care will also be addressed.

Dental Care↗
PubMed1999

Patient education model for increasing handwashing compliance.

BACKGROUND: A review of the literature on handwashing has documented the absence of research on the education of the patient as an intervention model for changing staff behavior regarding handwashing compliance. The primary objective of this project was to conduct a prospective control study of the effect of patient handwashing education on staff compliance with handwashing. METHOD: A prospective, controlled, 6-week intervention/control study was performed in 4 community hospitals in South Jersey. Each hospital served as its own control. Patients were educated within 24 hours of admission about the importance of asking their health care workers to wash their hands. Soap usage and handwashing was calculated by bed-days. Patient follow-up was conducted through telephone interviews 2 weeks after discharge. RESULTS: The patient handwashing education model increased soap usage by health care workers an average of 34% (P =.021); this increase was consistent across hospitals regardless of the initial soap usage rates. Of the patients interviewed, 81% read the materials provided, 57% asked health care workers whether they had washed their hands, and 81% of this 57% said they received positive responses. CONCLUSIONS: For the first time, our findings document that education of patients regarding their role in monitoring handwashing compliance among health care workers can increase soap usage and handwashing and provide sustainable reinforcement of handwashing principles for health care workers.

Cost-Benefit Analysis↗
PubMed1995

An individualized educational model for the remediation of physicians.

OBJECTIVE: To design and implement an individualized program of evaluation and education to provide remedial experiences to physicians. DESIGN AND SETTING: An evaluation and educational program for physicians practicing in New York State. PARTICIPANTS: Physicians referred for evaluation and possible remedial educational experiences from the New York State Office of Professional Medical Conduct, from the New York State Committee on Physicians' Health, or self-referred. MAIN OUTCOME MEASURES: Educational programs designed to meet the individually identified educational needs of physicians and placement of physicians in educational settings that facilitate their meeting the program goals and issues raised by the Office of Professional Medical Conduct. RESULTS: Of the 28 physicians who have undergone evaluation activities, at the time of this report, five (18%) had completed their educational programs, five (18%) were participating in directed educational programs, five (18%) had approved educational programs and were awaiting placement, and 10 (36%) were awaiting acceptance of their program by the Office of Professional Medical Conduct. CONCLUSIONS: A comprehensive evaluation program can identify areas amenable to education and target individualized remedial educational experiences that may enable physicians to become contributing members of the medical community.

Clinical Competence↗
PubMedDate not supplied

An interdisciplinary educational model for health professions students in a family practice center.

Health professions students have little or no opportunity to practice together during their formative stages of development. Therefore, can we realistically expect them to practice together as professionals? This is an important area for educators to address, given the current emphasis on interdisciplinary collaboration. The authors describe an interdisciplinary education program model for nursing, medicine, and social work students in a family practice center.

Area Health Education Centers↗
PubMed1978

Alcohol and drug education: models and outcomes.

Knowledge-attitude-behavior and values-based models are analyzed with regard to their application to development and evaluation of drug education programs; theoretical problems of these models are identified. The experimental evidence regarding the application of these models to drug education is reviewed. Recommendations are made concerning theoretical, programming, and research implications for drug education and for health education in general.

Attitude↗
PubMed1998

A comparison of productivity and learning outcome in individual and cooperative physical therapy clinical education models.

BACKGROUND AND PURPOSE: This program evaluation was designed to evaluate productivity and the learning processes used during individual and cooperative clinical education experiences. SUBJECTS AND METHODS: Clinical instructors (n=23) and senior students (n=20) at the bachelor's degree level who were engaged in an individual learning experience at an Australian school provided workload productivity data on their daily patient care, administration, and teaching activities. An evaluation of the teaching and learning processes was conducted via questionnaire at the end of the experience. This same information was provided by a group of clinical instructors (n=8) and senior students (n=16) who were engaged in a cooperative learning experience. RESULTS: Clinical instructors in both learning experiences had to reduce their normal levels of productivity to supervise the students. The amount of patient care provided by students, however, compensated for this reduction in clinical instructor productivity. The extent of productivity gains in areas other than patient care were greater for the cooperative learning experience. Clinical instructors and students rated the individual and cooperative learning experiences similarly, although the students rated 3 particular learning processes more highly in the cooperative learning experience. CONCLUSION AND DISCUSSION: Advantages with respect to patient care, teaching, and administrative productivity were identified for each learning experience. From the perspective of the students, the cooperative learning experience appeared to provide additional educational benefits.

Australia↗
PubMed1988

Innovations in human genetics education. Genetic applications for health professionals: an outreach continuing-education model program.

A system for extending continuing education in genetics to nurses and other practicing health professionals was developed in an eight-state area. Coordinators from state agencies received special training at the University of Colorado to administer the course in local communities. A combination of classroom instruction, independent study, computer-assisted instruction, and case-study methods for course delivery was included. More than 300 health professionals have completed the course, and 14 coordinators from seven states have been prepared to administer future courses. The model has demonstrated high potential for replication in other regions.

Colorado↗
PubMed1998

A satisfaction survey on distance education: a model for educating nurses in the cognitive treatment of patients with addictive disorders.

Nurses need to be educated and trained in the assessment and treatment of substance abuse, because 25% to 50% of their patients struggle with this problem. Cognitive therapy takes a problem-solving approach and can be used independently, or in conjunction with, psychopharmacological or 12-step programs. Course participants who made use of the distant education format found the information they learned helpful in their current practice.

Attitude of Health Personnel↗
PubMed2003

The clinical and cost-effectiveness of patient education models for diabetes: a systematic review and economic evaluation.

OBJECTIVES: To assess the clinical effectiveness and cost-effectiveness of educational interventions for patients with diabetes, compared with usual care or other educational interventions. DATA SOURCES: Electronic databases, reference lists and experts were all consulted in this study. Sponsor submissions to the National Institute of Clinical Excellence were also reviewed. REVIEW METHODS: Electronic databases were searched, references of all retrieved articles were checked for relevant studies, and experts were contacted for advice and peer review and to identify additional published and unpublished references. Randomised clinical trials (RCTs) and controlled clinical trials (CCTs) were included if they fulfilled pre-specified criteria, among which was follow-up from inception for 12 months or longer. Data were synthesised through a narrative review because the diversity of studies prevented a meta-analysis. RESULTS: Twenty-four studies (18 RCTs and six CCTs) that compared education with either a control group or with another educational intervention were included. The quality of reporting and methodology was generally found to be poor by today's standards. As part of treatment intensification, education in Type 1 diabetes (four studies) resulted in significant and long-lasting improvements in metabolic control and reductions in complications. In Type 2 diabetes (16 studies) a diversity of educational programmes did not yield consistent results on measures of metabolic control. Inconsistent results on metabolic control were also found in studies of diabetes of either type (four studies), with studies of lower quality producing significant effects. Few studies evaluated quality of life. Economic evaluations comparing education with usual care or other educational interventions were not identified. CONCLUSIONS: Education as part of intensification of treatment produces improvement in diabetic control in Type 1 diabetes. Mixed results in Type 2 diabetes mean that no clear characterisation is possible as to what features of education may be beneficial. Cost analysis and information from sponsor submissions indicated that where costs associated with patient education were in the region of 500-600 pounds sterling per patients, the benefits over time would have to be very modest to offer an attractive cost-effectiveness profile. Further research should focus on RCTs with clear designs based on explicit hypotheses and with a range of outcomes evaluated after long follow-up intervals.

Cost-Benefit Analysis↗