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PubMed1993

[Preoperative structured patient education].

This article describes the factors that motivated the nursing staff of the cardiac surgery unit at the Royal Victoria Hospital in Montreal, to revise their preoperative teaching program. The motivating factors described are the length of the preoperative waiting period; the level of preoperative anxiety; the decreased length of hospital stay; the dissatisfaction of the nursing staff with current patient teaching practices; and the lack of available resources. The reorganization of the teaching program was based upon the previously described factors combined with a review of the literature that demonstrated the impact of preoperative anxiety, emotional support and psycho-educational interventions upon the client's recovery. The goals of the new teaching program are to provide the client and the family with cognitive and sensory information about the client's impending hospitalization, chronic illness and necessary lifestyle modifications. The program consists of a system of telephone calls during the preoperative waiting period; a videotape viewing; a tour of the cardiac surgery unit; informal discussion groups; and the availability of nursing consultation to decrease preoperative anxiety. The end result of these interventions is more time for client support and integration of necessary information by the client and family. This kind of program has the potential to provide satisfaction at many levels by identifying client's at risk; increasing client knowledge; increasing support; decreasing anxiety during the preoperative waiting period; and decreasing the length of hospital stay. The nursing staff gained a heightened sense of accomplishment because the program was developed according to the nursing department's philosophy, which includes primary nursing.(ABSTRACT TRUNCATED AT 250 WORDS)

Anxiety↗
PubMedDate not supplied

Effectiveness of a programmed instruction module on oral contraceptives.

To determine effectiveness of a programmed instruction module (PIM) on oral contraceptives, during their obstetric experience 34 nursing students in the Department of Nursing at the California State University, Long Beach, were assigned to three groups, two experimental groups and one control group. In the first experimental group 12 students worked independently, at their own pace, using a PIM developed by the investigator. In the second experimental group the investigator taught 11 students the same content by the lecture-discussion (LD) method. For comparison purposes, a third group of 11 students (control) received their instruction on the topic via regular classroom teaching. No significant difference was found between the PIM AND LD groups. However, a significant (p less than .01) gain in knowledge regarding oral contraceptives was found when these two groups were compared to the regular classroom instruction group. In addition, over half of the students who used the PIM preferred this method of teaching.

Achievement↗
PubMed1978

Cardiovascular disease education in Texas health education classes -- a needs assessment.

This study ascertained to what extent cardiovascular diseases and associated risk factors are taught in public secondary health education classes in Texas, the disparity between what is taught and what is desired in terms of time allotment and educational materials, to what extent health education teachers are academically prepared to teach cardiovascular diseases and associated risk factors, and to what extent teachers utilize self-instructional materials. A questionnaire was mailed to a random sample of health education teachers in Texas. There was a return of 45.4%. The findings indicated that more time is devoted to teaching the cardiovascular system than disease and risk factors; there is a disparity between what is taught and what is desired; the teachers rated their preparation as average; and the use of self-instructional materials by high school students as average to excellent.

Cardiovascular Diseases↗
PubMed1976

Evaluation of an integrated multi-media learning system.

Two teaching methods were compared: (1) the traditional way with textbooks, practical guidance, personal demonstration, and (2) an integrated multimedia system with text programme, slide-sound-show accompanying the experiment, and lecturer. Two samples of thirty-one students each were classified in twin groups by means of psychological tests. Both groups worked with the identical pretest/post-test and different training procedures. The integrated multi-media system produced highly significant more gain in the theoretical sphere, greater personal confidence, and lower experimental error. Furthermore positive attitude of the students towards the experiment was demonstrated. The improved performance was statistically proved by t-test and covariance analysis.

Audiovisual Aids↗