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At least 19 recordsLinked to original sources
PubMed1984

Calculating parenteral feedings: a programmed instruction.

A programmed learning tool on how to calculate and use parenteral feedings is presented. The format includes a brief text (frame), then questions and answers about the text. The 42 frames provide the reader a step-by-step explanation of (a) when parenteral feedings are used; (b) the differences between central and peripheral administration; (c) the calculation of nutrient needs, including calories, protein, carbohydrate, fat, fluids, vitamins, and minerals; (d) the percent solutions of those nutrients available and their caloric value; (e) the calculation of the solution osmolarity; and (f) the integration of the nutrients needed into the composition of the parenteral solution for the patient. The programmed instruction gives readers the basic framework for beginning their use of parenteral nutrition.

Enteral Nutrition↗
PubMed1991

Programmed instruction booklet for cardiac rehabilitation teaching.

Programmed instruction is an underused approach for educating hospitalized patients. This educational technique is based on the work of Skinner, who developed the linear programmed instruction technique. To test the effectiveness of this technique as a patient education tool, a programmed instruction booklet was developed for patients who were hospitalized after myocardial infarction. The booklet included basic information on cardiac anatomy and pathology, risk factors, diet, exercise, and medications. A quasi-experimental study design was implemented in which 59 hospitalized patients who had had a myocardial infarction underwent pretesting and posttesting. Patients were alternately assigned to a control group or an experimental group. The control group (n = 30) participated in the hospital's existing cardiac rehabilitation program, and the experimental group (n = 29) used the programmed instruction booklet. A one-way analysis of variance revealed a statistically significant improvement (p less than 0.05) in the posttest scores of the experimental group. The results of this study support the use of the programmed instruction method as one means of teaching cardiac rehabilitation information to hospitalized patients after myocardial infarction.

Adult↗
PubMedDate not supplied

Fostering critical thinking skills in students with learning disabilities: an instructional program.

An instructional unit was developed to enhance the critical thinking skills of middle school and high school students with learning disabilities by teaching them the principles of scientific reasoning. Student-teacher dialogues were used to engage the students in an active process of critical inquiry. Students analyzed everyday information presented in brief magazine articles and advertisements by applying the principles of the scientific method. The students made statistically significant improvements in their ability to (a) identify the principal claim made in an article or advertisement, (b) graph the relevant data, and (c) evaluate the claims made in the article and explain their support or rejection of the claims based on data. After the instructional unit, the overall performance of the special education students exceeded that of a control group composed of regular education students who had not received instruction in critical thinking.

Adolescent↗
PubMed1978

Programmed instruction in institutional purchasing for dietetic students.

A programmed instruction unit in institutional purchasing for dietetic students was developed and evaluated. The unit is compact, simple to use, and could serve as an overview or review of institutional purchasing by dietetic students. Subjects were forty-five dietetic students in coordinated undergraduate dietetic programs, dietetic internships, and dietetic traineeships, with two institutions represented in each group. The programmed unit was effective, because cognitive achievement post-test scores were significantly higher (24 per cent) than pre-test scores. The unit was equally effective with the three groups, which did not differ significantly in pre- and post-test scores, gain test scores, or attitude toward programmed instruction scale scores at the end of the unit. Interns had higher grad point averages (GPA) than students in coordinated undergraduate programs. All students spent an average of 1 hr. completing the unit, although trainees used more times. An attitude scale showed favorable attitudes by the students toward programmed instruction. Significant positive relationships were found between pre-test scores and GPAs, and post-test scores and GPAs. A questionnaire showed that instructors liked the unit, found it useful, and would use it again. The findings of this study suggest that programmed instruction units in other phases of dietetic education could be developed and used to present factual material, give an overview of a topic, help students to review, and/or save time in classroom instruction.

Attitude↗
PubMedDate not supplied

The relative effectiveness of educational and behavioral instruction programs for patients with NIDDM: a randomized trial.

In this randomized trial patients with non-insulin-dependent diabetes were allocated to one of four programs: a minimal instruction program (n = 59), and education program of individual visits (n = 57), an education program incorporating a group education course (n = 66), and a behavioral program (n = 59). Individual and group education programs had higher attrition rates than the behavioral and minimal programs. The four programs, which involved different amounts of patient contact time, delivery format, and instructional strategies, all produced reductions in HbA1 and BMI, with no significant differences between the programs. There were no differences between groups over three time periods in total cholesterol, HDL cholesterol, systolic blood pressure, or proportion of patients consulting an ophthalmologist. The behavioral program produced a greater reduction in diastolic blood pressure over 12 months than the education programs and a greater reduction in the cholesterol risk ratio over 3 months than the other programs. The behavioral program patients were more likely to have visited a podiatrist after 6 months and reported higher satisfaction.

Adolescent↗
PubMed1980

Language recovery in aphasia: effect of systematic filmed programmed instruction.

This project investigated the effect of systematic filmed programmed instruction on language recovery of aphasic subjects with markedly disturbed communication skills. Fourteen male veterans between 32 and 69 years of age who had suffered cerebrovascular accidents were randomly assigned to an experimental or control group of 7 patients each. All subjects had completed elementary school; the majority had attended high school and several had attended college. Each subject was receiving and continued to receive speech therapy. In addition, the experimental subjects received supplementary filmed programmed instruction while the control group viewed slides, attended bibliotherapy and engaged in other nonprogrammed, activity. Each subject submitted to pretests, midtests, posttests of reading recognition and comprehension, figure background, visual learning, visual closure, and vocabulary. Study of the results and statistical analysis of the data did not show significant improvement either due to speech therapy or filmed programmed instruction for these subjects. The results of this project cannot be generalized because of limitations of number, subject categories, widespread time since onset, and for the experimental group, the filmed material utilized.

Adult↗
PubMed1993

Child abuse and neglect: researching the use of a programmed instructional manual.

The problem studied was whether different instructional methods could increase assessment skills and affect reporting patterns of child abuse and neglect among undergraduate students majoring in nursing. Two hundred nineteen nursing students were selected from two urban universities. A programmed instruction manual, Child Abuse and Neglect, a pretest booklet, and a posttest booklet were developed specifically for this research. The nonequivalent control-group design was selected for this quasi-experimental study. Programmed instruction was found to be a viable alternative method of instruction on the topic of child abuse and neglect. Further, students who are instructed using the programmed instruction manual are able to acquire and retain information on the topic equally as well as students who are instructed by the more traditional method of lecture and discussion.

Adult↗
PubMed1980

Developing and testing a programmed instruction unit on PKU.

The methods used in developing and evaluating a programmed instruction unit on PKU and its dietary management are presented. The unit was shown to be a reliable, valid, effective, and enjoyable teaching aid for parents. All ten mothers using the text showed improvement in their post-test scores, and analysis by correlated sample student t-test demonstrated that the increases were highly significant (p of less than 0.0005). In addition, the mothers' responses to the learning experience were notably favorable. All enjoyed the text and strongly recommended its use for new families in the Clinic. The results indicate that programmed instruction may also be useful in other areas of patient nutrition education. Although not substitutes for the one-to-one counseling provided by nutritionists, such tools offer effective, self-paced, and individualized instruction which can be utilized by patients in their own homes.

Educational Measurement↗