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Biomedical subjects

Diane M Billings

Publications and source records attributed to Diane M Billings.

10 recordsLinked to original sources
PubMed2006

Raising the awareness of primary care providers about postpartum depression.

About 13% of women experience depression in the first year after childbirth. Postpartum depression has deleterious effects on the woman's relationships, her functional status, and her ability to care for her infant. Primary care providers have the most contact with postpartum women, but may be unable or unwilling to screen, treat, and/or refer the women. Thus, many women with postpartum depression are not receiving mental health services. The purpose of this article is to describe methods to raise the awareness of primary care providers about postpartum depression, thereby eliminating a major barrier to mental health treatments of postpartum women.

Attitude of Health Personnel↗
PubMed2005

From teaching to learning in a mobile, wireless world.

What research evidence justifies this shift from teaching to learning in the mobile, wireless world? We do not need evidence to answer questions such as, "Will the mobile, wireless device technology support teaching and learning?" (we already know it will), or "Will distance learning with mobile, wireless devices be as effective as that in the classroom?" (abundant evidence indicates there will be no significant differences). However, we do need to know, "How can we use these learning technologies to improve student learning and the outcomes of our academic programs?" Answers to this question will ultimately help educators prepare students to deliver safe and competent patient care in the mobile, wireless world.

Cell Phone↗
PubMed2004

Student experiences in web-based nursing courses: benchmarking best practices.

The purpose of this study, part of a larger benchmarking study, is to seek to confirm benchmarks for best practices for teaching and learning in web-based courses. Six hundred thirty-one responses to two open-ended questions from a survey of nursing students in undergraduate and graduate nursing programs at five participating schools were analyzed to understand the student experience and confirm the predetermined benchmarks. Using qualitative description, responses were analyzed using content analysis procedures. Students provided rich descriptions of the study benchmarks such as use of technology, active learning, feedback, respect for diversity, interaction with faculty and peers, convenience, access, professionalism, preference for face-to-face interaction, connectedness, and orientation to technology use. The students also identified additional student support variables such as the need for information about the course, orientation to using technology, and the importance of learning resources that should be considered as additional benchmarks for best practices in web-based courses.

Adult↗
PubMedDate not supplied

Best practices in Web-based courses: generational differences across undergraduate and graduate nursing students.

The demand for online courses is greatly increasing across all levels of the curriculum in higher education. With this change in teaching and learning strategies comes the need for quality control to determine best practices in online learning communities. This study examines the differences in student perceptions of the use of technology, educational practices, and outcomes between undergraduate and graduate students enrolled in Web-based courses. The multisite study uses the benchmarking process and the Flashlight Program Evaluating Educational Uses of the Web in Nursing survey instrument to study best practices and examine generational differences between the two groups of students. The outcomes of the study establish benchmarks for quality improvement in online learning. The results support the educational model for online learning and postulates about generational differences for future study.

Adult↗
PubMedDate not supplied

Licensing web-based nursing programs, courses, and course materials.

With the advent of the digital information age, schools of nursing are developing and using web-based programs, courses, and course materials to meet students' needs for access and high-quality learning experiences. In an attempt to maximize scant resources, including faculty, many schools are seeking grant funding, joining consortia, or forming partnerships that require sharing of web-based course materials. Entering such collaborative arrangements usually requires licensing agreements to transfer intellectual capital. This article explains licensing and the related concepts of intellectual property, copyright, and technology transfer. It also identifies the advantages and disadvantages of licensing and describes a licensing process.

Computer-Assisted Instruction↗
PubMedDate not supplied

Developing and using online courses to prepare nurses for employment in critical care.

Using online courses is one way to simplify orientation programs and leverage educator resources. Three critical care courses were created using a distributed authoring model with geographically diverse clinical experts. A companion online orientation course prepares preceptors to assist with clinical application. Course outcomes include preparation for practice, career mobility/advancement, and learner satisfaction.

Computer-Assisted Instruction↗