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Biomedical subjects

J E Thiele

Publications and source records attributed to J E Thiele.

12 recordsLinked to original sources
PubMed1997

Using the Internet as a teaching strategy: informatics at work.

Development of the World Wide provides educators with an enormous library of teaching tools. The purpose of this presentation is to share the results of introducing over 60 graduate students to use e-mail, internet mailing lists, computer conferences, and the World Wide Web as teaching strategies. Data were collected from students through questions and Electronic Communication Logs. Response of the students was categorized into 6 phases: 1) fear and trepidation, 2) excitement, "this is great!", 3) "help, my mail box is full", 4) venturing forth independently, 5) this is easy, and 6) accepting the internet as a useful tool. Identification of these phases provided a basis for developing teaching strategies specific to internet uses. Feedback between students and instructor increased and was far more timely than occurs in the classroom setting. The student responses to these experiences were overwhelmingly positive.

Computer Communication Networks↗
PubMed1986

An investigation of decision theory: what are the effects of teaching cue recognition?

As currently formulated, decision theory assumes that care givers learn cue recognition primarily by experience. However, it seems probable that the ability to receive and recognize cues can be taught. To investigate cue recognition abilities of junior and senior baccalaureate nursing students, five computer simulations were developed. The specific question investigated was: What are the effects upon students' cue recognition and clinical decision-making abilities of teaching cue recognition? Following teaching of cue recognition and decision making, a statistically significant difference was noted in both junior and senior students in relation to accuracy of cue recognition and clinical decision making. The conclusions were that cue recognition and cue sorting can be taught. Also, linking or grouping of related cues can be taught. In this study, the teaching of cue recognition and linking of cues improved the accuracy of clinical decisions made by students who were presented computer simulations of a variety of clinical situations.

Computer Simulation↗
PubMed1985

Participation of professionals, paraprofessionals, and direct-care staff members in the interdisciplinary team meeting.

Results of a study of individual participation in interdisciplinary team meetings, with a focus on the participation behavior of professionals, paraprofessionals, and direct-care staff members, were reported. Several differences in observed and self-perceived participation were noted, with the general finding that professional staff members exhibited the highest levels of participation, whereas direct-care staff members exhibited the lowest levels of participation.

Female↗
PubMed1983

Measuring individual participation on the interdisciplinary team.

In this paper we describe a scale designed to measure individual participation in interdisciplinary team meetings. Data from an observational study of team meetings at a residential institution for severely and profoundly mentally retarded persons were used to examine the measurement characteristics of the scale. Acceptable levels of interobserver agreement were found. A principal components analysis demonstrated that participation is not a unitary construct, but consists of at least five relatively independent dimensions. A generalizability study indicated that participation varies across team meetings and suggested that at least two observations are needed to obtain an adequate picture of typical participation. A sample application of the scale was described, and implications of the scale for researchers and practitioners were discussed.

Hospitals, Psychiatric↗
PubMedDate not supplied

Have program, will travel!

A lack of nurses with masters degree preparation on Guam resulted in a contract with Washington State University to deliver its graduate program to Guam. Faculty who taught the first of four consecutive summer sessions identified many issues in transporting themselves and a total program 6,000 miles away from the home campus. The authors provide suggestions for dealing with administrative, curricular, faculty, and student concerns that may help others plan international education endeavors.

Adaptation, Psychological↗
PubMedDate not supplied

Use of a search model to enhance patient education in a clinical setting.

Many paths lead toward the goal of safe, high-quality health care. One component of this goal is to obtain current and relevant information for client care. Patients, as well as health care providers, use the World Wide Web to find information. With the growing number of documents on the Web, an organized approach to searching fosters locating desired material, evaluating authenticity and accuracy, and applying the material to the patient, student, or practitioner population, as appropriate. This article explores the use of a search model in a nurse-managed clinic for homeless and lower income patients. Nurses in a wide variety of settings use the search process described to locate useful health care information.

Computer User Training↗
PubMedDate not supplied

Effects of Web-based instruction on learning behaviors of undergraduate and graduate students.

Web-based instruction requires transformation from traditional teaching strategies to directed independent learning. Careful attention must be given to the creation of effective interactive learning experiences that foster student-to-student and student-to-faculty interactions (l). How content is learned, the effects of the use of computers on learning, and perceived barriers to learning must all be evaluated. Students' responses to Web-based education must also be considered. This article describes the response of 58 undergraduate and 13 graduate students to their initial experiences with Web-based instruction (WBI). While the educational levels of the students and the courses in which the transition to WBI took place differed for the two groups, their computer expertise did not, and similar responses to Web-based learning were noted. Differences in the types of courses and the expertise of the two faculty with regard to WBI also contributed to the production of some dissimilar responses.

Adult↗