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Biomedical subjects

L M Huckabay

Publications and source records attributed to L M Huckabay.

11 recordsLinked to original sources
PubMed1979

Nurses' stress factors in the intensive care unit.

To identify the origins to stress as preceived by ICU nurses, stressful situations in the intensive care unit were identified and ICU nurses were asked to rank order them. Situations pertaining to the physical workload, death of a patient, and communication problems with physicians and nursing administrators were ranked most highly stressful. Nursing educators and nursing administrators can make changes and adjustments to lessen these stressors.

Attitude to Death↗
PubMed1979

The nursing care plan problem.

If nursing care plans are related to positive patient outcomes, why don't nurses write them? The authors conducted a study to investigate the effect of variables such as reinforcement, knowledge, values and incentives, and certain demographic characteristics on the writing of nursing care plans. The findings have some important implications for nursing administrators and nursing educators, and emphasize the need for further study and investigation.

Humans↗
PubMedDate not supplied

Effect of acquisition of knowledge on self-evaluation and the relationship of self-evaluation to perception of real and ideal self-concept.

To investigate the effect of knowledge acquisition on self-evaluation and self-concept 69 graduate nursing students--25 in an experimental group, 18 in control group I, and 26 in control group II--enrolled in three nursing courses provided demographic data, self-evaluation of entering behavior, and personality test data. The latter two tests were given on pre- and posttest bases. Seven hypotheses were tested. Overall results showed: The experimental group which was taught by means of mastery learning acquired significantly more knowledge than the control groups which received the traditional lecture-discussion method of learning; there was an inverse relationship between knowledge acquisition and self-evaluation of entering behavior; positive correlation between "amount of overestimation or underestimation of previous knowledge'' and extremes of self-concept was partially supported; in general, single students were less able to evaluate accurately by what they thought they knew than were married subjects; employment was inversely related with knowledge acquisition and course grade. The relationship between self-concept and acquisition of knowledge was not significant.

Education, Nursing, Graduate↗
PubMedDate not supplied

Cognitive and affective consequences of formative evaluation in graduate nursing students.

To test the effect of formative evaluations on cognitive learning and affective behaviors, 57 graduate nursing students were placed in experimental (E) and control (C) groups. Two hypotheses were stated: that E students learn and demonstrate affective behaviors significantly more than C group students. The 25 E group subjects were taught by means of formative evaluations. The 32 C group subjects were taught by lecture-discussion. The content taught dealt with conditions of learning and instruction in nursing. Pre- and posttests measured cognitive learning. Demographic data and affective measures were obtained only at the posttest. Results showed: The E group learned and demonstrated affective behaviors significantly more than the C group. Both groups learned significantly. Subjects preferred the formative evaluation technique significantly more than the LD. Significant positive correlation was found between amount of learning and affective behaviors. Implications were made for education of patients, students, and stall.

Affect↗
PubMedDate not supplied

Cognitive-affective consequences of grading versus nongrading of formative evaluations.

In testing the effect of grading versus nongrading of formative evaluations on cognitive learning and affective behaviors of graduate nursing students the following hypotheses were formulated: The experimental (E) group will learn and demonstrate affective behaviors significantly more than control I (CI) and II (CII) groups. Subjects were 95 graduate nursing students. E group subjects (N = 38) were taught by means of FE, with grades. CI (N = 32) and CII (N = 25) groups were taught by means of lecture-discussion and FE without grades, respectively. The content covered conditions of learning and instruction in nursing. Pre- and posttests provided data on cognitive learning. Affective measures and demographic data were obtained only at the posttest. The hypotheses were tested by means of t test. Fisher's Exact Probability Test and Pearson were done to test distribution and relationships between variables. Results showed that: The E group learned significantly more than the CI group, but the CII group learned significantly more than the E group; all groups learned significantly; there were no significant differences among groups in affective behaviors although CII subjects scored highest. Implications were made for education of patients, students, and staff.

Achievement↗
PubMedDate not supplied

Cognitive, affective, and transfer of learning consequences of computer-assisted instruction.

The effect of computer-assisted instruction (CAI) versus lecture-discussion (LD) on cognitive learning, transfer of learning, and affective behaviors of nurse practitioner students was tested by the following hypotheses: The experimental (E) group will learn, transfer, and demonstrate affective behaviors significantly more than the control (C1 group. Subjects were 31 nurse practioner students at the graduate level. Content taught was the nursing and medical management of hypertensive patients. The 14 E group subjects were taught by means of CAI. The 17 C group subjects were taught by means of LD. Pre- and posttests were done to obtain meassures on cognitive learning and transfer of learning. Demographic data and affective measures were obtained only at the posttest. The hypotheses were tested by means of t test. Pearson's r and MCNemar's Test for Symmetry were done to test the relationship between the variables. Results showed no significant differences between the groups in congitive learning, transfer of learning, or affective behaviors. There were, however, significant differences between the groups in three posttest scores on cognitive learning and transfer of learning, with the E group scoring better. Both groups learned significantly, but only the E group transferred significantly. Implications were made for education of nurse practitioners and staff.

Adult↗
PubMedDate not supplied

Effect of specific teaching techniques on cognitive learning, transfer of learning, and affective behavior of nurses in an in-service education setting.

To test the effects of different teaching techniques on learning, transfer of learning, and affective behavior of nurses, three hypotheses were developed based on Gagne's Theory of Knowledge Acquisition, Ellis' Theory of Transfer of Learning, and Bloom's Theory of Affective Consequences of Knowledge. The hypotheses tested were that an experimental (E) group will learn, transfer, and demonstrate affective behaviors significantly more than control groups. Subjects were 131 staff nurses. The E group (N=36) was taught by means of filmstrip with discussion (FD). Control groups II, III, and IV (N=33, 31, and 31 subjects, respectively) were taught by means of lecture alone (L), lecture with discussion (LD), and filmstrip alone (F), respectively. The content taught was Engel's Theory of Grief and Mourning Process. Pre- and posttests were done to obtain measures on learning and transfer. Results showed that the E group transferred significantly more than the L group; in general, all groups showed significant increases in learning and transfer; film groups transferred significantly more than the lecture groups; subjects preferred LD and FD significantly more than F or L. Implications were made for education of patients, students, and staff.

Affect↗