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Biomedical subjects

M H Tillman

Publications and source records attributed to M H Tillman.

10 recordsLinked to original sources
PubMed1990

A comparison of algorithmic and teacher-directed instruction in dosage calculation presented via whole and part methods for associate degree nursing students.

The accurate calculation of drug dosages is a critical skill for nurses. This study compared two different treatments, algorithmic-based instruction (ABI) and teacher-directed instruction (TDI), as ways of providing instruction in dosage calculation. The ABI treatment relied exclusively on the use of a written study guide with algorithms, whereas the TDI treatment utilized lecture. Both treatments included an equal number of practice sessions structured via a whole or part method. The sample included 55 nursing students who were randomly assigned to either the whole or part method, and to TDI or ABI treatment. Initial learning and retention were measured by the use of two post-tests. Analysis of covariance indicated that neither of the treatments nor methods were statistically different for initial learning or retention. Both treatments, however, were found to be effective. The ABI treatment, moreover, was very efficient since it eliminated 75 minutes of instruction presented by a lecturer. Implications of this finding are considered.

Adult↗
PubMed1990

Effects of textual cue manipulation on student recall in an information mapped nutrition text.

Using the subject area of nutrition, this study examined the effects of different instructional features of an adjunctive text for nursing students who varied in reading level. Specifically, the study investigated the effects of both variations in instructional features of information-mapped text and the differences in student reading levels on immediate recall scores and work time spent on the modules. A sample of 65 nursing students was classified into high and low reading groups according to the Nelson-Denny Reading Test, then randomly assigned to one of the three treatment groups. Analysis of covariance indicated significant treatment effects after adjusting the recall scores for the influence of verbal aptitude. Information-mapped text with either postquestions or postquestions and feedback yielded higher recall scores than information-mapped text alone. Subjects whose modules contained postquestions or postquestions and feedback spent significantly more work time than subjects whose modules did not contain those features; however, when the recall scores were adjusted for the influence of work time spent on the modules, there were no significant differences. Conclusions and recommendations for the text construction process, especially for the adjunctive nursing text, are presented.

Adult↗
PubMedDate not supplied

Using algorithms to teach dosage calculation.

The study of mathematics and specifically dosage calculation can be difficult for both student and instructor. The authors describe how algorithms can be effectively used to reduce instructional and learning time, serve as a performance aid for students, help students understand the logic of mathematical operations, and allow students independent practice. The application of an algorithm is illustrated through the inclusion of a sample lesson on the calculation of intravenous drip rates.

Algorithms↗
PubMedDate not supplied

Effects of guided design and lecture teaching strategies on knowledge recall and on problem-solving performance of student nurses.

The purpose of this study was to compare the effect of guided design and lecture teaching strategies on the clinical problem-solving performance of first quarter student nurses. The guided design treatment (written simulations and small group interaction) was selected especially with a view of developing new approaches to teaching nursing diagnosis. A total of 50 students, enrolled in Fundamentals of Nursing, were randomly assigned to two treatment groups: guided design and lecture. Each group received 10 hours of instruction. Treatment groups remained intact for 6 weeks of clinical practice following instruction. Recall knowledge of the nursing process was measured by an objective examination, and performance in problem solving was measured through the use of a care plan evaluation tool. Data were analyzed using analysis of variance and t-tests. Students taught by guided design scored significantly higher than those taught by lecture in preparing a patient care plan for an actual patient and for a simulated patient. Knowledge of the nursing process as tested by an objective examination was not significantly different for the two treatment groups.

Adult↗
PubMedDate not supplied

Self-guided instructional materials in the physician office laboratory.

The effectiveness of systematically designed print-based materials in teaching (a) knowledge of laboratory tests and (b) laboratory test skills to laboratory staff in small office practices was measured. Self-guided packets on Gram stain performance and interpretation, rapid streptococcal testing, and vaginal wet preparations were developed by a multidisciplinary team. A total of 21 staff members (14 treatment, 7 control) in 12 family practice offices with three or fewer physicians participated in the study. A posttest-only control group design was used to determine the effects of using the self-guided instructional packets. The treatment group, in relation to the control, scored significantly higher on tests of knowledge for all packets, demonstrated no difference in scores for Gram stain or streptococcal test skills, and scored significantly higher for identification of elements in photographs of vaginal wet preparations. Results affirmed both the usefulness and limitations of print-based instruction for knowledge level outcomes. For developing laboratory test skills additional forms of instruction are needed.

Clinical Laboratory Techniques↗