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PubMed1976

The efficacy of programmed instruction in the training of paraprofessionals.

The authors assessed the efficacy of a self-instructional psychiatric learning program to provide training for paraprofessional psychiatric personnel. The self-regulated learning system, which originally was developed to train medical students, was designed to impart basic psychiatric knowledge and diagnostic skills. Changes along personality dimensions that occurred as a function of participating in the programmed learning project also were examined. Participation in this program was associated with substantial pre-post changes in dogmatism and locus of control for males as well as significant increments in psychiatric knowledge and diagnostic skills for the group as a whole. The benefits derived from this easily administered training procedure suggest its feasible inclusion in paraprofessional inservice training programs.

Attitude of Health Personnel↗
PubMedDate not supplied

[Learning plans: experience with an innovative approach to nursing education].

According to the literature, self-learning plans represent an helpful and very flexible method in order to individualize the nursing students' learning activities, to develop the students' autonomy and responsibility together with the skills required for continuing nursing education. The educational experience of the implementation of the self learning plans in the practical training of the nursing students of the Pediatric Nursing School of Trieste, during 1996-97, is described. The 9 third year students produced 27 learning plans. According to the mentors and the students, the overall experience had a positive impact. The presentation and evaluation of the learning plans spurred the students' initiative, the adoption of innovative learning and research strategies and allowed to replace the traditional classroom teaching lectures. The main problems related to the implementation of this method lay in the increase of mentors' workload and in the difficulties in matching the high flexibility of the method with the inflexibility and constraints of both the organization and teaching programs and paces.

Curriculum↗
PubMedDate not supplied

Development of a nursing care manual to improve the knowledge of nurses caring for hospitalized patients with diabetes.

Nurses have a responsibility to ensure that they have adequate knowledge in order to provide competent care. A wide literature search failed to identify adequate documentation of the specific nursing care of people with diabetes, although the medical aspects are covered in detail. In addition, several papers document a deficiency of knowledge among nurses about diabetes and the appropriate care of patients with diabetes. This project sought to address the apparent lack of documentation. The aim was to formulate a Manual of Nursing Care of People with Diabetes Mellitus (the manual), to be used as a self-directed learning resource in the clinical setting. This article reports the development and evaluation of the manual.

Diabetes Mellitus↗
PubMed1988

Therapist contact and outcome of self-exposure treatment for phobias. A controlled study.

Eighty-four chronic phobic patients were randomly assigned to self-exposure in vivo instructed by either a psychiatrist, a computer or a book; mean therapy time per patient was respectively 3.1, 3.2 and 0 hours. Seventy-one patients completed treatment. All three groups improved substantially and similarly to 6 months follow-up, with no significant difference between them; self-exposure treatment was effective even without therapist contact. Among the three groups, initial expectation of help and positive attitude to the psychiatrist were equally high and related to subsequent rating of help received. All three groups rated the psychiatrist as more tolerant, reliable, and understanding than the computer or book, but these attitudes did not relate to outcome, were initially similar among all three groups, and changed minimally at 6 months follow-up.

Adolescent↗
PubMed1978

Learning modules as a supplement to existing audiovisual aids.

The development and use of supplementary learning modules for audiovisual aids designed for wider audiences was found to be a feasible approach for the education of family practice residents. This approach allows programs to direct learner attention to areas of greatest interest in family practice. It was not excessively time consuming to develop the two modules and extensive technical expertise with media was not required. It was found that the modules were adaptable to individual or group use. This teaching method appears to be an excellent learning tool for residents. Supplementary learning modules may be useful for medical students and other health-care providers in family practice. Further economy of time and other innovations using this basic approach could result from recruiting family practice residents and other students to develop their own learning modules on topics of individual interest.

Audiovisual Aids↗