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Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

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At least 217 records · Page 12Linked to original sources
PubMed1977

An outreach cancer education program: a model for continuing education in the dental office.

During the period 1970-1973, only 2.5 percent of the dentists practicing in Kentucky attended cancer continuing education courses offered by the University of Kentucky College of Dentistry. In the fall of 1973 a different approach to cancer education was launched: Learn about Oral Cancer in Your Office. Self-instructional materials, developed in the College of Dentistry, were taken to the dentist's office on an appointment basis. This method had great appeal and significantly increased the number of dentists involved in cancer continuing education. Other positive results of this approach were a greater awareness on the part of the dentist of his role in cancer detection, a desire amont the participants to alter the pattern of practice to include cancer detection techniques, and exposure of dental auxiliary personnel to cancer education material.

Dental Offices↗
PubMedDate not supplied

The tensions between education and models of nurse preparation.

This article seeks to explore the relationship that has evolved between the training and education models of nurse preparation since the creation of the NHS. Through the process of professional reflection it intends to investigate how each model develops the profession and enhances care delivery. It seeks to move away from an either/or approach that has dominated the nurse education debate, and instead seeks to identify the potential benefits, as well as the tensions, of trying to integrate these models into a modern context. In so doing, this article hopes to inform practitioners about the debate so that they can engage with it more fully and effectively.

Clinical Competence↗
PubMed2004

Finding the way: a model for educational system analysis.

Administrators new to an academic setting experience a steep learning curve in finding their way around the organization. Leadership strategies that have proven effective in a previous setting or in another role may not be appropriate to or effective in the new setting. Disruptive effects of such leadership transitions can be minimized if newly employed administrators take a systematic approach to learning about the organization. The educational systems analysis model (ESAM) described here provides direction for new academic administrators in rapid analysis of a nursing education program. ESAM is comprised of both external and internal elements that influence system operation and the role of the administrator within the system. External elements include environmental factors that influence the program as well as the community of interest. Internal elements include the mission and goals, culture, relationships, structure, programs and services, resources, and outcomes of the program. Each of the internal elements is considered from both content and process perspectives. Relationships among the elements in the model are dynamic and reciprocal.

Administrative Personnel↗
PubMed1994

A model for health education.

A model for health education has been devised in Egypt on the basis of studies made in two villages. Its purpose is to contribute to the solution of environmental health problems by using locally available resources. Present indications are that the model will be applicable not only to the different sectors of the population, e.g., women and children, but also to many other villages throughout the country.

Adult↗
PubMed1998

One-year follow-up of nutrition education for hypercholesterolemic children.

OBJECTIVES: This study evaluated retention of the effect of a home-based, practitioner-initiated nutrition education model. METHODS: Children with elevated low-density lipoprotein (LDL) cholesterol levels were randomly assigned to one of two nutrition interventions or to an at-risk control group. Intervention effects were evaluated 3, 6, and 12 months postbaseline. RESULTS: The parent-child autotutorial group demonstrated significant increases in knowledge and, along with the counseling group, decreases in total and saturated fat intake. Also, the autotutorial and counseling groups retained a majority of their initial LDL cholesterol decrease. CONCLUSIONS: Knowledge of heart-healthful eating and dietary fat intake as well as dietary change can be affected and retained via home-based, practitioner-initiated nutrition interventions with hypercholesterolemic children, although some form of ongoing intervention may be necessary to produce lasting decreases in LDL cholesterol levels.

Adult↗
PubMedDate not supplied

Change-process models in health education.

Theoretical models and paradigms from the behavioral sciences which appear most frequently in the explanation and design of health education are reviewed and consolidated around a single classification of change processes. Kelman's definitions of internalization, identification, and compliance are used to subsume parallel classifications of motivational, sociological, cultural, organizational, and communication variables. The theorematic integration of these numerous variables presents a variety of new hypotheses and suggestions for educational diagnosis, health education planning and evaluation, and potential logistics for computer programming of decision models in health education.

Behavior Therapy↗
PubMedDate not supplied

Nursing perspectives on the health care of rural elders.

Nurses can play a significant role in providing culturally sensitive, community-based health care to rural elders. Health promotion, education, and coordination of care across settings are needed. Unfortunately, rural elders have limited access to nursing care and health care services in general. Inadequate financial support and inflexible reimbursement continue to impede accessibility to health care in those communities. Interdisciplinary collaboration and education models, nurse-managed clinics, and other innovative programs to improve quality and accessibility of health care for rural elders are being explored and evaluated.

Aged↗
PubMed2002

A model for dental hygiene education concerning the relationship between periodontal health and systemic health.

PURPOSE: To develop a format for educating the appropriate health care professionals as to the relationships between periodontal inflammation and increased risks for poor diabetes control, cardiovascular disease, cerebrovascular disease, pre-term low birth weight, pneumonia and gastric ulcer reinfection. MATERIALS & METHODS: Dental hygiene students in the Advanced Periodontology curriculum were instructed to review current literature regarding the increased risk for systemic health problems when periodontal inflammation is present. Abstracts of the reviewed material were then presented in group setting to all course participants. For each systemic entity (diabetes, cardio/cerebrovascular disease, adverse pregnancy outcome, pneumonia, gastric ulcer) literature-based evidence of periodontal disease's association, affect, pathogenesis, validity and clinical significance was determined. Consensus statements for each entity were developed and used as a basis for clinical interpretation. Following this, patient health-history materials were developed to obtain the necessary information from patients while educating them about the increased risk for systemic health problems when periodontal inflammation is present. Lastly, correspondence materials were developed to alert managing physicians and medical auxiliaries about the increased risk for systemic problems in their patients who may present with periodontal inflammation. A methodology which medical personnel can use to quickly screen for the presence of periodontal inflammation in at-risk patients was also developed in these correspondences. CONCLUSION: An educational model and clinical materials were developed which are aimed at alerting patients, dental and medical personnel to the increased risk for systemic health problems when inflammatory periodontal disease is present.

Journal Article↗
PubMed2002

Dental auscultation for nursing personnel as a model of oral health care education: development, baseline, and 6-month follow-up assessments.

Oral health care has been shown to have low priority in nursing and has been only partly successful. To create more positive effects than those achieved through traditional oral health care education, this project tested an educational model for nursing staff personnel. In addition to traditional oral health care education, some of the nursing staff members passed an additional dental auscultation period and served as oral care aides. The aides were responsible for the oral health care of the residents at their nursing facilities (intervention group). The intervention nursing facilities were compared with facilities where nursing personnel only received a traditional oral health care education program. Assessments were made at baseline and at a 6-month follow-up. At follow-up it was shown that the nursing staff in the intervention group gave higher priority to the oral health care work than the nursing staff in the control group.

Adult↗
PubMed1990

A model for improving cancer patient education.

Adjustment to cancer requires modification of behavior that may be aided through patient education. Numerous programs have been developed to meet this need; however, studies show that even after being taught, patients are not well informed. It seems that the process of educating cancer patients needs to be improved. Authors suggest a progression of psychosocial stages of adjustment to serious illness during which specific behaviors are exhibited and coping mechanisms utilized. Understanding the nature of this process forms the basis for effective patient education since theories of adaptation describe behaviors that impact on motivation to learn, information required, and teaching methodology. Failure to attend to this variable of emotional response to the disease can prevent learning. This article integrates the theories of Weisman, Crate, Engle, and Kubler-Ross into an educational model for the cancer patient consisting of six periods. The model suggests nursing approaches, educational topics, and teaching strategies based on the patient's behavioral responses. Use of this model can improve teaching effectiveness in clinical practice by ensuring that the patient is ready to learn prior to teaching and by utilizing teaching strategies appropriate to the educational period. It can further be used as a tool to teach students of nursing how to use the stages of adjustment to chronic illness when planning patient teaching.

Adaptation, Psychological↗
PubMed1990

Implementing preventive services. Success and failure in an outpatient trial.

Physicians endorse prevention but provide only low levels of screening, health counseling, and immunization. Between 1981 and 1986, a randomized controlled trial was conducted at the Seattle (Wash) Veterans Affairs Medical Center to assess the effectiveness of the following three methods of delivery of preventive services: (1) a physician-oriented model that includes education and motivation, a chart flowsheet listing recommended activities, and periodic feedback about performance; (2) a patient education model in which patients were mailed an informative brochure advising them to ask physicians for preventive services as depicted in a patient-held pocket guide; and (3) a health promotion clinic that patients were invited to attend. A control group received their usual care. A total of 1224 male outpatients were enrolled in the trial. Baseline prevention rates for 12 age-specific prevention activities were below 25%. Neither the control group rates during the 5-year trial nor the rates for the two educational models, either singly or as a combined intervention, changed. Only the health promotion clinic model was effective, tripling prevention rates in its first year and sustaining these levels for all 5 years. It is difficult to change the clinic roles of experienced physicians and their long-term patients in a specialized multiclinic setting. Providing a separate health promotion clinic option is popular with patients, bypasses gatekeeper barriers, is reasonable in cost, and warrants wider application.

Adult↗
PubMed1994

Role modeling in medical education.

Role models play an important part in determining how medical trainees mature professionally. Demonstrating clinical skills at the bedside is the most distinctive characteristic of an effective role model. We discuss how role modeling affects professional identity and career choice and offer several suggestions for improving medical education, including the need for leaders to change the educational climate and culture. If implemented, these changes would enhance our ability to provide medical students with positive role models.

Career Choice↗
PubMed1991

Strategies for developing a family support group.

Various interventions may be used by nurses to provide social support to critical care families. Nurses may support family members in one-to-one relationships, or by facilitating the development of supportive relationships in the group setting. The steps described here are fundamental in developing a support group for family members of adults hospitalized in a surgical ICU to meet their predetermined needs. The support needs of family members and the timing of a support group during the critical care phase must first be validated. Once this assessment is completed, the support group may be based on the educational model, mutual-peer support model, educational-mutual support model, or ventilation model. The group model selected will provide direction to the structure, membership, and leadership of the support group. Regardless of the model considered appropriate for the needs of the family population and setting, critical care nurses need to evaluate the impact of the support group on the psychologic health of the family. The four different group perspectives clearly illustrate the need for nurses to determine what types of support are needed or are most beneficial for families during various phases of illness. Perhaps family members benefit from sharing and camaraderie during the acute or critical care phase, whereas educational support groups are more effective in reviewing illness and treatment implications after the immediate threat of the illness has passed. Findings from these evaluation studies will assist nurses in shaping intervention strategies for critical care family members in clinical practice.

Anxiety↗
PubMed1982

A comparison of two models of education in residential treatment.

All kinds of residential treatment centers for children must deal with the question of how best to provide for the children's education. At least two models exist, the autonomous school and the integrated psychoeducational model. The author outlines the differences between the two models in terms of the students, staff, and goals of each program. The advantages of both models are also discussed in detail. The primary advantage of the autonomous school is the clear definition of staff roles, the author says, while the main disadvantage is the risk of separating education from treatment goals. The psychoeducational model helps in formalizing education as part of treatment, but may cause role diffusion among the staff of different disciplines.

Adolescent↗
PubMed2003

Using models to enhance the intellectual content of learning in developmental biology.

Models have been particularly useful in developmental biology over the last 30 years. At first, underlying control mechanisms were poorly understood, but over time a wealth of detailed information became available to provide an increasingly detailed knowledge of underlying mechanisms, at levels from genes through cells to organs, organisms and populations. Models are also of great value in teaching developmental biology, as they allow students to explore phenomena hard to perceive directly because of their scale, accessibility, expense or other considerations. A model may allow students to "experiment" in ways which would be impractical in real life, as well as give them a deep understanding of competing hypotheses of development. Lastly, students can be challenged to produce models of their own, whereas only rarely are they able to carry out original experiments. I discuss two main kinds of models and their uses in generating, testing and expounding hypotheses and point out dangers in the use of models in education. Models may draw upon and reflect the consensus paradigm in the field: a researcher may be able to appreciate that models are interim conditional statements of probability and use them to generate new knowledge. A student may be less able to do so and may fail to appreciate where new knowledge will come from. And unlike physics, biology is stochastic and contingent and can never be entirely deduced from first principles, implying that models can never be as perfect in any biological field as they can be in some other fields.

Developmental Biology↗
PubMed2001

Attention-deficit/hyperactivity disorder: an educational cultural model.

This article gives a brief history and background of Attention Deficit Hyperactivity Disorder (ADHD) in childhood. A review of the medical model, including the diagnostic criteria and recommended protocols for treatment, is presented. An educational cultural model based on a holistic approach in assessing causes of hyperactivity and inattention is described. The Educational Cultural Model (ECM) synthesizes the effects of significant extrinsic factors in the life of the child, such as family dynamics, societal influences, and the educational system, and intrinsic factors, such as individual temperament, energy levels, learning style, giftedness, and personal interests. In addition to the primary purpose of comparing the medical model of ADHD to the conceptual ECM, this article is designed to stimulate thinking about different ways to view ADHD.

Attention Deficit Disorder with Hyperactivity↗