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PubMed2004

The origins of current nurse education policy and its implications for nurse educators.

The publication of Fitness for Practice [UKCC Commission for Nursing and Midwifery Education, 1999. Fitness for Practice (Chair Sir Leonard Peach). UKCC, London] in the United Kingdom (UK) came at a time when anxiety was being expressed by UK government and the National Health Service (NHS) over the suitability of newly trained nurses to be 'fit for purpose'. There had been growing disquiet that the education reforms of the 1990s, which had seen nurse education move into higher education, had failed to deliver skilled nurses for the modern healthcare system. Fitness for Practice (loc. cit.) became the driving force behind government's attempts to bring about change nurse education policy. In the process of these reforms, nurse educators were marginalised and portrayed a negative light. The implementation time of the report was one to two years. This makes the policy ripe for discussion and analysis to explore the complexity of its recommendations, and its implications for UK nurse educators within a higher education context.

Clinical Competence↗
PubMed2002

What influences peer-led sex education in the classroom? A view from the peer educators.

This paper is the second of two presenting data gathered from peer educators in the RIPPLE study-a randomized controlled trial of peer-led sex education in English secondary schools. Peer educators were recruited from Year 12 students (aged 16/17 years) in 13 schools in two successive cohorts in 1997 and 1998. Following a standardized training programme they delivered sex education sessions to Year 9 students (aged 13/14 years). Through analysis of 18 focus group discussions and of post-programme questionnaire data (n = 301), this paper aims to identify the issues and processes considered by peer educators to be important in implementing a peer education programme, and to examine peer educators' views on the relationship between themselves and the Year 9 students. Methodological issues arising when collecting, analysing and presenting such data are discussed, and some recommendations are outlined for carrying out school-based peer education.

Adolescent↗
PubMed1993

Perception of physical education classes among young adolescents: do physical education classes provide equal opportunities to all students?

From a public health perspective, physical activity in children and adolescents is seen as important for disease prevention and health promotion. Physical activity patterns are learned through socialization processes where one of the influential sources is the school through physical education classes. The purpose of the present study was (1) to examine young adolescents' general perception of physical education classes, and (2) to explore the relationship between these perceptions and students' social resources, gender and level of leisure time physical activity and self-evaluated competence in physical education. A total of 895 seventh graders (13 year olds) were surveyed in Norway concerning their perception of physical education classes. Indicators of social resources were chosen from the arenas of family, friends and school. The main finding was that a majority of students liked physical education classes. Physical education classes seemed, however, not to offer the less socially resourceful minority the same opportunities for positive experience with physical activity as the resourceful majority. Boys' general perception of physical education classes seemed to be more positive than girls' and physically active students perceived physical education classes more favorably than less physically active students.

Adolescent↗
PubMed2000

Development of a palliative education assessment tool for medical student education.

Studies assessing palliative care education in U.S. medical schools reveal that little attention is paid to this topic. Although core competencies have been defined, few schools have implemented effective means to incorporate formal palliative care education into undergraduate curricula. To promote reform, each school needs to conduct a thorough assessment to identify palliative care content throughout the four-year curriculum. The authors developed an innovative assessment instrument to facilitate curricular mapping of palliative care education. The Palliative Education Assessment Tool (PEAT) comprises seven palliative care domains: palliative medicine, pain, neuropsychologic symptoms, other symptoms, ethics and the law, patient/family/nonclinical caregiver perspectives on end-of-life care, and clinical communication skills. Each domain details specific curricular objectives of knowledge, skills, and attitudes. Designed as a flexible self-assessment tool, PEAT helps determine the existence of palliative care education, which usually is found in various formats throughout a medical school's curriculum and thus sometimes "hidden." PEAT enables educators to describe a specific, multidimensional aspect of the curriculum and use the information for strategic planning, educational reform, and evaluation. The curricular reform implications of such an instrument are broader than palliative care assessment. A modified version of PEAT can be used to assess systematically other topics that are taught in various formats in the curriculum and to develop collaborative approaches to fulfilling the educational objectives of those topics.

Education, Medical↗
PubMed1994

Evaluating the purpose and benefits of continuing education in nursing and the implications for the provision of continuing education for cancer nurses.

In the light of increasing emphasis upon mandatory continuing education in nursing, the need for cancer nurses to update and improve their knowledge and skills is heightened. The challenges lie in how to keep nurses up-to-date, broaden their outlook and ensure that patients benefit. In this paper the literature on the purpose and benefits of continuing education is reviewed, and the implications of the Post-Registration Education and Practice Project (PREPP) for cancer nurses are addressed. Arguments about a definition of 'continuing learning' rather than 'continuing education' are discussed, since outcomes vary depending upon the definition adopted. Inconsistencies between the benefits claimed and those measured are highlighted. Attention is drawn to the inconclusive nature of the studies that have measured impact; some of the problems encountered in the provision of adequate education and its accessibility to nurses; and the continuing discrepancy of perceived need between nurse and manager. Specific impact evaluation studies relating to continuing education in cancer nursing are reviewed. Recommendations for providing education with measurable outcomes are drawn from the literature, while a case is made for the alternative perspective of lifelong learning where outcomes are neither specific nor measurable. In conclusion, the questions of who should be responsible for education and the need for further development of impact evaluation tools are addressed.

Education, Nursing, Continuing↗
PubMed1997

Effectiveness of a training program with physical education students and experienced physical education teachers in scoring the Test of Gross Motor Development.

Recently there has been an increase in the need for instruction and assessment of motor skills of students with disabilities for the regular physical education teacher; however, research has indicated that training of physical educators in assessment of motor skills for students with disabilities is often inadequate. Models of teaching preparation such as the infusion approach stress the need to integrate teaching and assessment techniques applicable to students with and without disabilities. In this study, the effectiveness of assessment training on the accuracy of scoring the Test of Gross Motor Development was investigated. Two students (one special education, one nonspecial education) were filmed and evaluated by three experts in the field of adapted physical education. The expert raters' scores were then compared to scores obtained by 26 physical education students and 26 experienced physical education teachers. Results of the study indicate that the instruction received in an assessment course enables undergraduate physical education students to assess accurately the motor skill performance of students with and without disabilities.

Adolescent↗
PubMed1983

Making an educational diagnosis to improve patient education.

The health professional needs to make an educational diagnosis before he selects a specific approach to patient education. Tailoring a patient education program to the patient's belief regarding his health and the patient's expectations regarding his diagnosis and care is useful. Other factors that influence the pulmonary rehabilitation team's selection of educational methodology are the patient's age, sex, educational level, cultural background, and prior experience with his disease. An educational program oriented to patients who rely on self-motivation or self-reward should provide choice of treatment, involvement of the patient in making choices, information-giving, and strong emphasis on individual responsibility. An educational program oriented to patients who demonstrate success when group strategies and support are used should encourage them to believe that their health can be controlled, even if it is dependent upon powerful others. Values clarification and behavior modification are also helpful in patient education.

Age Factors↗
PubMed2001

Education problems and Web-based teaching: how it impacts dental educators?

This article looks at six problems that vex educators and how web-based teaching might help solve them. These problems include: (1) limited access to educational content, (2) need for asynchronous access to educational content, (3) depth and diversity of educational content, (4) training in complex problem solving, (5) promotion of lifelong learning behaviors and (6) achieving excellence in education. The advantages and disadvantage of web-based educational content for each problem are discussed. The article suggests that when a poorly organized course with inaccurate and irrelevant content is placed online, it solves no problems. However some of the above issues can be partially or fully solved by hosting well-constructed teaching modules on the web. This article also reviews the literature investigating the efficacy of off-site education as compared to that provided on-site. The conclusion of this review is that teleconference-based and web-based delivery of educational content can be as effective as traditional classroom-based teaching assuming the technologic problems sometimes associated with delivering teaching content to off-site locations do not interfere in the learning process. A suggested hierarchy for rating and comparing e-learning concepts and methods is presented for consideration.

Computer-Assisted Instruction↗
PubMed1978

[Reformatory educational approaches in early special education of the physically handicapped - a survey based on the "Journal for the Care of Cripples" 1909--1929 (author's transl)].

An historical survey of special education of the physically handicapped is necessary because the dialectic relationship between the educational attention for the physically handicapped on the one hand and the educational rejection of the most severely handicapped on the other hand, seems to be occurring today as in the first decades of this century. At first, the article reviews the social-biological approach of the orthopaedist K. Biesalski and the "educational psychology of cripples" of H. Würtz, who worked together with Biesalski. The educational demands for cripples which result from their theories are briefly described. The influence of reformatory educational theory on both the pre-scientific educational theories concerning cripples before 1920 and the experimental-psychological and special educational concepts until 1929 are outlined. Finally the article analyses the resource material including articles of Agahd 1909; Delitsch 1909; Denzer 1910; Plass 1912; Würtz 1912, 1913; Legel 1914; Köhler 1926; Herold 1929 und Winkler 1929.

Child↗
PubMed1987

[Education at a distance as a methodological option for the development of continuing education processes for human resources in health].

It is becoming increasingly essential to put into effect the processes of continuing education that will facilitate continuing access to education, adapt to political changes, technological advances and current situations, and reach all the population to be trained. In so doing, institutions must implement new educational methodologies that reduce costs and extend coverage. One of these methodologies is education at a distance, which is examined in this article. This type of approach uses methods and techniques for individual and team work (studies based on written and audiovisual materials which, along with back-up tutoring and practical equipment and instruments, make up an instructional package) and physical presence activities under direction and supervision; at the same time, it offers the possibility of a study schedule that complements the work day. It also facilitates the continuing education of in-service personnel and encourages to assume greater responsibility for their own instruction with a view to their own overall development and to the attainment of excellence in the performance of services. Education at a distance is an option for the training of manpower committed to the performance of health services, and it must be introduced into current educational programs slowly and by degrees. The Health Training Program for Central America and Panama (PASCAP) is preparing a methodological guide for the design of systems of education at a distance as a frame of reference that must be adapted to the specific characteristics and needs of each country and institution. These stages are, broadly, a conceptual framework and academic planning, academic production, teaching-learning, and evaluation.

Audiovisual Aids↗
PubMed1994

Patient education and educational activity in the general public.

In Japan, about 97% of diabetic patients suffer from non-insulin dependent diabetes. Because of its insidious onset, public education with regard to diabetes is very important. According to a survey in 1989, approximately 87% of diabetic patients were treated at hospitals. Considering the difficulty of organizing an educational team targetting small clinics, diabetes education should be provided with close cooperation between hospitals and local clinics. Since 1967, National Diabetes Week is annually held in the second week of November; in more than 150 cities and towns, lecture meetings, screening tests and consultation by physicians and health professionals are performed under the sponsorship of the Japan Diabetes Society and the Japan Association of Diabetes Care and Education. The Japan Diabetes Society has edited 'Diabetes Treatment Guide' and 'Meal Exchange List' since 1961 to provide the minimum requirement of knowledge and skill in the diabetes treatment regimen. More than 850 hospitals and clinics now have a particular educational program. Admission for the education of diabetic patients is provided by 366 hospitals. In 1991, summer camps for children were held at 37 sites, where about 1200 patients participated. For the training of the educators, the Japan Diabetes Society and several other organizations offer many lecture meetings and courses with experiential format; the curriculum for diabetes educators is expected to be much improved in the near future.

Diabetes Mellitus, Type 2↗
PubMed1998

Prerequisite objectives for graduate surgical education: a study of the Graduate Medical Education Committee American College of Surgeons.

BACKGROUND: Recent changes in the educational environment and in the content of specialty surgical education have highlighted limitations, both educational and logistic, of the current system of graduate surgical education. To address these issues, the Graduate Medical Education Committee of the American College of Surgeons conducted a study of the educational competencies desired of graduating medical students, and of surgical residents completing their first postgraduate year (PGY 1). STUDY DESIGN: Surgeons representing all surgical specialties identified learning needs for graduating students and PGY 1 surgical residents. Responding to a questionnaire based on these learning needs, surgical educators assigned a priority of essential, desirable, or supplementary to each item. Additional questionnaires, limited to student-level items, were sent to graduating medical students matched to surgical residency programs, who assessed their competency. RESULTS: Questionnaires were received from 350 senior surgeons and 83 graduating medical students. General agreement was found among surgeons of all specialties of the essential and desired competencies for medical students entering any surgical residency program. Although there was considerable specialty variation in the priority given to individual items, there was also a broad general consensus on many areas of essential or desirable knowledge and skill that all surgical interns should possess before continuing in advanced education in a surgical specialty, including general surgery. CONCLUSIONS: The evidence that many core proficiencies are held in common by all surgical specialties argues strongly for careful coordination and cooperation among the various residency programs in an institution to achieve these objectives in a common learning program.

Data Collection↗
PubMed1999

Evidence-based education: development of an instrument to critically appraise reports of educational interventions.

OBJECTIVES: Educational interventions may ultimately impact on patient care as well as affecting individuals' learning. Critical evaluation of educational literature by those involved in designing and developing educational interventions is therefore important. A checklist instrument for critically appraising reports of educational interventions is described. DESIGN: The instrument was developed by an iterative process and piloted. The instrument consists of nine questions: 1. Is there a clear question which the study seeks to answer? 2. Is there a clear learning need which the intervention seeks to address? 3. Is there a clear description of the educational context for the intervention? 4. Is the precise nature of the intervention clear? 5. Is the study design able to answer the question posed by the study? 6. Are the methods within the design capable of appropriately measuring the phenomena which the intervention ought to produce? 7. Are the outcomes chosen to evaluate the intervention appropriate? 8. Are there any other explanations of the results explored in the study? 9. Are any unanticipated outcomes explained? A worked example is given to illustrate how the instrument can be used in practice. SETTING: The Department of General Practice in Glasgow. SUBJECTS: Young general practitioners and the Educational Journal Club. RESULTS: The instrument was feasible. CONCLUSIONS: The use of the checklist allows the reader to critically appraise reports of educational interventions and helps in the practice of evidence-based education.

Educational Measurement↗