Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “EDUCATION”

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.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 253 records · Page 14Linked to original sources
PubMedDate not supplied

Community-based nursing education and nursing accreditation by the Commission on Collegiate Nursing Education.

The purpose of this article is to describe the application of accreditation standards of the Commission on Collegiate Nursing Education (CCNE) in community-based nursing education. In response to changes in the health care delivery system, involving increased implementation of managed care systems, greater use of outpatient services, and increased care provided in community-based settings, baccalaureate nursing education is changing to incorporate student learning experiences in community-based settings. Community-based nursing care is characterized by the development of community-education partnerships, implementation of nursing interventions for prevention and health promotion, and collaboration to ensure continuity of care. Changes in the delivery system to increase community-based care necessitate changes in professional nursing education to ensure that graduates of baccalaureate nursing programs are prepared to practice in community-based settings. Accreditation is a mechanism to evaluate quality in educational programs. Accreditation by CCNE offers a process for assessing the quality of nursing programs while encouraging flexibility and innovation in those programs. The CCNE accreditation standards can be interpreted in the context of community-based education. Descriptions of the CCNE standards and examples of application of the standards in community-based nursing education are included.

Accreditation↗
PubMed1995

Assessing the quality of the working life of nurse educators in Finland: perceptions of nurse educators and their spouses.

As part of a broader descriptive study of nurse educators' well-being at work in Finland, the quality of working life was assessed by the nurse educators themselves and by their spouses (or another adult living with them). Data were analysed from 477 (68% of 706) educators from 25 institutes throughout Finland and from 409 (58% of 706) spouses. Nurse educators evaluated their working life as being good. Background factors that improved one or several features of working life were: young age, being married, permanent employment in a small institute in the countryside, and highschool education. Lack of freedom to choose the teaching field and tasks at work reduced the quality of working life. Nurse educators estimated that they did an average of 9.6 hours overtime a week; according to their spouses the figure was 12.7 hours. More than moderate amounts of negative stress, derived mainly from work, were reported. Interactions with people at work and the support obtained for their work were generally judged to be good. Participants reported that they were not very satisfied with relationships with college directors, while they were, generally, satisfied with relationships with students. The spouses estimated nurse educators' working life more negatively than did the educators themselves, with the exception of the balance between work and leisure time, which both groups estimated similarly.

Adult↗
PubMed1992

Medical education and medical education research and development activities in modern China.

The development of medical education in China occurred quite differently to medical education in the rest of the world. A review of the literature has been presented regarding the historical development and the evolution of medical education research and development (MERAD) units in modern China. The history of medical education in modern China has been divided into three periods: (1) the 17 years before the 'Cultural Revolution' (1949-1966); (2) the period of the 'Cultural Revolution' (1966-1976); (3) the post 'Cultural Revolution' period (1976 onwards). Although a number of MERAD activities had existed on China's medical campuses since 1949, there was no formal organizational structure for MERAD before 1978. The change of the political situation in 1978 led China to seek modernization, with education as its basis. In the process of health care system modernization, medical education was given priority, and the Western model of establishing MERAD units as a means of improving the training of health professionals was introduced. The evolution of medical education research and development in modern China appears to be following the Western pattern due to the multitude of Western consultants and fellowships in Western countries provided to Chinese medical education leaders. A group of people from medicine is gathering in the MERAD field and MERAD units are beginning to take shape in modern China.

China↗
PubMed1981

Implementing comprehensive health education: educational innovations and social change.

The effectiveness of health education is ultimately determined by whether it is implemented, and how it is implemented. Although a given health education innovation may be designed and experimentally assessed to promote well-being with some measure of effectiveness and efficiency, the actual impact of the innovation will depend upon the manner in which it is disseminated, initiated, and maintained. The implementation of health education programs in schools or elsewhere is a function of the types of innovations available, certain characteristics of those innovations that influence their use, and the manner in which the innovations are brought into practice. This paper has been prepared to review, synthesize, and apply current and relevant information about educational innovations and social change to provide a conceptual base for the design, execution, and analysis of efforts to implement health education in schools. The American system of public and private schools could be an agent vitally important to the realization of a second public health revolution. Indeed, in a democratic society, the implementation of health education in schools seems a condition necessary for such a revolution. By analyzing and learning from our own health education efforts, as well as the efforts of those experienced with implementing other types of educational innovations in schools, we might ensure that future populations are informed sufficiently about factors that influence their health and well-being.

Adolescent↗
PubMed2005

Assessment of public health educator practice: health educator responsibilities.

This study presents a method for better understanding how practicing health educators in local health departments spend their time. The purpose of this study was to document the daily practice of health educators in the 10 areas of responsibility as defined by a competency-based framework for graduate-level health educators. The results of the current study present the average percentage of time health educators spent carrying out each area of responsibility and the percentage of health educators that did not carry out activities related to a specific area of responsibility. For example, the greatest percentage of time was spent implementing programs (21.2%), and approximately 60% of the health educators in the sample did not conduct research nor did they participate in activities to advance the profession. These findings have implications for the professional preparation of health educators and for their continuing education. The current study contains several suggestions for future research in this area.

Analysis of Variance↗
PubMedDate not supplied

Prevention and health education: how recent advances in the science and art of health education have been applied in practical ways within medical and other settings for prevention and public health.

The terms health education, patient education, self-care education, school health education, and health promotion are distinguished from each other as follows. Health education is a subset or strategy within each of these but is the primary and dominant strategy in health promotion. Health education occurs through the health care providers in various settings: worksites, medical, community agencies and schools. Nurses and midwives are the most important health care providers to train people for health promotion and cancer prevention. We appreciate the importance of the "Fight against Cancer" movement in the primary health care centre and its health care providers who inform people about cancer and its symptoms, how to find lesions and early stages, and how to avoid hazardous factors. This is as process of continuous information transfer by in-service education. Primary prevention should encompass all actions aimed to reducing the occurrence of cancer. In reviewing recent advances in science and how the art of health education has been applied in practical ways within medical and other settings for prevention and public health, we can point ot the necessity for facilities like an APOCP Training Centre as a venue for scientific courses.

Breast Neoplasms↗
PubMed2006

A study of network education application on nursing staff continuing education effectiveness and staff's satisfaction.

The rapid development of computer technology pushes Internet's popularity and makes daily services more timely and convenient. Meanwhile, it also becomes a trend for nursing practice to implement network education model to break the distance barriers and for nurses to obtain more knowledge. The purpose of this study was to investigate the relationship of nursing staff's information competency, satisfaction and outcomes of network education. After completing 4 weeks of network education, a total of 218 nurses answered the on-line questionnaires. The results revealed that nurses who joined the computer training course for less than 3 hours per week, without networking connection devices and with college degree, had the lower nursing informatics competency; while nurses who were older, at N4 position, with on-line course experience and participated for more than 4 hours each week, had higher nursing informatics competency. Those who participated in the network education course less than 4 hours per week were less satisfied. There were significant differences between nursing positions before and after having the network education. Nurses who had higher nursing information competency also had higher satisfaction toward the network education. Network education not only enhances learners' computer competency but also improves their learning satisfaction. By promoting the network education and improving nurses' hardware/software skills and knowledge, nurses can use networks to access learning resources. Healthcare institutions should also enhance computer infrastructure, and to establish the standards for certificate courses to increase the learning motivation and learning outcome.

Computer-Assisted Instruction↗
PubMed1991

Medical educators' views on medical education reform.

To determine whether medical educators perceive a need for change in medical student education, we analyzed data from a 1989 survey of 1369 respondents from all US schools of allopathic medicine. Except for basic sciences faculty, a majority of educators stated that "fundamental changes" are needed in medical student education in the United States. Nearly three fourths of deans and associated deans reported the need for "fundamental changes" or "thorough reform." At least 79% of educators voiced support for six specific reforms, such as rewarding teaching excellence and increasing clinical education in ambulatory and community settings. While slight majorities supported reducing class size and centralizing governance, substantial proportions stated that they would "work against" such reforms. Most educators reported that a broad base of support within the school would be essential for change. The survey suggests a restlessness among the leaders of medical education.

Attitude of Health Personnel↗
PubMed2003

Health education and multimedia learning: educational psychology and health behavior theory (Part 1).

When health education researchers began to investigate how individuals make decisions related to health and the factors that influence health behaviors, they referred to frameworks shared by educational and learning research. Health education adopted the basic principles of the cognitive revolution, which were instrumental in advancing the field. There is currently a new challenge to confront: the widespread use of new technologies for health education. To better overcome this challenge, educational psychology and instructional technology theory should be considered. Unfortunately, the passion to incorporate new technologies too often overshadows how people learn or, in particular, how people learn through computer technologies. This two-part article explains how educational theory contributed to the early development of health behavior theory, describes the most relevant multimedia learning theories and constructs, and provides recommendations for developing multimedia health education programs and connecting theory and practice.

Computers↗
PubMedDate not supplied

Assessment of learning needs of nurse educators: continuing education implications.

Because of current structure, content, and outcomes of master's nursing curricula, administrators responsible for hiring nurse educators often have no choice but to employ clinical experts as teachers. This article reports on the results of an investigation designed to ascertain the self-reported learning needs of nurse educators in a southern state. This investigation confirmed that nurse educators have numerous learning needs specific to fulfillment of the nurse educator role. Findings suggest that learning needs differed according to the educator's level of academic preparation and type of employment setting. The results provide useful insights for individuals planning continuing educational offerings for nurse educators with varied backgrounds.

Education, Nursing, Continuing↗
PubMed2001

Empowering radiologic education on the Internet: a new virtual website technology for hosting interactive educational content on the World Wide Web.

OBJECTIVE: We describe a virtual web site hosting technology that enables educators in radiology to emblazon and make available for delivery on the world wide web their own interactive educational content, free from dependencies on in-house resources and policies. MATERIALS/METHODS: This suite of technologies includes a graphically oriented software application, designed for the computer novice, to facilitate the input, storage, and management of domain expertise within a database system. The database stores this expertise as choreographed and interlinked multimedia entities including text, imagery, interactive questions, and audio. Case-based presentations or thematic lectures can be authored locally, previewed locally within a web browser, then uploaded at will as packaged knowledge objects to an educator's (or department's) personal web site housed within a virtual server architecture. This architecture can host an unlimited number of unique educational web sites for individuals or departments in need of such service. Each virtual site's content is stored within that site's protected back-end database connected to Internet Information Server (Microsoft Corp, Redmond WA) using a suite of Active Server Page (ASP) modules that incorporate Microsoft's Active Data Objects (ADO) technology. Each person's or department's electronic teaching material appears as an independent web site with different levels of access--controlled by a username-password strategy--for teachers and students. There is essentially no static hypertext markup language (HTML). Rather, all pages displayed for a given site are rendered dynamically from case-based or thematic content that is fetched from that virtual site's database. The dynamically rendered HTML is displayed within a web browser in a Socratic fashion that can assess the recipient's current fund of knowledge while providing instantaneous user-specific feedback. Each site is emblazoned with the logo and identification of the participating institution. Individuals with teacher-level access can use a web browser to upload new content as well as manage content already stored on their virtual site. Each virtual site stores, collates, and scores participants' responses to the interactive questions posed on line. CONCLUSION: This virtual web site strategy empowers the educator with an end-to-end solution for creating interactive educational content and hosting that content within the educator's personalized and protected educational site on the world wide web, thus providing a valuable outlet that can magnify the impact of his or her talents and contributions.

Computer-Assisted Instruction↗
PubMedDate not supplied

Determining the food irradiation beliefs of community nutrition educators: do beliefs influence educational outreach?

OBJECTIVE: To develop an instrument to measure the food irradiation beliefs of community nutrition educators and to determine the influence of those beliefs on food irradiation educational outreach. DESIGN: Survey development, cross-sectional telephone survey. SETTING: Cooperative Extension Program. PARTICIPANTS: All Family and Consumer Sciences (FCS) county extension agents serving in the most populated counties in Texas (n = 134, response rate = 99%). These participants may not be representative of all FCS extension agents. VARIABLES MEASURED: Food irradiation beliefs and educational outreach as well as selected demographic variables. ANALYSIS: To determine validity and reliability of the instrument, factor analysis and Cronbach's alpha were conducted, respectively. To determine if food irradiation beliefs influenced food irradiation educational outreach, logistic and multiple regression analyses were conducted, with significance set at P < .05. RESULTS: The instrument had adequate reliability; two belief scales were identified through factor analysis, referred to as Safety Beliefs and Understanding Beliefs. Additionally, regression analysis suggested that educators' beliefs about food irradiation influenced the amount of food irradiation education they provided. CONCLUSIONS AND IMPLICATIONS: Results suggest that educators' beliefs about the safety and their understanding of food irradiation are predictors of the educational outreach they provide about it, indicating the potential value of professional development regarding food irradiation.

Community Health Services↗
PubMed2002

Academic opportunities in radiology education and education research.

Education can be the focus of a rewarding and successful career in academic radiology. Educational opportunities for academic radiologists include teaching medical students, residents, nursing students, physician assistant students, radiology technologist students, and other allied health profession students. Teaching can occur in large or small groups, or as a one-on-one encounter. Teaching is the very best way to learn a subject well; thus, educators are often considered experts in their fields. Educators can develop innovative teaching materials that are passed on to generations of students. Opportunities in educational administration and personal development are available both locally and nationally. Participation in radiology education research allows a radiologist to contribute to the body of knowledge in radiology education and advance the field of radiology education through science.

Career Choice↗
PubMed2001

Educational History, Employment Characteristics, and Desired Competencies of Doctoral-Educated Athletic Trainers.

OBJECTIVE: The study had 3 objectives: (1) to assess the educational history of doctoral-educated certified athletic trainers (ATCs) who work at academic institutions, (2) to determine the current employment characteristics of doctoral-educated ATCs who work at academic institutions, and (3) to identify which competencies doctoral-educated ATCs feel are important for new doctoral graduates to possess upon graduation. DESIGN AND SETTING: Multiple sources were used to identify doctoral-educated ATCs who work at academic institutions. These individuals were surveyed to assess their educational histories, current employment characteristics, and opinions on desired competencies for new doctoral graduates. Data were analyzed using descriptive and inferential statistics. SUBJECTS: Surveys were sent to 130 individuals, and the response rate was 89.2% (n = 116). MEASUREMENTS: Subjects answered questions regarding their educational history and employment characteristics. A 5-point Likert scale was used to assess the importance of 22 competencies for new doctoral graduates to possess upon graduation. Comparisons were made between program directors and non-program directors, respondents employed at doctoral-granting institutions and non-doctoral-granting institutions, and doctoral student advisors and non-advisors. RESULTS: Subjects reported several different educational backgrounds, job titles, and job responsibilities. Significant differences in job responsibilities and assessment of desired competencies were found between program directors and non-program directors, employees of doctoral-granting institutions and non-doctoral-granting institutions, and doctoral student advisors and non-advisors. CONCLUSIONS: As new doctoral programs are established in athletic training, students should receive training as classroom instructors and program administrators, in addition to learning the skills necessary to perform independent research in athletic training.

Journal Article↗
PubMed1977

[Drug education as part of health education].

Health education is considered as regulating health behavior. This forms a part of general behavior based on socio-cultural norms. For this reason, when defining their aims, health education programs must take the socio-cultural environment into account. There are three main parts to health education considered as a whole: somatic hygiene, psychological hygiene and social hygiene. As an example, the case of drug education demonstrates that any health education program must be devised with its contents specifically selected and the program must take into account, to different degrees, all three aspects of health education. Formal criteria and criteria regarding the contents for a drug education program are indicated, based on the idea that all persuasive transmission of information must be based on three fundamental steps: 1st sensitization, 2nd information and 3rd motivation.

Accident Prevention↗
PubMed2001

The diabetes education study group and its activities to improve the education of people with diabetes in Europe.

In this article the activities of the diabetes education study group (DESG) are presented. It is an important example of the coordination of the European patient education in the field of diabetes. Given the therapeutic role of patient education, doctors must be involved in the entire process, as members of the multi-professional team, who carry the responsibility for the planning and implementation of the educational process. Based on these assumptions, the DESG concentrated on the following activities: workshops, congresses, teaching letters, a 5-min education kit, a web-site, and a basic curriculum in therapeutic patient education. The future of therapeutic patient education in the field of diabetes is discussed.

Diabetes Mellitus↗
PubMed1998

Asthma education programme in Russia: educating patients.

To address the recent rise in asthma morbidity and mortality in Russia, an intervention study was conducted to improve asthma diagnosis, treatment and prevention. US recommendations for asthma management were adapted for use in educating Moscow families with children with asthma. Two hundred and fifty-two children with asthma aged 4-14 years receiving health care in eight Moscow public health clinics together with their parents were enrolled in the study to see whether US teaching manuals for asthma management would be acceptable and effective in Russia. Children at four of the clinics with recent asthma attacks were randomly assigned to either the education or control group to test if patient education and guided asthma care would improve outcomes for patients. Modern medications were made available to both groups to see if training in the US guidelines was necessary to get physicians to use the medications. Children with recent asthma attacks at the other four clinics were defined as comparison group 1 to control for the possible effect of medication availability. All children at the eight clinics who had no asthma attacks composed comparison group 2 to see if the outcomes for these children would change over time. One-year follow-up results showed significant improvement in asthma self-management skills of children and parents, in terms of asthma treatment, only among those in the education group. Significant increases were observed in the subgroup of children in the education group using anti-inflammatory drugs for asthma control. Children in the education group had markedly increased peak flow rates and reduced daily peak flow variability as compared to control and comparison groups. There was a significantly greater reduction in doctor visits by the education group of children compared to control. Presumably, changes in parents' and children's behaviour in terms of asthma treatment and prevention skills, proper treatment of the disease and access to medications could be responsible for reducing asthma morbidity in children.

Adolescent↗
PubMed2000

Knowledge, skills, and behavior improvements on peer educators and low-income Hispanic participants after a stage of change-based bilingual nutrition education program.

A nutrition education program, entitled La Cocina Saludable, was designed according to the Stage of Change Model and implemented in ten southern Colorado counties. The objectives were to improve the nutrition related knowledge, skills, and behaviors that lead to healthy lifestyles in a low-income Hispanic population. The content of the program included nutrition information designed to help mothers of preschool children provide for their children's nutritional needs. Previous studies suggest that low-income Hispanics often demonstrate low intakes of vitamins A and C, calcium, iron, and protein, and high rates of diabetes, obesity, and infections. Additionally, this population presents many obstacles for nutrition educators including limited resources, child care, transportation, time, language, culture, literacy, health beliefs, and, in some cases, the transient nature of the population. The program attempted to overcome these barriers by incorporating a flexible program format carried out by abuela (Hispanic grandmother) educators using the processes described in the Stage of Change Model. The program was evaluated using a knowledge, skills and behavior pre-test, post-test, and six-month follow-up survey on both the abuela educators as well as the actual class participants. Results of the peer education training sessions suggest that this type of training program can be effective in increasing the knowledge, skills, and behavior of peer educators as well as reduce need for retraining for educators who continuously teach classes. Additionally, the results suggest that this type of program can be effective in changing selected nutrition related knowledge, skills, and behaviors leading to healthy lifestyles for low-income Hispanic mothers of preschool children.

Adult↗