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PubMed2004

Education of deaf students in Spain: legal and educational politics developments.

This article examines the legal instruments and educational politics affecting deaf persons' educational rights in Spain. We present a historical view of deaf education in Spain before and after the Congress of Milan (1880) and then introduce educational legislation and practices in recent decades. At present, Spanish legislation is moving toward recognition of sign languages and the suitability of bilingual education for deaf students at all educational levels. This is a consequence of taking into account the low academic achievement of two generations of deaf students educated in a monolingual model. Bilingual projects are now run throughout Spain. We emphasize that efforts must be made in the legal sphere to regulate the way in which professionals who know sign language and Deaf culture-teachers, interpreters, deaf adult models-are incorporated in bilingual deaf schools.

Adult↗

PubMed2005

Look who's being left behind: educational interpreters and access to education for deaf and hard-of-hearing students.

For many deaf and hard-of-hearing students, access to the general education curriculum is provided, in part, by using the services of an educational interpreter. Even with a highly qualified interpreter, full access to the content and social life in a hearing classroom can be challenging, and there are many aspects of the educational placement that can affect success. The skills and knowledge of the educational interpreter are one critical aspect. This study reports results from a study of approximately 2,100 educational interpreters from across the United States. All the interpreters were evaluated using the Educational Interpreters Performance Assessment (EIPA), an evaluation instrument used to assess and certify classroom interpreters (see Schick, Williams, & Bolster, 1999). The results show that approximately 60% of the interpreters evaluated had inadequate skills to provide full access. In addition, educational interpreters who had completed an Interpreter Training Program had EIPA scores only .5 of an EIPA level above those who had not, on average. Demographic data and its relationship with EIPA ratings are explored. In general, the study suggests that many deaf and hard-of-hearing students receive interpreting services that will seriously hinder reasonable access to the classroom curriculum and social interaction.

Adult↗

PubMed2004

What is good parental education? Interviews with parents who have attended parental education sessions.

The aim of the study was to highlight the experiences and expectations of Swedish parents with respect to general parental education within child healthcare. Interviews were carried out with 25 parents who had attended education sessions. With a few exceptions the fathers did not take part, and those mothers who did comprised a relatively highly educated group; their views therefore predominate in this study. Socially vulnerable parents such as the unemployed and immigrants took part more sporadically in the meetings, which is why less material is available from these groups. The arrangement and analysis of the material was done using qualitative content analysis. We identified two main categories of importance: 'parental education content' and 'parental education structure'. The parents were on the whole satisfied with the content with respect to the child's physical and psychosocial development. On the other hand, first-time parents expressed a degree of uncertainty with respect to the new parent roles and parent relation and they thought that the education should place more emphasis on the interplay between the parents and between child and parents. The degree of confidence in the nurse as group leader was mainly high. The parents thought that the groups functioned well socially and were satisfied with the organization of the meetings. They did, however, demand clearer structure and framework with respect to the content. Since the aim of legally established parental education is to improve the conditions of childhood growth and to provide support to parents, it must be considered especially important to provide resources so that the socially vulnerable groups in the community may also be reached.

Attitude to Health↗

PubMedDate not supplied

Quality diabetes self-management education: achieving and maintaining ADA Education Program Recognition.

PURPOSE: The purpose of this article is to describe the ADA Education Recognition Program Review Criteria for the National Standards for DSME and to help ADA-Recognized programs be prepared in the event of a random audit. METHODS: A multidisciplinary committee defined the Review Criteria and Indicators to demonstrate implementation of the 10 National Standards. Tips for completing the application as well as the 2 types of audits, random paper and onsite, are described. RESULTS: Five percent of all ADA-Recognized education programs will receive an onsite review conducted by 2 trained auditors. Detailed steps (based on over 100 audits that have been conducted) are outlined describing what happens prior to and during an audit so education programs can more fully understand the process and be prepared. The most common reasons that applications and/or audits fail are described. CONCLUSIONS: The Education Recognition Program of the ADA aims to ensure that diabetes education programs that meet quality standards will reach as many patients as possible. The lessons learned from other program applications and audits help to strengthen all diabetes education services to ensure that educators are doing the best for their patients.

Diabetes Mellitus↗

PubMedDate not supplied

Evaluation of computer-based diet education in persons with diabetes mellitus and limited educational background.

A study was conducted to determine whether computer-based techniques for meal planning and diet education could be an effective supplement to diabetes diet counseling in a group of inner-city subjects with limited educational background. Sixteen individuals with diabetes mellitus who were newly referred to an inner-city outpatient diet clinic and who demonstrated ninth-grade reading ability were given computer-based nutritional education. They received meal planning information through use of individualized computer-planned menus and education about the diabetes diet by computer-assisted instruction (CAI) combined with an interactive videodisc system (VIDEO). Total contact time was 180 min of CAI/VIDEO, 50 min of dietitian/patient education, and 20 min of dietitian/patient computer time (the last function could have been performed by a clerk). At the end of 4 wk, the group performance was improved in Exchange Lists knowledge (P less than 0.001), recognition of foods containing concentrated carbohydrate (P less than 0.05), and reduction of reported fat intake (P less than 0.05). In addition, average group weight declined by 4.6 lb (P less than 0.005). No improvement was found in food-measuring skills or in calorie-consumption compliance during a standardized buffet lunch. It appears that computer-based techniques are an acceptable supplement to traditional methods of education in this patient group and can improve the effectiveness of diabetes education programs without a significant increase in dietitian time.

Adult↗

PubMed2006

Design and implementation of an educational partnership between community pharmacists and consumer educators in mental health care.

OBJECTIVE: To design and implement an interactive education program to improve the skill and confidence of community pharmacists in providing pharmaceutical services to people with mental illnesses. DESIGN: A literature review was conducted and key stakeholders were consulted to design a partnership that involved community pharmacists and consumer educators. The partnership was designed so that all participants shared equal status. This facilitated mutual recognition of each others' skills. ASSESSMENT: Four 2-hour training sessions were conducted over a 2-week period in March 2005. Seven pharmacists, 5 consumer educators, and 1 caregiver educator participated in the partnership. Pharmacists indicated that their participation caused them to reflect on their own medication counseling techniques. Consumer educators reported that speaking about their experiences aided their recovery. CONCLUSION: Developing a better understanding and improved communication between community pharmacists and people with mental illnesses is an important aspect of facilitating a concordant approach to patient counseling. Implementing mental health education programs utilizing consumer educators in pharmacy schools is a promising area for further research.

Community Participation↗

PubMed2004

Internet-based virtual classroom and educational management software enhance students' didactic and clinical experiences in perfusion education programs.

A challenge faced by many university-based perfusion education (PE) programs is the need for student clinical rotations at hospital locations that are geographically disparate from the main educational campus. The problem has been addressed through the employment of distance-learning environments. The purpose of this educational study is to evaluate the effectiveness of this teaching model as it is applied to PE. Web-based virtual classroom (VC) environments and educational management system (EMS) software were implemented independently and as adjuncts to live, interactive Internet-based audio/video transmission from classroom to classroom in multiple university-based PE programs. These Internet environments have been used in a variety of ways including: 1) forum for communication between the university faculty, students, and preceptors at clinical sites, 2) didactic lectures from expert clinicians to students assigned to distant clinical sites, 3) small group problem-based-learning modules designed to enhance students analytical skills, and 4) conversion of traditional face-to-face lectures to asynchronous learning modules. Hypotheses and measures of student and faculty satisfaction, clinical experience, and learning outcomes are proposed, and some early student feedback was collected. For curricula that emphasize both didactic and clinical education, the use of Internet-based VC and EMS software provides significant advancements over traditional models. Recognized advantages include: 1) improved communications between the college faculty and the students and clinical preceptors, 2) enhanced access to a national network of clinical experts in specialized techniques, 3) expanded opportunity for student distant clinical rotations with continued didactic course work, and 4) improved continuity and consistency of clinical experiences between students through implementation of asynchronous learning modules. Students recognize the learning efficiency of on-line information presentation but still prefer the traditional face-to-face classroom environment. Traditional paradigms impose limitations that are rooted in dependence upon the students and instructors being physically located in the same place at the same time. These represents significant impediments for PE programs that use geographically separate clinical sites to provide clinical experience. Historically this has led to a disintegration of the presentation of theory, and a reduction in the quantity or quality of clinical experience opportunities. New PE models help to eliminate limitations and improve the quality of education especially in the face of economic challenges. Perfusion education students and faculty will have to work together to find computer-based offerings that are equivalent to traditional classroom methods.

Allied Health Personnel↗

PubMedDate not supplied

Professional levels in relation to the needs and to self-education abilities. A pedagogy for continuining medical education.

The pedagogical peculiarities of continuing medical education (CME) essentially lie in the fact that it is addressed to adult subjects with their personal style of learning and showing a disposition to autonomous learning. Therefore CME cannot be limited to educational and training approaches but should be aimed at education and training. To be effective, CME must privilege interactive teaching methodologies. Among them, problem-solving, decision-making learning, where positive consideration though critical of mistake, as further educational instrument, seems particularly consistent with its goals. Other elements relevant to continuing education of the adult professional are: the multiprofessional, multidisciplinary setting; the implementation of co-educational communities where all are teachers and students at the same time and where metacognitive processes are adequately stimulated; the exploitation of research as remarkable educational instrument.

Adult↗

PubMedDate not supplied

Evaluation of a self-awareness education session for youth education with type 1 diabetes.

This research sought to determine if a one-hour education session about self-awareness had any short-or long-term impact on young participants with Type 1 diabetes. The study was conducted within Hernandez' (1991) theory of integration. Twenty-nine adolescents and young adults participated in the intervention, which was operationalized through the collaborative alliance educational method. The intervention consisted of viewing a videotape on self-awareness and participating in discussion of cues of low, high, and normal blood glucose as well as the situations that cause these. Questionnaires were completed pre-education, immediately following education, and 12 months later. The number of cues identified for all levels of blood glucose was significantly increased by the intervention. Many of the body cues identified by participants were different than those typically presented in diabetes education materials and programs. Participants identified issues regarding changes in body cues over time, frequency of classic signs of hypoglycemia, and the frequency of severe lows. Findings have implications for the content, delivery method, and educational materials of diabetes education programs.

Adolescent↗

PubMedDate not supplied

[Relationship between the development of a stance and the precedents of teaching education and educational practice].

INTRODUCTION: A solid perspective is the result of knowledge building and constitutes a stance of the teacher on education. OBJECTIVES: To explore if there is a stance on education among professors in the health area and to investigate if teaching education has an influence on it, as well as if there is any relation-ship between stance and academic level in teaching. MATERIAL AND METHODS: A census was made among teachers in the medical units of the health area in Guadalajara. The sample was constituted by 126 professors, who accepted to fill out the questionnaire. To explore the stance, an instrument was made from the passive and participative perspectives of education. The items were grouped in pairs: two statements that approach the same topic from opposing points of view. The criterion of obtaining an indiscriminate agreement of 0.50 or lower and a consequence of 0.50 or higher was established to consider the existence of a stance. Once the measurement was made, the professors' results were compared, taking into account the precedent of teaching background and academic level of educational practice. RESULTS: no existence of a stance was certified in any of the individuals. The results did not show any significant differences in any of the contrasting events. CONCLUSIONS: The predominance of the passive perspective shows an absence of a stance in the group. It is necessary to create educational spaces that bring about a stance in teachers that give greater consistence, scope and direction to their educational performance.

Education, Medical↗

PubMed2002

Evaluation of a comprehensive AIDS education curriculum in Hungary--the role of good educators.

The aim of this research was to evaluate a school-based AIDS education programme in Eastern Europe. Four evaluation segments were undertaken: process and outcome evaluations of the training of AIDS educators and of the educational activities for students. While most AIDS education curricula focus on the content of the education, our findings demonstrate that other aspects--including the characteristics of those educators who appear to be most effective, the way in which education is affected by teachers' attitudes, and the cultural implications of transferring programmes from one country to another--also need to be considered, especially in international environments.

Curriculum↗

PubMed1993

Nurse managers' perceptions of contracting for nurse education, Part 2: Contracting and post-registration education.

The introduction of the 'purchaser/provider' split into nurse education alters the relationship between service units (or the education purchasers) and colleges of health studies (the education providers). This is the second of two papers, and focuses on senior health service managers views on the purchasing and provision of post-registration nurse education. 24 managers from one region were interviewed. The aim was to identify their post-registration education needs, the criteria they use to choose between post-registration courses held in different colleges, and how they identify 'value for money' in post-registration education. The findings showed a limited understanding of the financial issues involved and considerable variation in opinion regarding the purpose, type and academic level of post-registration education. Cost emerged as a potentially more influential factor than quality in determining which courses managers will purchase. The managers interviewed are predominantly looking to contract with colleges who will be communicative, receptive to their needs, and willing to work in partnership with them.

Attitude of Health Personnel↗

PubMed1987

Is structured pre-surgical education more effective than non-structured education?

Provision of patient education is an integral part of health care. Furthermore, it is essential that educational techniques result in desired outcomes. The purpose of this literature synthesis is to measure the effects of structured presurgical patient education programs on post-surgical compliance with a therapeutic regimen. A computer-based literature search identified acceptable studies that were evaluated by the following literature synthesis techniques: vote counting, meta-analysis, and study characteristic coding. The synthesis findings were inconsistent and failed to indicate that structured education was more effective than unstructured education in promoting compliance with a therapeutic regimen. These findings may be due to flaws in the individual studies, incomplete reporting of descriptive statistics in the individual studies, imperfections in the education programs, or a lack of impact of educational programs on patient compliance.

Evaluation Studies as Topic↗

PubMed1995

Benefits of a computer-assisted education program for hypertensive patients compared with standard education tools.

ISIS (Initiation Sanitaire Informatisée et Scénarisée), a French computer-assisted hypertension and cardiovascular risk education program, was developed to provide patients at cardiovascular risk with a modern interactive educational tool combining rigorously scientific information with the aesthetic attractiveness of multimedia communication. To test the impact of this tool on patient health information retention, 158 hypertensives hospitalized for initial work-up (day hospital) or therapeutic adjustments (3 days) were randomized into control (n = 79) and ISIS (n = 79) groups. Both groups received cardiovascular education through standard means: physicians, nurses, dietitians and pamphlets. In addition, ISIS patients underwent a 30- to 60-min session on the computer with the ISIS program. Cardiovascular knowledge was tested by the same investigator administering a standardized 28-item questionnaire before and 2 months after education. Retesting was made by telephone. At the time of first assessment, all patients were aware that they would be retested. A total of 138 completed questionnaires (69 from each group) was analyzed. Overall mean cardiovascular knowledge score before education improved significantly after education. This improvement was greater in the ISIS than the control group. These results confirm the potential of computer-assisted education in hypertensives from a specialized center.

Adult↗

PubMed2003

Education for public health capacity in the nursing workforce: findings from a review of education and practice issues.

Current NHS policy highlights the importance of public health as a strategy to reduce health inequalities and to promote the health of communities, and nurses are recognised as key contributors to the public health function. Changes are also taking place in pre- and post-registration nurse education curricula, in the wake of recent education policy recommendations. However, progress towards effective educational preparation for nurses' public health function and the educational issues involved, has not been systematically charted. The study reported below investigated the adequacy of public health education and the issues involved in effective education practice through a literature review and interviews with key informants. Findings highlight issues concerned with programme outcomes, practice placement experiences, and continuing professional development. Findings are discussed, and implications and recommendations for educational and other key stakeholders are outlined.

Curriculum↗

PubMed1993

The influence of educational theory on the development of nurse training to education in the United Kingdom.

This paper discusses the development of nurse training to education from its historical apprenticeship-style approach to the current position of professional education through diploma-level programmes. The influence of education theory on nurse training over the years is explored. The slowness of the transition from training to education is shown to have been dependent on the view of what is considered as appropriate preparation for the role. Historically, one can see that it was expedient that preparation for the role began as training, and the development to education was thwarted by the lack of resources, the shortage of nurses, and the medical and political ideologies of the day. The implementation of Project 2000, with students being supernumerary to the workforce, and the programme being educationally led, created the need for the development of professional education from the traditional training model.

Curriculum↗

PubMed1999

The effectiveness of the Canadian Quality Daily Physical Education program on school physical education.

The effectiveness of the Canadian Quality Daily Physical Education (QDPE) program in creating awareness, support, and influencing school based physical education programs was determined using quantitative and qualitative methodologies. Participants included teachers, principals and vice principals, school board officials and trustees, professional agencies and association, and provincial ministry of education officials. Findings showed this national initiative increased awareness and support of QDPE among all participants. Although the influence of this increased awareness and support on school physical education programming was limited, the greatest impact was in time committed to instruction, development of curricula, instruction of classes, delivery of intramural programs, professional development, and student response to physical education. The least impact was on hiring of physical education specialists, the number of staff, and funding for physical education.

Adult↗

PubMed2006

Smoking and education: Do psychosocial variables explain the relationship between education and smoking behavior?

The effect of education, depressive symptoms, trait anxiety, and coping traits (approach-belief, monitoring-creating-executing, and self-regulating) were tested on smoking behavior among 574 young adult males. We hypothesized that depression, anxiety, and coping traits were mediators in the relationship between education and smoking. Univariate analyses showed a significant association between smoking behavior and depressive symptoms, higher trait anxiety score, and lower scores on approach-belief and self-regulating traits. Education was significantly associated with depressive symptoms and coping traits. Although we found significant associations between smoking and education, smoking and depression, and education and depression, the hypothesis was not supported. A similar pattern was found in the case of coping traits. A multivariate logistic regression showed that low education (OR = 4.29), severe depression (OR = 1.84), and low self-regulating coping traits (OR = 2.19) were independent risk factors for smoking. The relationship between education and smoking cannot be explained by these individual variables.

Adaptation, Psychological↗