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Nurses should be involved in all aspects of patient education, including the development of print and web resources, but most nurses have not been educated in how to develop these resources. This article discusses the rationale for nurse involvement, describes guidelines for evaluating existing material for credibility and readability, and provides recommendations for rewriting material at an easier-to-read level.
OBJECTIVE: Upon completion of this article, the reader will be able to describe learning objects (LOs) and discuss their use in clinical laboratory sciences instruction. DESIGN: Through a questionnaire, educators evaluated clinical laboratory sciences-related LOs for accessibility, usability and instructional qualities. SETTING: LOs were presented on a password-accessed website. Evaluations were completed on the website. PARTICIPANTS: Nine educators participated in the evaluation. INTERVENTIONS: The LOs were made available to participants for use in their own instructional material. MAIN OUTCOME MEASURE(S): The evaluation measured educators' interest in and perceived usefulness of LOs in clinical laboratory sciences curriculum. RESULTS: On a scale of one to five with one equal to poor and five equal to excellent, participants rated LOs as accessible (4.68) and usable (4.61). Ninety-eight percent stated that they would use LOs in their curriculum. Fifty-seven percent stated that they could attribute improved learning performance on student exposure to LOs. CONCLUSION: LOs are useful, relevant, and time-saving resources to clinical laboratory sciences instruction.
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Surveys to determine learning and behavioral changes that result from education about human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) should be constructed to account for high levels of background knowledge and knowledge of safer sex practices among college students. This article evaluates the learning and behavioral changes of students enrolled in an HIV/AIDS education course offered by the Department of Biological Sciences at Rutgers University as part of a university-wide HIV/AIDS education program. Responses of students in the HIV/AIDS class were compared with those of students enrolled in other biology classes, using paired and unpaired t tests and multivariate discriminant analysis. Participants revealed they had significant knowledge about HIV/AIDS as a result of the HIV/AIDS class, but students campus-wide had a far higher level of general knowledge about HIV/AIDS than the authors expected. In addition, many students already were practicing behaviors that would reduce their risk of HIV infection. Because students were so knowledgeable about HIV and claimed they practiced safer sex, it was difficult to demonstrate significant changes in behavior as a result of the classroom experience.
Elderly patients often receive little or no teaching on the use of their inhalers. This study evaluated a patient teaching programme, designed specifically for elderly people. The sample (n = 27) was taken from patients who were prescribed inhalers and had been admitted to the elderly care wards of an acute provider unit. Individual inhaler technique was assessed, using a simple checklist, both before and after teaching and total scores calculated. Each subject received one to one teaching sessions by a registered nurse on four consecutive occasions that inhaled medication was due, together with an information sheet on inhaler technique. Total scores showed significant improvement; however, improvement on any one action was not found to be significant. Thus patient teaching leads to a significant improvement in inhaler technique; however, further research is necessary to determine whether this improvement is sustained over time. Recommendations for practice are made.
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Recent mergers and downsizing of health care agencies have made resources for continuing education (CE) increasingly scarce. Nurse educators must demonstrate the effectiveness and sustainability of CE programs and establish the link between nursing professionalism and positive patient outcomes. The Pyramid Evaluation Model expands and enhances previous evaluation frameworks. Simple steps are outlined to evaluate CE programs and outcomes systematically and comprehensively through an impact model that examines goals, reviews program design, monitors program implementation, assesses outcomes and impact, and analyzes efficiency.
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We talked about the evaluation of students' writing; this is thought to be difficult for teachers. We have a class "history of medicine" for freshmen in the second semester of the medical course. Students give lecture by themselves on famous historical persons in medicine such as Hippocrates, Vesalius, Pasteur and Sackett, referring to their historical significance in present medicine. As the final work of the subject they write report on "clinical medicine or medical researches 20 years in future and myself". We talked generally about educational evaluation in various aspects, concerning the methods for writing. We discussed mainly on two themes--ability to write and originality in thinking. We give a larger point to the originality, which correlates to ability to write, though we feel difficult in evaluating students' originality only by reading their reports. We also emphasize the importance of active interaction between students and teachers, and to evaluate educational activities of teachers in Japanese universities.
An introduction to the causes and problems of learning disabilities is given, with a description of the tests used by the educator in an effort to diagnose and plan for remediation of the disability.
The procedure developed by Jackson for the construction of the Personality Research Form was applied in the development of an instrument to evaluate the Power of Positive Parenting course in the Decisions and Drinking series. The procedure tests for content validity, reliability, and criterion validity. A preliminary test of 161 items (which was divided into scales of knowledge, attitudes, and behavior for both drinking and parenting) was developed and administered to 130 subjects in the summer of 1980. The analysis of the preliminary test yielded 94 items for the final test. Final scales were retested for reliability and yielded highly satisfactory coefficients.
Levels of energy intake and selected nutrients in the diets of elementary school children, as observed in a Kansas Nutrition Education and Training Program needs assessment project, are reported. For almost half of the girls and boys in the study, energy intakes exceeded 100% of the Recommended Dietary Allowance (RDA); for most of the students, protein intakes exceeded 125% of the RDA. Magnesium, iron, and vitamin B6 were the nutrients most limiting in the diets. Implications for nutrition education are discussed.
During the last year, the Psychiatry Education Branch of the National Institute of Mental Health undertook an exhaustive review of 530 training proposals from 205 institutions. The scope of such an endeavor, as well as the desire to maintain peer review, necessitated the recruitment of 90 outside consultants. The need for consistency of judgment among a large group of site visitors gave rise to a document that detailed points of concern in the evaluation of psychiatric training programs. Broader dissemination of this document might be useful in a program's self-evaluation, and might further its understanding of the site-visit process. The result of many such evaluations should be the improvement of psychiatric education throughout the country.
Providing effective patient education is an essential part of every nurse's role. The elderly have special learning needs related to health promotion and management of chronic disease processes. Elderly orthopaedic patients require additional education related to their specific functional and rehabilitation needs. Planning and implementing effective patient education for the elderly orthopaedic patient requires knowledge of adult learning principles and knowledge of the special learning needs and teaching methods that can be adapted for this growing population. Adult learning principles and aspects of normal aging that affect learning are described in this article. Suggestions for planning, implementing, and evaluating education for patients and their families are based on the nursing process. Basic teaching tips and criteria for evaluating educational materials are included.
A theoretical framework is put forward for the structure of a nursing curriculum and factors pointed out which should be born in mind when planning, implementing and evaluating such a curriculum. The data were acquired of a questionnaire sent to 321 students after their first term at Finnish language schools of nursing. The students' evaluations suggested that the descriptions of the aims of the fundamentals of nursing were of a high communicative standard, and in their opinion they had reached the objectives of the course sufficiently well in the field of the patient's basic physical needs, whereas they had been less successful at appreciating patients' psychological and social needs at that stage in their education. The replies also demonstrate that no connection is normally perceived between the achievement of learning goals in the field of physical needs and the methods used in the teaching of this. A student-centred teaching method was the preferred approach when learning to listen to the patient's needs.