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PubMed2006

Department for Education and Skills/Department of Health Good Practice Guidance on the education of children with autistic spectrum disorder.

Currently, it is held by many that educational interventions are those most likely to make a significant difference to the prognosis and well-being of a child with an autistic spectrum disorder (ASD). Yet, decision making about educational interventions and provision in ASD is often based on beliefs, tradition and assumptions, rather than on empirical evidence. This can lead to inappropriate or ineffective provision and can cause confusion and conflict between and within professional groups and parents. Little rigorous research evidence exists to guide decisions for children with ASD. This is true for educational practice generally, and for children with other special educational needs. Practitioners and parents alike are keen for good information on how best to educate children with ASD. It was against this background that the Department for Education and Skills (DfES) and Department of Health (DoH) convened a working group of experienced practitioners and parents to produce the 'Good Practice Guidance on ASDs'. This paper explores the need for the DfES/DoH Guidance, describes its structure and content and then suggests why research evidence is sparse and how future research might be enhanced to inform practice.

Adult↗
PubMed1990

Social reform versus education reform: university nursing education in Canada, 1919-1960.

Nurses' struggle to attain educational parity with other professional groups is closely aligned with the struggle of women for social equality within Canadian institutions. The attempts of nursing educators to shift their perspective from social reform to educational reform and to develop nursing scholarship has been restricted by the cultural views of women. Consequently, nurses' gains in attaining higher education have been realized by reforms in social and health care policies thought suitable for women. With advancement in university nursing education closely tied to social reform, nurses were not expected, nor did they expect, to pursue scholarly enquiry or develop research endeavours. This paper suggests that the feminist movement offers nurses a social and psychological basis from which to complete the educational reform of nursing.

Canada↗
PubMed1981

Death education within health education: current status, future directions.

A national survey was conducted among 205 university level divisions/departments of health education to determine the current status of death education courses within the health education field. Forty-nine college and university health educators currently teaching the course returned usable instruments. Death education receives the same credit, utilizes similar grading systems and is generally managed much like other academic courses. Since the discipline is in its infancy and many teachers are relatively unprepared, respondents called for greater quality control and improved professional preparation. Several concerns accompanying the growth of death education were identified.

Attitude to Death↗
PubMed1994

Evaluation of sex education curricula: measuring up to the SIECUS guidelines. Sex Information and Education Council of the U.S.

Most sexuality education curricula developed the past 20 years were not thoroughly evaluated. This study provides results from a content analysis of 10 sexuality education curricula for junior and senior high school students. Nine nationally available sexuality education curricula and one curriculum guide comprised the sample. The basis for analysis was the Guidelines for Comprehensive Sexuality Education, developed by the Sex Information and Education Council of the U.S. (SIECUS) and an instrument developed to measure bias in the curricula. Trained coders found that Sex Respect and Teen Aid addressed less than half the topics suggested by the SIECUS guidelines. Several of the curricula contained gender and sexual orientation bias. Certain key concepts such as "Sexual Behavior" and "Society and Culture" were not adequately addressed by most of the curricula. Findings indicate that of 10 curricula, only six are considered acceptable for educating junior and senior high school students.

Adolescent↗
PubMed2002

The historical role and education of nurses for the care and management of sexually transmitted infections in the United Kingdom: 2 education and training.

The beginning of the 20th century saw the first attempts to educate nurses about sexually transmitted infections (STIs) in the United Kingdom. Throughout the century, numerous individuals and organisations campaigned for improved STI awareness education for nurses. Education initiatives gradually moved from the more generic nurse training programmes to the specialist courses for genitourinary medicine (GUM) nurses. Even so, it wasn't until the 1970s that these specialist courses were successfully implemented and sustained. Following a detailed review of nursing education and STIs over the past century, this paper speculates why programmes of STI education have never been sustained for the general nursing workforce. It then considers possible developments for future education agendas that will ultimately enable nurses to contribute more readily to the challenges that national sexual health and nursing strategies currently propose.

Curriculum↗
PubMedDate not supplied

Improving access to quality diabetes education in a rural state: the Montana Quality Diabetes Education Initiative.

PURPOSE: Diabetes self-management education (DSME) is an integral component of diabetes care; however, skilled educators and recognized programs are not uniformly available in rural communities. METHODS: To increase access to quality DSME, the Montana Diabetes Control Program and the Montana chapter of the American Association of Diabetes Educators developed a mentoring program with 3 levels: basic, intermediate, and advanced. All participants were assisted by a volunteer certified diabetes educator (CDE) mentor. In addition, the program provided technical support for recognition through the American Diabetes Association and the Indian Health Service. RESULTS: From 2000 to 2005, 90 individuals participated; 76% were nurses and 21% dietitians. Twenty-seven of the 90 enrollees (30%) completed their structured option, and 13 achieved CDE certification. Most provided services in frontier counties (66%). Statewide, the number of CDEs in Montana increased 46% from 52 in 2000 to 76 in 2005. Twenty-five of the 30 facilities that received technical assistance achieved recognition. Statewide, the number of recognized education programs increased from 2 in 2000 to 22 in 2005. Twelve (55%) of these programs were located in frontier counties. CONCLUSIONS: Mentoring and technical support is an effective method to increase personnel skills for DSME and to increase access to quality education programs in rural areas.

Diabetes Mellitus↗
PubMed2000

Measuring the quality of education: the involvement of bilingually educated deaf children.

The levels of involvement of six young deaf children were observed during three educational tasks. These levels were used as indicators of quality of education. The children were bilingually educated. The possible connection between language of instruction, type of task, teaching style, and level of involvement was studied. The children's observed overall level of involvement was high. Involvement was influenced by the type of educational task, but also by the teacher and by the language of instruction: Involvement was greater during activities led by the deaf teacher, using Sign Language of the Netherlands (SLN). Measurement of involvement of young deaf children turned out to be a good way to assess quality of education, not only for research purposes but in the context of general educational practice.

Deafness↗
PubMed2003

Differences in altruistic roles and HIV risk perception among staff, peer educators, and students in an adolescent peer education program.

This qualitative study examines how adolescent peer educators understand and communicate HIV prevention messages. Semistructured ethnographic interviews were conducted with 21 program participants, including staff, peer educators, and students. Interviews were transcribed and analyzed using concept analysis, a method for identifying shared concepts among interview subjects. We found (a) similar beliefs about HIV transmission and risk reduction across groups; (b) different, but strong, altruistic roles among staff and peer educators; and (c) differences in HIV risk perception across the three groups. Altruistic roles took two forms. Staff acted as life skills mentors, whereas peer educators acted as HIV educators. Students were more passive, receiving counseling but not passing it on to others. Staff contextualized HIV risk, whereas peer educators and students emphasized risk. Although similar HIV knowledge across groups suggests program efficacy, stronger altruistic roles or contextualization of HIV risk may affect how prevention messages are delivered.

Adolescent↗
PubMedDate not supplied

The diabetes education study: a controlled trial of the effects of diabetes patient education.

The Diabetes Education Study (DIABEDS) was a randomized, controlled trial of the effects of patient and physician education. This article describes a systematic education program for diabetes patients and its effects on patient knowledge, skills, self-care behaviors, and relevant physiologic outcomes. The original sample consisted of 532 diabetes patients from the general medicine clinic at an urban medical center. Patients were predominantly elderly, black women with non-insulin-dependent diabetes mellitus of long duration. Patients randomly assigned to experimental groups (N = 263) were offered up to seven modules of patient education. Each content area module contained didactic instruction (lecture, discussion, audio-visual presentation), skill exercises (demonstration, practice, feedback), and behavioral modification techniques (goal setting, contracting, regular follow-up). Two hundred seventy-five patients remained in the study throughout baseline, intervention, and postintervention periods (August 1978 to July 1982). Despite the requirement that patients demonstrate mastery of educational objectives for each module, postintervention assessment 11-14 mo after instruction showed only rare differences between experimental and control patients in diabetes knowledge. However, statistically significant group differences in self-care skills and compliance behaviors were relatively more numerous. Experimental group patients experienced significantly greater reductions in fasting blood glucose (-27.5 mg/dl versus -2.8 mg/dl, P less than 0.05) and glycosylated hemoglobin (-0.43% versus + 0.35%, P less than 0.05) as compared with control subjects. Patient education also had similar effects on body weight, blood pressure, and serum creatinine. Continued follow-up is planned for DIABEDS patients to determine the longevity of effects and subsequent impact on emergency room visits and hospitalization.

Blood Glucose↗
PubMedDate not supplied

An educational fair and poster approach to organization-wide mandatory education.

BACKGROUND: An educational fair and poster approach was developed to meet organization-wide mandatory education requirements. METHOD: A multidisciplinary task force identified 25 mandatory topics. Task force members utilized posters to indicate key points (principles) and questions for each topic. Two interactive stations, body mechanics and fire safety, were developed to allow staff to actively participate and obtain immediate feedback on competency. This educational activity was presented in a fair-like atmosphere continuously over 3 days to reach a majority of staff. RESULTS: Ninety-three percent of the staff attended the educational activity. Department directors received immediate feedback on attendance, test scores, evaluation summaries and problem areas. Post-fair evaluation comments from department directors and staff were very positive. There was a major savings in both staff and staff development work hours. CONCLUSION: An educational fair and poster approach is an efficient method of providing organization-wide mandatory education. This approach can be adapted easily to any organization.

Audiovisual Aids↗
PubMed1982

Comparison of psychiatric-mental health nursing education objectives: consumers, educators, and practitioners.

This consumer-nurse study was part of a larger project, Research in Mental Health Education, which compared the priorities of educators and practitioners within and between three core mental health professions and between the professionals and consumers. In the consumer-nurse portion of the study, the objectives for graduate education in psychiatric-mental health nursing were validated by psychiatric-mental health nursing educators (N=20) based in four university programs in the East, West, and Midwest. Another sample of nurse educators and practitioners in this specialty area, drawn from nine states, prioritized these objectives. A separate deck of objectives for mental health professionals was generated and prioritized by consumers (N=15) who were members of the Mental Health Association of Minnesota. Standardized procedures for generating and validating the objectives for nurses and consumers and the same task, the Priority Sort, were used by all subjects, nurses, and consumers, to prioritize the objectives. Similarities and differences between nurses and consumers are discussed. Differences between nurse educators and practitioners, which are statistically significant, also are described. Implications for consumer and practitioner input into curricular decisions are discussed as well as interdisciplinary courses that could conserve faculty time and budgetary resources.

Community Participation↗
PubMed1993

Returning Gospel values to nursing education. Catholic educators and institutions must make explicit the values on which their practices are based.

Although Catholic nursing education in the United States has traditionally instilled Gospel values in students, pressures from a secular culture are making it increasingly difficult to sustain this heritage. As the twenty-first century approaches, Catholic educators and healthcare administrators need to ask themselves whether Christian values still serve as the explicit basis of nursing service and education at their institutions. They must also ask what distinguishes graduates of Catholic nursing programs from those of other programs. The percentage of schools that are Catholic has remained roughly the same during the past 30 years, but in many cases these schools no longer instill Christian values. Although most programs offer courses in ethics, philosophy, and religion, few provide the value-laden experiences of the past. In fact, many instructors avoid addressing questions of values or ethics because they believe doing so would be a form of indoctrination. Catholic nursing education, like Catholic higher education in general, is becoming increasingly secular. To return Christian values to nursing practice and education, leaders need first to instill a sense of self-worth in nursing staff by letting them know they are valued and their efforts are appreciated. Leaders also need to emphasize the good their institutions do for their communities and make explicit the values on which their practices are based.

Catholicism↗
PubMed2004

Edutainment tools for initial education of type-1 diabetes mellitus: initial diabetes education with fun.

PURPOSE: Appropriate initial education for type-1 diabetes mellitus patients is important to prevent late complications. However, type-1 diabetic children have not appreciated traditional learning methods since they rarely contain the elements of fun and interactivity. In this study, we developed, implemented and evaluated a preliminary version of edutainment tools for initial education for type-1 diabetic children. METHODS: Three games running on either personal computer (PC) and GameBoy Advance were developed. All games were designed to educate patients about relationships among food (carbohydrate), plasma glucose level, exercise, and insulin dose. A total of 58 testers evaluated degree of entertainment, usability and clinical usefulness of the games. RESULTS: Generally, testers felt all games were intuitive and fun and the usability of games was highly scored. More than 90% of testers showed an interest in the edutainment approach, and approximately 60% agreed that these games could provide attractive educational environment compared to traditional education, especially for children. CONCLUSIONS: Our edutainment systems were accepted as attractive learning tools for type-1 diabetic children who need initial education.

Blood Glucose↗
PubMed1989

AIDS education and risk reduction for homeless women and children: implications for health education.

The most preferable approach to implementing an AIDS education program among homeless women would be to establish a systematic comprehensive procedure addressing political, social, economic, and health concerns facing the ethnic minority community. A pragmatic approach would be to implement health education programs within the closed environment of homeless shelters. Such programs should incorporate distribution of materials which include specific information about how AIDS can be transmitted and prevented using simple and culturally relevant language. Health education interventions should use former homeless women in addition to health educators in development of exercises to improve self-esteem, communication, and decision making skills as related to negotiation of safe sex with their partners. Implementation of this process may help health educators make a meaningful contribution to the promotion of AIDS education and risk reduction for HIV infection within the growing population of homeless women and children in the United States.

Acquired Immunodeficiency Syndrome↗
PubMed1987

[Status and value of vocational education centers in the system of vocational education].

The general framework of vocational rehabilitation has changed since introduction, in 1970, of the federal government's action programme to promote rehabilitation efforts. While the vocational education centres are major providers of vocational rehabilitation services, it has so far been omitted to adjust their mandate to these changed overall conditions. This reassessment is urgently required to be able, among others, to answer the following questions: Will it be necessary for the vocational education centres to offer occupationally qualifying alternatives outside the Vocational Education Act? Will another task accrue to the centres in the framework of the "upgrading offensive", by providing continuing vocational education to jobless disabled people? How could the gap between client functioning levels and occupational demands be eliminated? Which will be the future position of vocational education centres within the overall vocational education system? After setting out the changed overall framework, the present article seeks to outline the perspectives ahead.

Persons with Disabilities↗
PubMed1977

Medical and educational malpractice issues in patient education.

This paper discusses the concept of educational malpractice as a cause of prolonged patient morbidity equal in magnitude to medical malpractice. Statements by national groups sanctioning and urging increased patient education efforts are reviewed. An example of specially designed problem-oriented patient education materials development, the concept of an "Educational Prescription," the place for the "Educational Prescription" in problem-oriented medical records, and the value of hospital-based patient education as a cost-containment activity.

Hospitals↗
PubMed1984

Training and educational needs in pit and fissure sealant application for graduate dental personnel: continuing education and certification courses.

The purpose of this paper was to address the continuing education needs of dentists and dental auxiliaries and certification needs of and available courses for graduate dental hygienists and assistants. Background information was presented on the professional and economic concerns of practitioners, as well as research findings and the extent to which students and practitioners are being educated and trained in the application of sealants. The role of manpower training and utilization was addressed along with the role of auxiliaries in accelerating and promoting sealant use. A model pit and fissure sealant course was discussed in the hope that those educators contemplating the modification of curricula to include the topic of sealants or the offering of a continuing education course will have "food for thought." A survey was conducted to determine the extent to which continuing education courses are being offered to graduate or practicing auxiliaries who did not receive formal sealant instruction in school. The survey did reveal that only approximately 17 percent of the institutions responding provided continuing education courses in pit and fissure sealant application.

Certification↗
PubMed1993

[Alcohol education among junior high school students. Results from a WHO educational program].

A school-based social influences approach to alcohol education was tested among Norwegian 8th grade lower secondary school students. The goal of the programme was to delay onset and minimize involvement in use of alcohol among the participants. 15 schools were randomly assigned to peer-led education, teacher-led education or a control condition. The programme focused on the social and environmental influences to drink alcohol, and skills to resist those influences. It consisted of five lessons over two months. Baseline and post-test data measured alcohol-use, knowledge, attitudes, skills, friends' drinking, and intentions to drink alcohol in the future. Data were collected immediately prior to and following the educational programme. The data indicate that peer-led education appears to be efficacious in reducing alcohol use and intention to use alcohol. There was no intervention effect of the peer-led programme for knowledge, attitudes or skills. There was no intervention effect for the teacher-led education.

Adolescent↗