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PubMed1988

The distance learning mode diploma in nursing: a case study of collaboration.

This paper presents a summary of the development of a Diploma in Nursing course available through distance teaching. In particular it highlights areas of collaboration both at the institutional and personal levels which extend across national boundaries. It is clear from the analysis that the success of the project depended on this extensive collaboration and that such collaboration represents one of the strengths of distance learning. Finally, it explores some of the potential consequences and conflicts inherent in collaborative projects.

Education↗
PubMed1979

Motivational factors in aphasia therapy: research suggestions.

Following Wepman (1953), the process of recovery from aphasia is seen as involving stimulation, motivation, and facilitation. The most adequate studies of aphasia therapy outcome focus on facilitation to the virtual exclusion of stimulation and motivation, although clinical experience suggests their importance. Motivation includes both the subjective and experiential aspects of the patient's response to aphasic disablement (anxiety, feelings of inadequacy) and the quality of the speech-therapist/patient alliance during the treatment. Retrospective studies utilizing sufficiently improved aphasics and ratings of the patient-therapist alliance are suggested as preliminary means of defining "motivation" in this context more accurately. Research approaches are also outlined which would assess the importance of and interaction between the three factors implicated in recovery for therapeutic outcome.

Aphasia↗
PubMed1987

The effects of self-instruction training on a deaf child's semantic and pragmatic production.

Effects of self-instruction training on the communication skills of a profoundly hearing-impaired child were studied. Self-instruction training included modeling a series of problem-solving steps in order to direct communication production. Communication production was operationalized as signed semantic and pragmatic functions. A multiple baseline was used to assess treatment and generalization (treatment variations of person and setting) effects. There was evidence to suggest that self-instruction was immediately effective on pragmatic behaviors but such behaviors were reduced when another person administered treatment. In contrast, self-instruction training had a gradual influence on semantic behaviors and those effects were maintained when treatment included a different person and setting. Implications of the clinical study were discussed.

Behavior Therapy↗
PubMed1987

Effectiveness of an infection control programmed unit of instruction in nursing education.

To determine whether programmed instruction is an acceptable, cost-effective alternative to classroom lectures for teaching the basic principles of infection control to nursing students, a 46-frame programmed unit of instruction (PUI), with a pretest and posttest, was developed, piloted, and tested for reliability and validity. The instruments were developed on the basis of current knowledge of the epidemiology of infectious diseases and the 1983 revised Centers for Disease Control guideline for category-specific isolation precautions. A study was undertaken to test the hypothesis: Student nurses who take a PUI in the basic principles of infection control will score higher on posttests than those who do not take the PUI. A sample of 40 subjects was selected from the senior class in a baccalaureate nursing program at a public university. The subjects were randomly assigned to four groups of 10. A Solomon four-group design was used for data analysis, and a two-way analysis of variance was performed on the posttest means. Results indicated that the treatment (PUI) effect was significant (p less than 0.001). Therefore, it was concluded that the PUI in the basic principles of infection control is an effective instrument for nursing education.

Analysis of Variance↗
PubMed1994

Interdisciplinary group approach to occupational safety and health administration standard: reductions in cost and duplication of effort.

After the December 1991 publication of the Occupational Safety and Health Administration standard, "Occupational Exposure to Bloodborne Pathogens; Final Rule," medical facilities in the United States were challenged to meet the mandates of this standard with massive training in a relatively short time. An interdisciplinary task force composed of representative members of a major health maintenance organization was charged with the task of developing a training plan for 11 Southern California medical centers and their 42 satellite medical offices. The task force ultimately developed, refined, and distributed a Trainer Guidebook that could be used by a variety of disciplines. This guidebook provided a method by which the information could be disseminated concisely, thoroughly, and promptly. The processes used in this project can be applied to other health care educational situations. The purpose of this article is to share these processes.

Cost Savings↗
PubMed1991

Self-directed learning and student supervision.

Nurse education in the United Kingdom is undergoing major changes arising from proposals for a new preparation for practice entitled Project 2000 (UKCC 1988). Self-directed learning is identified as an important element in most Project 2000 qualifying education programmes. There is, however, some lack of clarity about self-directed learning and how it should be managed in the curriculum. This paper addresses the fundamental meaning of the self-directed learning concept and the advantages in this approach. It is suggested that a balance must be established between maximising the student's control of her own learning and the constraints imposed by statutory educational requirements, particularly with regard to learning outcomes. The issue of the locus of control at various stages in the learning process is considered. The paper concludes by identifying the teacher's role as a supervisor of studies and a partnership model for student supervision is proposed.

Education, Nursing↗
PubMed1991

Open learning for enrolled nurses.

Enrolled nurses need help in considering the new range of career options which conversion courses have opened to them. They also need assistance in planning how best to take advantage of these new opportunities. This article describes a training course run in South Lincolnshire which aims to help enrolled nurses to meet their development needs through a combination of classroom and distance learning methods.

Career Mobility↗
PubMed1991

Self-study programmes and nursing education.

This article gives an account of the use of 'self-study programmes' (SSPs) in a registered mental nurse curriculum. The account spans a period of over 3 years. It describes the development and implementation of two SSPs in the author's school and the generally favourable outcomes that were found to be associated with them. The perceived virtues of the self-study approach are described and, in conclusion, it is recommended that the approach be more widely used throughout nurse education generally.

Curriculum↗
PubMed1992

Reflections of a distance education facilitator.

After nearly a year of preparation, 'Therapeutic Communication', the first nursing unit in our new Bachelor of Nursing degree was taught for the first time in 1988. The unit has developed and grown since this time, with both educational and financial factors determining such things as design of student materials and assessment mode. The geographically scattered--and often isolated--students are formally recognised for their individuality and their personal and professional life experiences, and given choices within the unit of what they want to learn and how they will present this material, through introduction of a learning contract as part of the unit assessment. Difficulties encountered by these students in maintaining their self-esteem when moving from the demanding and complex world of clinical nursing to the arena of tertiary study are discussed. The provision of speedy, comprehensive feedback with general as well as specific guidance with essay writing and referencing, focuses on the process skills many nurses lack as they enter this unit. The applicability of therapeutic communication to clinical practice and the diversity of projects undertaken by students within the limits of the unit demonstrate its appeal to a wide range of registered nurses. Some of the often ignored or minimised factors that differentiate external study from on-campus work are highlighted for both students and unit facilitator, and the creation of an in-house booklet to assist students in developing their skills in external study is outlined.

Communication↗
PubMed1993

Problem-based learning packages: considerations for neophyte package writers.

Adopting problem-based learning (PBL) as the major educational approach in the implementation of a nursing curriculum requires the development of numerous learning stimulus packages. When reviewing the experience of the Division of Nursing within the Faculty of Health at the University of Western Sydney, Macarthur in Australia, several considerations for package writers were identified and are discussed. These include needs assessment, integration of the curricula content strands, multi-media learning stimuli, context, role and the incorporation of ongoing client management. The need for nurturance of writers and peer review of the developed packages is also addressed, as is a review of the impact of different learning stimuli.

Education, Nursing, Baccalaureate↗