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PubMed1993

The development of a BA in community health nursing/BA in nursing by distance learning.

A new degree course in community health care nursing has been developed at The Robert Gordon University, with validation having taken place on 30 June 1992. It is innovative as it is being offered to students by a part-time distance learning route only, over a minimum time of 18 months and a maximum time of 3.5 years, and is replacing the full-time diploma courses offered in district nursing, health visiting and occupational health nursing. As well as the community health nursing route, a BA in nursing has also been developed for any registered nurse who wishes to top-up to degree level.

Community Health Nursing↗
PubMed1993

In defence of pedagogy: a critique of the notion of andragogy.

Malcolm Knowles' theory of andragogy has gained increasing acceptance among nurse educators. Andragogy is espoused as a progressive educational theory, adopted as a theoretical underpinning for curricula and is even considered to be synonymous with a variety of teaching techniques and strategies such as 'problem-based' and 'self-directed' learning. This paper offers a critique of the notion of andragogy which maintains that the distinction created between andragogy and pedagogy is spurious and based upon assumptions which are untenable. It is argued that andragogy has been uncritically accepted within nursing education in much the same way that the nursing process and models of nursing were in their day. Finally, it is claimed that true pedagogy has far more radical, powerful and transformative possibilities for nursing education.

Adult↗
PubMed1994

Open learning: the state of the art in nursing and midwifery.

In this paper the authors examine the differences between open and distance learning and describe a framework based on the two dimensions of contiguity and openness to identify four 'ideal type' teaching situations. In the second part of the paper, recent developments in higher education are summarised and the shift towards increased flexibility of education provision is highlighted. Finally, it is argued that alongside the debate about definitions and educational philosophies, there is an urgent need to evaluate the effectiveness of open and distance learning systems. Personal beliefs and assertions about the benefits of open/distance learning need to be replaced by sound evidence.

Education, Nursing↗
PubMed1985

Competitive employment: teaching mentally retarded employees self-instructional strategies.

The purpose of this study was to teach two mentally retarded employees to perform tasks associated with their jobs. Typically, they served meals during lunch and dinner hours; however, they failed to wipe counters, and check and restock supplies. A self-instructional package, similar to the package introduced by Bornstein and Quevillon (1976), was incorporated to improve their performance in these areas. A multiple-baseline design was utilized in which training was sequentially introduced across subjects. The subjects were taught to ask questions about which tasks needed to be completed, answer their questions, and guide their performance in the task by self-instructing. The self-instructional strategies were introduced just prior to lunch and dinner (30-min period) and during the first 30 min of the lunch and dinner service periods, respectively. During training, both subjects demonstrated that they were capable of rehearsing each of the self-instructional strategies in a specific sequence. Following training, both subjects performed at least one of the three tasks (i.e., wiping counters, checking supplies, restocking supplies) during 84 and 88% of the observed work periods. Additionally, the results of the intervention indicated that both subjects spent more time working and met or exceeded nonprobationary, nonhandicapped coworkers' production standards (social validation measure). The results of this study are compared with those reported by others. Future areas of research are indicated.

Adult↗
PubMed1988

Effects of a community-wide smoking cessation program.

The evaluation of a low-cost community-wide smoking cessation campaign conducted in a major metropolitan area demonstrated a major impact on the number of people smoking, amount of cigarettes smoked, and expenses associated with smoking. The American Lung Association's 20-day self-conducted Freedom From Smoking program was used in conjunction with TV coverage. Standard telephone survey techniques determined that 5300 stopped and 26,500 reduced smoking. Major features of the program were evaluated and important differences were analyzed between males and females, users and non-users of the program manual, and success groups. Behavioral factors as opposed to historical factors appeared to be most important for success.

Adolescent↗
PubMed1988

Nicotine gum and self-help manuals in smoking cessation: an evaluation in a medical context.

This study evaluated the effectiveness of nicotine chewing gum in smoking cessation, when incorporated into a behaviorally oriented self-help program. One hundred ninety-seven patients were randomly assigned to nicotine gum with a self-help manual, a self-help manual without gum, or a control condition, but received no further treatment from the prescribing physician. At six weeks, the nicotine gum group was superior to both the self-help and control conditions. By one year, many gum patients had relapsed, and the treatment effect was no longer significant. Patients who were able to quit initially were most likely to remain ex-smokers in the self-help condition. The clinical importance of these findings is discussed.

Adolescent↗
PubMed1989

Smoking cessation by mail: a comparison of standard and personalized correspondence course formats.

Self-Instructional behavior-change programs for reducing risks to health are potentially widely available, acceptable and cost-effective. This paper reports outcomes of a smoking cessation program administered by mail. Two hundred and eight smokers were allocated systematically to a quit kit control condition (n = 40), to a standard correspondence course (n = 86) and to a personalized correspondence course prepared with the aid of a microcomputer (n = 82). There were significantly higher rates of abstinence after the course for correspondence course participants compared to controls, but these differences did not persist at three-month and nine-month follow-ups. There were no differences between the personalized and standard courses on abstinence rates, number of cigarettes smoked per day, or return of feedback forms on each lesson. There were associations between self-efficacy strength and reduced rates of smoking, and active participation in the course was associated with lower smoking rates.

Behavior Therapy↗
PubMed1990

A televised, self-help, cigarette smoking cessation intervention.

A televised, self-help cigarette smoking cessation intervention was conducted and evaluated. During the 20-day program, reports were broadcast daily on the evening news programs of the local affiliate station of a national television network. Two samples of smokers who requested self-help manuals were interviewed by telephone immediately following the conclusion of the program and again 3 months later concerning their demographic characteristics, participation in the program, and smoking and quitting experiences. In one sample heavier smokers who expressed a greater desire to quit were more likely to participate in the program and, at the three-month followup, 21% reported being abstinent compared to 10% of those who did not participate. Smokers in the other sample were invited to attend three weekly support meetings during the program. More of those who attended meetings (35%) reported quitting during the program than those who did not attend (23%), but this difference did not persist for 3 months. A greater percentage of the meeting sample (27%) than the other sample (21%) reported abstinence initially, but this difference did not persist for three months either. Intervention outcomes are compared with several standards.

Adult↗
PubMed1991

A comparison of self-help approaches to smoking cessation.

The current study evaluated the effectiveness of widely used self-help materials for quitting smoking. Five hundred and seventy smokers volunteered during a baseline survey to participate in the evaluation. After random assignment, 200 were mailed National Cancer Institute (NCI) "Quit for Good" materials, 200 the Minnesota "Quit and Win" program, and the remaining 170 were assigned to a nonintervention control condition. Results at 7-month follow-up failed to indicate treatment effects either for abstinence or for reported quit attempts. A number of smokers quit prior to the mailing of self-help materials, suggesting that a telephone prompt in itself may have been an important stimulus to cessation. Overall abstinence at follow-up was 10%. Contrary to expectation, successful participants were less likely to use a number of specific preparation strategies for quitting. The results are instructive in providing a large-scale assessment of self-help materials in a population of smokers that was not specifically seeking treatment.

Adult↗
PubMed1987

A comparison of external and self-instructional teaching formats with mentally retarded adults in a vocational training setting.

A theory recently proposed by Whitman postulates that self-instructional training procedures should have special utility for low ability individuals. Although past studies have shown that self-instructional training programs can be employed to improve the performance of mentally retarded individuals in work situations, research has not examined whether this training format is superior to external instruction. To test Whitman's theory, mentally retarded adults were taught to perform a complex sequencing task through one of two training formats: self-instruction or external instruction. Performance was evaluated through the examination of accuracy measures obtained during training, maintenance, and generalization assessments. Results indicated that participants receiving self-instructional training were able to achieve and sustain a higher level of performance than participants receiving external instruction. While self-instructionally trained subjects also showed superior performance on the generalization assessment, these results were not statistically significant. Secondary analyses revealed that higher ability participants, self-instructionally trained participants, and participants who reached criterion on the training and generalization tasks self-verbalized more frequently during the various assessments. In contrast to prediction, there was no significant difference in the length of time required to train individuals in the two instructional groups.

Adolescent↗
PubMedDate not supplied

The self-management of skills by persons with mental retardation.

The transition of persons with mental retardation to less restrictive environments is often hindered by difficulties in managing their own behavior in the absence of external controls. This observation has led to an upsurge of interest in the advantages of teaching self-management skills to persons with mental retardation. This article reviews evidence about the effects of self-management training on the acquisition, maintenance, and generalization of skills. The analyses show that self-management training has been useful in promoting the maintenance of behavior change first effected by external control procedures, but that a dearth of evidence and a number of methodological problems preclude convincing conclusions about its value in promoting generalization. The empirical evidence also suggests that the effectiveness of these procedures may depend upon the cognitive and linguistic abilities of the persons receiving self-management training. Finally, the design of much of the empirical research does not enable the disentanglement of the specific effects of self-management training from those arising from the concurrent application of external control procedures. Carefully controlled componential studies of the effects of self-management training and external control procedures are sorely needed.

Activities of Daily Living↗
PubMed1993

Reducing the risk of cancers. A distance learning resource for cancer prevention throughout the EC.

This paper describes an initiative in distance learning for cancer prevention for health care professionals throughout the EC. 'Reducing the Risk of Cancers' is a multi-media integrated study pack of learning materials prepared by the Open University (U.K.) with funding from the Europe Against Cancer programme of the European Commission. The teaching materials aim to enhance cancer prevention and health promotion skills and competencies amongst health care professionals at local level. In the paper the background to the pack is considered, the production process is described and the aims and philosophy of the teaching materials are outlined. The content of the pack is described and usage, dissemination and evaluation for health professionals throughout Europe are discussed.

European Union↗
PubMed2005

Teaching evidence-based public health to public health practitioners.

PURPOSE: The purpose of the Evidence Based Public Health (EBPH) course is to train public health practitioners to utilize a comprehensive approach for program development and evaluation from a scientific perspective, including principles of scientific reasoning and systematic uses of data and information systems. The increasing technical sophistication of public health problems and approaches emphasizes the importance for an evidence-based approach to developing policy and interventions. METHODS: The training methods used highlight the linkages between data systems and program/policy initiatives. Participants learn to access and interpret existing data systems and methods of using data to impact specific policies or decision-makers. From 1992 through mid-2004 the EBPH course was offered a total of 20 times, in Missouri, nationally and internationally. In March 2002, the workshop was taped and pressed into a 16-CD set that public health workers can use as a self-teaching program in their own homes and offices. The group exercises from the classroom workshop have been adapted into individual self-guided applications, and background readings are included in the set. RESULTS: Compiled results of course evaluations indicate average ratings for course satisfaction ranging from 8.50 to 10.00 on a scale from 1 to 10. Satisfaction with course instructors ranged between 8.00 and 10.00 on the same scale. Ninety-four to ninety-six per cent of participants reported that they would use the course in their day-to-day work. Qualitative comments from participants at the time of and after the course show that the material is applied in a variety of ways. CONCLUSIONS: The EBPH course is making a valuable contribution in strengthening the application of scientific methods to public health practice. To expand the offerings of this training, a train-the-trainer component for the EBPH course is being developed, to be made available in 2005.

Curriculum↗
PubMed2003

Use of a task-oriented self-instruction method to support children in primary school with poor handwriting quality and speed.

Two studies were conducted to investigate the effect of a task-specific self-instruction intervention to improve handwriting ability of children with poor handwriting quality in schools for regular education (Study 1) and children with poor handwriting quality in schools for special education (Study 2). Study 1 showed that children with poor handwriting quality who received handwriting intervention on an individual basis for three months improved on average more on quality of writing than control children without handwriting problems who did not receive intervention. In contrast, the control group improved more in speed of writing after the intervention period. At an individual level, three out of the seven children with poor handwriting quality before intervention were not classified as such anymore after the intervention period. Study 2 showed that after six months of intervention in a group setting children with poor handwriting quality improved their quality of writing more so than children with poor handwriting quality who had not received intervention. On speed of handwriting no significant group differences emerged. We conclude that the task-oriented self-instruction method applied in this study seems to improve especially the quality of handwriting, not speed, of children initially identified as having poor handwriting quality.

Agraphia↗
PubMed2006

Teaching diagnostic decision making: student evaluation of a diagnosis unit.

OBJECTIVE: The aim of the study was to report on chiropractic students' response to a changed learning format and on how the students fared in their final examination. METHODS: A 13-week year-4 diagnosis unit that used a structured self-study guide, a prescribed text, classroom clinical simulations, WebCT-based learning, and self-assessment tasks is described. After 4 weeks of study, a questionnaire was used to assess the chiropractic students' interim evaluation of the various learning experiences. The ability of students to meet unit objectives was assessed in a summative examination. RESULTS: Most students found the learning experiences acceptable and believed the learning options provided would enable them to meet the unit aims. This belief was confirmed both on formative and summative student assessment. CONCLUSION: Diverse classroom teaching/learning opportunities combined with self-learning guides provide a viable alternative to more traditional teaching formats for introducing chiropractic students to differential diagnosis.

Chiropractic↗
PubMed2004

Self direction in a problem based learning program.

Baccalaureate nursing graduates must enter their professional careers with the understanding and ability to engage in continuing learning in order to ensure competence in professional practice. The graduate's ability to be self directed in learning is an important indication of the ability to pursue continuing learning as a practitioner. It has been surmised that Problem Based Learning nursing programs facilitate the development of abilities to become self directed in learning. A quasi-experimental design using the self directed learning readiness scale (SDLRS) was used to examine the self directed learning (SDL) of students at the beginning and end of one year in a problem based learning (PBL) program. In order to complement the quantitative data, year end focus group interviews were held with students to explore their experiences with SDL. Students demonstrated average self directed learning readiness scores at the beginning and end of the first year in the PBL program. Although students did not demonstrate any increase in SDLRS at the end of one year in a PBL program, they were able to describe themselves as having developed many of the documented characteristics associated with self directed learners.

Adolescent↗