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PubMed2004

Modularisation - flexible or restrictive professional education.

In response to the Dearing Report [Higher education in the learning society. Report of the National Committee of Inquiry into Higher Education. HMSO, London, 1997] modularising courses has been a major activity in schools of nursing and midwifery. This should make it easier for students to transfer between courses, university to university with credit for academic achievement. In respect of mental health nursing students the effect upon opportunities for personal and professional development is considered. The paper questions whether a modular framework of learning experiences meaningfully prepares students for their future as mental health nurses. The continued use of an adapted [A. Beattie, in: P. Allan, M. Jolley (Eds.), The Curriculum in Nurse Education, Croom Helm, London, 1997] fourfold curriculum model in working with students is contrasted with the process of modularisation. Challenges that have arisen for mental health nursing lecturers to continue with this are discussed.

Curriculum↗
PubMed2005

Nursing students' and tutors' perceptions of learning and teaching in a clinical skills centre.

BACKGROUND: Clinical Skills Centres (CSCs) can ease pressure on clinical skills development and assessment in clinical areas; and provide added value through experiential learning and self-directed learning. Published accounts of innovation in CSCs tell part of this story but little is known about perceptions of students and tutors engaged in day-to-day learning and teaching in CSCs. METHODS: This paper reports one strand of a mixed methods study in a busy multidisciplinary CSC: a questionnaire survey of nursing students' and tutors' perceptions of learning and teaching. Questionnaires focused on items representing commonly espoused views regarding the use and usefulness of CSCs. RESULTS: Students and tutors enjoyed learning and teaching within the CSC, although senior students were slightly muted in their views. All groups valued the supported practice of clinical and communication skills. The CSC was seen as a learning environment that supports the linking of theory and practice. There was some ambivalence, particularly among tutors, about the relationship between performance in the CSC and in clinical areas. DISCUSSION: The favoured pedagogic approach of expert demonstration by tutors followed by supported practice necessitates attention to tutors' training. The muted responses of senior students may signal a need to review the CSC learning experiences offered to them.

Attitude of Health Personnel↗
PubMed2005

Self-directed learning: implications and limitations for undergraduate nursing education.

Self-directed learning (SDL) is an educational concept that has received increasing attention in recent years, particularly in the context of higher education. Whilst the benefits of SDL have been espoused by a number of adult education theorists (Brookfield, S., 1986. Understanding and Facilitating Adult Learning. Jossey-Bass, San Francisco; Houle, C., 1984. Patterns of Learning: New Perspectives on Life-Span Education. Jossey-Bass, San Francisco; Knowles, M., 1998. The Adult Leaner: A Neglected Species, fifth ed., Gulf, Houston; Tough, A., 1979. The Adults Learning Project: A Fresh Approach to Theory and Practice in Adult Learning. Ontario Institute for Studies in Education, Toronto), its introduction into curricula has not always been successful (Nolan, J., Nolan, M., 1997a. Self-directed and student-centred learning in nurse education: 1. British Journal of Nursing 6 (1), 51-55; Nolan, J., Nolan, M., 1997b. Self-directed and student-centred learning in nurse education: 2. British Journal of Nursing 6 (2), 103-107; Slevin, O., Lavery, M., 1991. Self-directed learning and student supervision. Nurse Education Today 11, 368-377). The indiscriminate application of SDL principles and poorly prepared teachers and/or students has at times meant that the introduction of SDL has been resented rather than welcomed (Iwasiw, C., 1987. The role of the teacher in self-directed learning. Nurse Education Today 7, 222-227; Turunen, H., Taskinen, H., Voutilainen, U., Tossavainen, K., Sinkkonen, S., 1997. Nursing and social work students' initial orientation towards their studies. Nurse Education Today 17, 67-71). This paper clarifies and explores these issues by: (a) examining the origins of SDL; (b) discussing the relevance of self-directed learning to Knowles' theory of adult learning and contemporary educational practices such as enquiry based learning and problem based learning; and (c) highlighting the implications and limitations of SDL with regard to adult education in general, and undergraduate nursing education in particular.

Education, Nursing↗
PubMed2005

Effectiveness of a 30-min CPR self-instruction program for lay responders: a controlled randomized study.

BACKGROUND: The length of current 4-h classes in cardiopulmonary resuscitation (CPR) is a barrier to widespread dissemination of CPR training. The effectiveness of video-based self-instruction (VSI) has been demonstrated in several studies; however, the effectiveness of this method with older adults is not certain. Although older adults are most likely to witness out-of-hospital cardiac arrests, these potential rescuers are underrepresented in traditional classes. We evaluated a VSI program that comprised a 22-min video, an inflatable training manikin, and an audio prompting device with individuals 40-70 years old. The hypotheses were that VSI results in performance of basic CPR skills superior to that of untrained learners and similar to that of learners in Heartsaver classes. METHODS: Two hundred and eighty-five adults between 40 and 70 years old who had had no CPR training within the past 5 years were assigned to an untrained control group, Heartsaver training, or one of three versions of VSI. Basic CPR skills were measured by instructor assessment and by a sensored manikin. RESULTS: The percentage of subjects who assessed unresponsiveness, called the emergency telephone number 911, provided adequate ventilation, proper hand placement, and adequate compression depth was significantly better (P<0.05) for the VSI groups than for untrained controls. VSI subjects tended to have better overall performance and better ventilation performance than did Heartsaver subjects. CONCLUSIONS: Older adults learned the fundamental skills of CPR with this training program in about half an hour. If properly distributed, this type of training could produce a significant increase in the number of lay responders who can perform CPR.

Adult↗
PubMed2006

Laypersons may learn basic life support in 24min using a personal resuscitation manikin.

BACKGROUND: Bystander basic life support (BLS) is an important part of cardiopulmonary resuscitation (CPR) and improves outcome after out-of-hospital cardiac arrest. However, the general population has poor BLS skills. Several training initiatives could be used to improve this situation and the challenge is to find the most efficient one. AIMS: To compare the efficiency of a 24 min instruction using a DVD-based self-training BLS course combined with a simple, take-home resuscitation manikin to a conventional 6h course for teaching BLS to laypersons. METHODS: In total, 238 laypersons (age 21-55 years) without previous BLS-training were allocated into two groups: one group received 24 min of instruction using a DVD-based instruction tool on a big screen combined with a BLS self-training device, Laerdal MiniAnne manikin (MAM), before taking home the instruction material for subsequent self-training. The second group attended a conventional 6 h BLS course (6 HR). After 3 months BLS skills were assessed on a Laerdal ResusciAnne manikin using the Laerdal PC Skill reporting System, and a total score was calculated. RESULTS: There was no significant difference between groups in BLS performance using the total score. Assessment of breathing was performed significantly more often in the 6 HR-group (91% versus 72%, P=0.03). In the MAM-group, average inflation volume and chest compression depth were significantly higher (844 mL versus 524 mL, P=0.006, and 45 mm versus 39 mm, P=0.005). CONCLUSIONS: When assessed after 3 months, a 24 min DVD-based instruction plus subsequent self-training in BLS appears equally effective compared to a 6h BLS course and hence is more efficient.

Adult↗
PubMed2005

Programmed Instruction to teach pointing with a computer mouse in preschoolers with developmental disabilities.

Programmed Instruction combined with experimenter-provided prompts (physical, verbal, and gesturing) was used to teach pointing with a computer mouse. Three preschoolers who scored at least 1 year below their chronological age levels participated. During the pre-assessment, none of the participants demonstrated pointing. However, they could press and release the mouse button. Programmed Instruction consisted of three stages, based on an analysis of the behavioral prerequisites for pointing. Stage 1 was designed to teach participants to move the mouse. Stage 2 was designed to teach participants to move the on-screen cursor onto specific items on the screen. Stage 3 was designed to teach participants to click on specific items on the screen. Experimenter-provided prompts were used to facilitate skill acquisition at each stage. The post-assessment showed that all participants learned pointing after intervention. The intervention package consisting of Programmed Instruction and experimenter-provided prompts was effective for teaching the hand-eye coordination required for pointing.

Child, Preschool↗
PubMed2005

[Electronic learning: interactive learning in medicine or Socrates in electronic guise].

E-learning has been widely used for training in different fields. More recently, it was introduced during medical studies or for continuous medical education. The Canadian Universities are pioneers in e-learning creating special departments dedicated to pedagogy. Developing countries like Brazil or Central Europe have made some pilot experiments, which were successful. Several electronic companies have given a free access to the programmes and sites. The use of electronic media leads to an adaptation of teaching methods making them more interactive.

CD-I↗
PubMed2006

Cost effectiveness of changing health professionals' behavior: training dental hygienists in brief interventions for smokeless tobacco cessation.

OBJECTIVE: Disseminating effective interventions to health care professionals is a critical step in ensuring that patients receive needed advice and materials. This cost effectiveness analysis compared two methods of disseminating an effective protocol for smokeless tobacco cessation intervention. METHOD: Interested dental hygienists (N = 1051) were recruited in 20 Western and Midwestern U.S. communities and randomized by community to receive workshop training, self-study with mailed materials, and delayed self-study training, in 1996-98. Hygienists were surveyed about their smokeless tobacco-related activities with patients at baseline and post-intervention. Data on intervention costs were collected, and incremental costs per unit of behavior change were calculated. RESULTS: Self-study was more cost effective than workshop training under a wide range of assumptions: change in group versus individual behavior, hygienists' time and travel costs included or excluded, and hygienist wage rates at the national median or substantially lower. However, workshops may be as cost effective in producing behavior change among hygienists earning wages substantially higher than the national median. CONCLUSION: Self-study may be a more cost effective method than workshops to achieve behavior change among motivated health professionals.

Cost-Benefit Analysis↗
PubMed2004

Perioperative education--perspective from the think tank.

The AORN Foundation and the National League for Nursing (NLN) cosponsored a think tank to address concerns about the shortage of perioperative nurses and the lack of perioperative experiences in many nursing programs. Think tank participants identified traditional and existing paradigms in nursing education and envisioned a new self-directed learning model for nursing school curricula, in which students would be held accountable for their own learning and faculty members would serve as learning facilitators. AORN and NLN members agreed to collaborate to spread the message that the perioperative arena is an excellent place for nursing students to develop the knowledge, skills, and values they will need to practice effectively in today's complex health care institutions.

Curriculum↗
PubMed2003

A didactic and experiential approach to nursing education.

Postanesthesia care unit PACU nursing practice requires in-depth understanding of sedation, analgesia, and anesthetic agents and techniques; physiological and psychological responses to anesthesia; and the vulnerability of patients subjected to anesthesia. This article reviews a pilot program designed to broaden the knowledge base of PACU RNs. Twenty-three RNs completed a self-paced module on anesthetic agents before participating in an anesthesia and surgical observation phase. The nurses then completed evaluations. Results of the evaluations indicated that this approach to learning was rewarding for the participants.

Adult↗
PubMed1999

Using adult learning principles for perioperative orientation programs.

New graduates and experienced nurses who choose perioperative nursing need comprehensive training because of the specialized nature of the OR. A comprehensive orientation program results in quality care for patients. This article presents four adult learning principles and strategies for orienting new nurses to the OR. The strategies suggest a framework for developing, organizing, or revising a perioperative nursing orientation program. The program gives nurses who are interested in perioperative nursing the opportunity to enter this specialty.

Adult↗
PubMed1992

Take charge. Getting the technical information you need.

Remember that manufacturers want your business. Manufacturers want to provide what you need to use a product correctly. They believe they are meeting that need. It is up to you to decide your future. Your frustration and anxiety with new technology will never change unless you take charge and communicate your needs to manufacturers. Tell them what you like about a product and, just as important, how to make it better. Tell them what resources are needed to minimize the anxiety and frustration associated with using their products.

Disposable Equipment↗
PubMed1998

What makes people study more? An evaluation of factors that affect self-paced study.

Allocation of study time across items was investigated in three experiments. According to the norm-affects-allocation hypothesis, when studying an item, a person changes the sought-after degree of learning for the item (called the norm of study) in an attempt to achieve task goals. As the norm of study is increased, more time will be allocated for study. This hypothesis was evaluated by having people pace their study of items for an eventual test of recall. As predicted, study time was greater (a) when points awarded for recalling an item increased, (b) when instructions emphasized mastering each item rather than quickly learning each item, (c) when points deducted for each second of study decreased, and (d) when the likelihood an item would be on the test increased. Also, although allocating more study time was usually accompanied by an increase in eventual recall, under several conditions people's allocation of study time appeared sub-optimal. Discussion focuses on current theory of self-paced study and people's apparent sub-optimal allocation of study time.

Adult↗