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This article builds on a previous one which discussed the use of de Bono's thinking tool, 'six thinking hats' in the clinical, managerial, educational and research areas of nursing (Lewis 1995). This article explores clinical supervision and describes how the six thinking hats may be used as a reflective tool in the supervision of nurse lecturers who teach counselling skills.
AIM: This article reports on the results of a survey conducted early in 1999 investigating the effectiveness of current arrangements for mentor preparation and ongoing mentor support provided within adult placement areas within Greater Glasgow Health Board. METHOD: A sample of 150 mentors was surveyed with a response rate of 47 per cent (n = 71). RESULTS: Results indicate that although mentors are generally satisfied with the current approach to mentorship preparation, the issue of support from both managers and academic staff is problematic. CONCLUSION: Respondents indicated that they wished to see lecturers visiting the practice placement areas and providing support, particularly in relation to assessment of students. Also highlighted in this study is the need for more effective communication between placement areas and academic staff.
If you're bored with lectures, take the reins of your own education. Medical students who create their own courses, run their own clinics and reform the teaching of medicine are eager to help you start projects of your own.
Magee-Womens Hospital, Pittsburgh, takes an established fundraiser and breathes new life into it. The two-day "Celebration of Women" is now a year-long lecture series, and the results so far are promising.
The Fair Representation of Diversity Content (FRDC) Tool was developed to systematically assess and evaluate both qualitative and quantitative dimensions of diversity content incorporated into lectures in an undergraduate nursing course addressing basic nursing concepts and has relevance for other disciplines as well as Nursing.
A Lecturer Practitioner (LP) is a joint appointment between a hospital/NHS Trust and a university with a responsibility for nurse education - in academia and in practice. The LP is a member of the multi-disciplinary team, often within a speciality, and bridging the 'theory-practice' gap is at the core of his/her role. Interprofessional education involves interactive learning between members of different professional groups, who are likely to form part of a multi-disciplinary team in a clinical area. The unique position of the LP within this team is ideal for providing a link between education and practice for the team. Although LPs were established to facilitate nurse education, this paper proposes that there are good reasons why they can help facilitate learning of all health-care professionals, particularly interprofessional education.
The aim of this investigation is to determine the level of information among GP lecturers concerning regional health priorities, their representations of public health and of regional health priorities, and to describe the place they consider to be theirs within this field. The level of information on the priorities is extremely low among GPs. Their representations of public health are diverse. They claim to take part in a public health mission but this claim concerns individual rather than joint action. The legitimate vehicles of information for these professionals are primarily the continuous medical training associations and the State, ahead of the medical faculties. This raises the question of training and the involvement of GPs in public health initiatives. Research, whether action research, applied research or participation in more basic research would appear to be a good way of promoting their first steps towards joint action.
The Department of Pathology at Robert Wood Johnson Medical School teaches a 205-hour, one semester course to 150 second-year students in the fall semester of the second year. The course begins with General Pathology (4 weeks) and continues with Systemic Pathology (12 weeks). In 1986, lectures were eliminated as a means of conveying the course content. Students were expected to read the textbook and to participate in obligatory small group discussions. Extensive computer based self-learning materials were provided in both MS/DOS and Macintosh formats. In 1991, these computer resources included the full text of Robbins Pathologic Basis of Disease, extensive question banks and a guide through the Slice of Life Videodisc. Over the past 6 years this modified curriculum has been enthusiastically received by the students and faculty. Student performance on internal and external examinations has been excellent. Approximately 4% of the graduating students select pathology for their post-graduate training.
The paper is the 48th Bach Lecture presented under the same title. It covers the biochemical mechanisms of the biogenesis of microbial biosynthetic products, role of acetyl-CoA, function of the succinate-glycine cycle, reactions of the hexose-monophosphate pathway of carbon metabolism. The reversible action of hydrolases in enzymatic catalysis and degradation of xenobiotics are discussed. The data on redox reactions are pooled. Such modern biotechnological processes as epoxidation, synthesis of acrylamide and some monomers involved in chemical syntheses of polymers, synthesis of oligosaccharide and fluorine-containing amino acids are considered. Promising commercial applications of biocatalysis are discussed.
This article is an interpretive analysis of the author's method of teaching nursing to a diverse student body in an associate degree program. Rather than lecturing, the author and her colleagues facilitate small-group discussions, engaging students in communicative dialogue.This method leads to flexibility and openness to student ideas as well as opportunities to share personal stories and dialogue with students. As a result, students are helped to overcome misunderstanding, misconceptions, and misinterpretations of the nursing literature.
The effects of local anesthetic agents on the peripheral vasculature are not uniform and not easily described. Factors governing these effects are as follows: the method of application (i.e., intravenously, intraarterially, or locally): When injected into the venous system, a stimulating effect (central nervous system effect) is usual, which dominates over a peripheral vasoconstriction effect; the concentration: Resistance to flow is reduced with high concentrations and vasoconstriction occurs with low concentrations; the target organ (e.g., skin, placenta, lungs, splanchnic bed, and spinal cord), which is significant; an anti-adrenaline-like effect; isomers, which can differ in their effect (mepivacaine, not bupivacaine). With these final comments I would like to conclude this presentation. I hope that it has been as stimulating for you as an audience as it has been for me in preparing it. I would again like to express my deep and sincere gratitude for the honor you have bestowed upon me and for the kind attention you have devoted to my lecture.
Peer review has been at the corner stone of quality control of the biomedical journals in the past 300 years. With the emergency of the Internet, new models of quality control and peer review are emerging. However, such models are poorly investigated. We would argue that the popular system of quality control used in Amazon.com offers a way to ensure continuous quality improvement in the area of research communications on the Internet. Such system is providing an interesting alternative to the traditional peer review approaches used in the biomedical journals and challenges the traditional paradigms of scientific publishing. This idea is being explored in the context of Supercourse, a library of 2,350 prevention lectures, shared for free by faculty members from over 150 countries. Supercourse is successfully utilizing quality control approaches that are similar to Amazon.com model. Clearly, the existing approaches and emerging alternatives for quality control in scientific communications needs to be assessed scientifically. Rapid explosion of internet technologies could be leveraged to produce better, more cost effective systems for quality control in the biomedical publications and across all sciences.
Nurse educators struggle to find ways to create learning opportunities that are interactive and appeal to the needs of various students. The key to energizing the nursing lecture is to create an environment that encourages students to be active participants. It is essential to use creativity to design cognitive strategies that appeal to students' learning preferences. This article discusses the methods one educator has used to implement the Theory of Multiple Intelligence Learning in the classroom. Specific cognitive strategies that address the learning preferences of each intelligence are discussed.
Johnson et al (1988) found that normal-hearing listeners' consonant recognition scores on a nonsense syllable test were significantly better when they were seated within versus beyond the critical distance of a typical lecture hall. The present study used a Sequential Information Analysis (SINFA) to document a priori perceptual features for Johnson et al's subjects' confusion errors to the initial and medial consonant portions of the stimuli. The features and the percent of information transmitted for them differed as a function of consonant position in the stimulus and whether the subjects were seated within or beyond the critical distance of the room. Generally, more information was transmitted within rather than beyond the critical distance for both initial and medial consonants. However, less information was transmitted for features for the medial than for the initial consonant position. Beyond the critical distance, high-frequency features (e.g., sibilant) were transmitted somewhat better than those based more on low-frequency energy (e.g., voicing). Place of articulation features were not transmitted as well for the initial as for the medial position and they suffered in both positions as distance increased. The effects of reverberation on the subjects' perception are discussed and compared to results of other studies.
Within the activities of biology class four pupils conducted an acclaimed poll of all the classes of two elementary schools on the experience with smoking tobacco and the attitude towards smoking and smokers. The investigation was supplemented with the same poll of six classes of the high school center. By processing the answers of 1086 pupils, data was received that pupils tried smoking from 18.6 in the younger grades to 61.7% among high-school students. Projecting the wish towards smoking when they grow up ranges from 8.2 over 14.5 to 6% with the older pupils. But beside these opposite tendencies the number of those who still "light a cigarette" increases from 4% over 7-8 to 23.3% with age. Less than 10% of the pupils from the younger grades has shown that they like smokers, but the attractiveness of the smoking style increases with age. Thus, the proportion of those who do not like smokers and rooms filled with smoke decreases from 95% with the younger pupils to 45% among high-school students. Between the two schools there is a difference of proportion in the replies to the questions asked which is significant at the level of 0.1%. But the distribution of proportions according to the age of those who still "light a cigarette", as well as of those who want to smoke when they grow up coincides with the creating of two maximums: with the youngest pupils and with the highschool students. The testing concerning the influence of the lecture and film on the attitude towards smokers did not reach a 5% level of significance (x2 = 5.19).
The author draws attention (in a satirical way) to some of the most frequent mistakes in verbal presentations of results of research. Special attention is devoted to the environment where the lecture is given, to figures, tables and the use of the microphone.
It is well known that illness can have a traumatic effect on sexuality. Lecturer-practitioners in sexuality help people come to terms with this, and help nurses respond more effectively.
The majority (about 75%) of patients who suffer from acute pancreatitis do so as a consequence of gallstones or alcohol abuse. The other 25% of patients often present difficult diagnostic problems. Over several years the author has accumulated a series of patients with remedial causes of pancreatitis. They include a group of congenital conditions such as pancreas divisum, choledochal cysts and congenital abnormalities of the pancreatic ductal system. Patients who have had pancreatitis and who have an intact gallbladder often have stones that are difficult to identify. Repeated attacks of pancreatitis in the absence of any other apparent cause justifies cholecystectomy, which will often identify the cause so that recurrence can be prevented. A group of nonanatomic causes are also known. They include hyperlipidemia, drugs and toxins, certain systemic illnesses such as systemic lupus erythematosus, pregnancy, hypercalcemia, hereditary causes and occasionally cancer. In his lecture the author reviews the various etiologies of acute pancreatitis and describes an algorithm that can be used when the diagnosis is difficult.