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PubMed1979

Methods of training deaf children to comprehend the passive voice.

Four variations of programmed filmstrips were shown to deaf children to improve comprehension of the passive voice. The design included two training strategies that treated the passive voice either as a unitary structure or as a contrast to the active voice. Within strategies two orders of training were compared for the various types of passive sentences: (nonreversible, reversible, agent-deleted) and (agent-deleted, nonreversible, reversible). Six filmstrips were constructed for the two strategies and three types of passive. Evaluation tests were administered before, immediately after, and three months following training. Forty deaf children were selected from two age ranges, 9 to 12 and 13 to 16 years. Within age groups 10 subjects served under each of the four strategy-order conditions. Evaluation tests consisted of a multiple choice picture-sentence matching test and a performance test in which subjects acted out six passive sentences using toys. Performance test scores increased significantly after training and surpassed pretraining after three months. Highest scores were achieved on nonreversible passives followed by reversible and agent-deleted passives. Reversal of agent and object was the most frequent error. Strategy and order differences were not significant.

Adolescent↗
PubMed2002

Learning preferences of paediatric intensive care nurses.

AIM: This paper reports the views of students on the teaching and learning strategies used in paediatric intensive care nursing courses. STUDY METHODS: Qualitative methods of data collection and analysis were used. A case study of one paediatric intensive care nursing course was carried out, followed by group interviews with students from a further seven courses. Local ethics committee protocols were followed. Data were analysed using constant comparative analysis. STUDY FINDINGS: Qualified nurses undertaking paediatric intensive care nursing courses seek a specific knowledge base, relevant to their clinical practice. Their preferred way of learning in this situation is teaching by knowledgeable experts who are also prepared to discuss issues that arise. Although in some instances student centred or self-directed approaches were considered acceptable, Students still require clear guidance and structure in their learning. Students did not summarily oppose student centred approaches to teaching and learning, however, time considerations and whether this would reduce the amount of study time provided by their employers were important factors. There was evidence that students do not necessarily have one specific learning preference. LIMITATIONS: This study explored only paediatric intensive care nurse education, and was not intended to be generalizable beyond this field. CONCLUSION: The findings from this study indicate that no single educational approach is universally seen as the most attractive for PICU nurses. The major considerations in designing and implementing PICU nursing courses should be that content is clearly rated to the clinical speciality, theory is clearly linked to practice, and that the time constraints for students who are additionally in full time employment are taken into account.

Attitude of Health Personnel↗
PubMed2003

Self-directed learning in nurse education: a review of the literature.

RATIONALE: Self-directed learning is essential in assisting nurses to meet the challenges presented in today's health care environment. Nurse educators have an important role to play in assisting nurses to acquire the skills for self-directed learning, and to do this they need to understand the concept of self-directed learning. AIM: The aim of this review is to explore the concept of self-directed learning and its use in nurse education. METHODS: A review of the literature was conducted using CINAHL, Medline and other databases and the keywords 'self-directed learning', 'student nurses', 'classroom', 'nursing education' and 'adult education'. FINDINGS: The concept of self-directed learning is based on the principles of adult education and can take many different formats. Self-directed learning has many benefits. However, acquiring the necessary skills is dependent on a students' preference and readiness for self-directed learning and nurse educators' implementation of the concept. In implementing self-directed learning, nurse educators become facilitators of learning and require ongoing staff development. Not all students are self-directed and a variety of teaching methods should be used in curricula. CONCLUSIONS: A consensus definition of the concept of lifelong learning does not exist, and students and teachers may have different perspectives on it. Mature students may be more self-directing than school-leavers, and learning styles and readiness to learn need to be assessed when judging the appropriateness of using self-directed learning approaches. However, there are many potential benefits, including increased confidence, autonomy, motivation and preparation for lifelong learning.

Curriculum↗
PubMed1999

The effect of problem-based learning on the academic performance of students studying podiatric medicine in Ontario.

OBJECTIVES: To investigate the effect of problem-based learning (PBL) on student achievement. DESIGN: Two cohorts of students studying podiatric medicine in Ontario were compared - one having undertaken the traditional lecture-based curriculum, and the other the problem-based learning programme. SETTING: The Michener Institute for Applied Health Sciences and The Toronto Hospital. SUBJECTS: Chiropody students. RESULTS: The performance of the students on the written Provincial Registration Examinations of Ontario was analysed utilizing independent t-tests and demonstrated that the PBL cohort of students achieved significantly higher overall examination scores (P < 0.005) than the traditional cohort. Further analysis revealed that no significant difference existed between student cohorts with respect to factual biomedical knowledge (P > 0.5), but that the PBL students performed significantly better in tests of deeper understanding and the cognitive skills related to patient management (P < 0.0005). Additionally, intragroup analysis using Spearman's rank order correlation indicated that there was no rank ordered association between performance on the multiple-choice and essay sections of the examination. CONCLUSIONS: The above results suggest that the PBL cohort of students was more knowledgeable than, and possessed superior cognitively related patient management skills, to their traditional counterparts.

Education, Medical, Undergraduate↗
PubMed1999

Evaluation of a self-paced education package on violence against women for rural community-based health workers.

There are no reported education programs specifically focusing on the needs of rural health workers in the area of violence against women. The most commonly reported contact sought by women experiencing injuries and health problems associated with violence and abuse is with health workers. Women report a failure by health workers to make direct enquires, which may be due to their lack of education and confidence in responding to these issues. A convenience sample of 60 community-based rural health workers from a range of occupations and settings within the Wide Bay Health Region, Queensland, participated in the evaluation of a self-paced, distance education package on violence against women. The package contained seven modules. These included written and audio tape material, and activities that together formed a community development approach to addressing the needs in the participants' local community. Participants were given a mentor and teleconference support during the 8 weeks allocated to complete the package. A pre- and post-course evaluation, containing quantitative and qualitative data, was completed. Analysis of the quantitative data identified significant changes in participants' knowledge, and the qualitative data highlighted an increased sense of confidence in assisting women, forming support networks and using resources more effectively. Participants reported the most useful aspects of the package were: (i) modular- and user-friendly format; (ii) flexible, practical, health-focused content; and (iii) real world examples.

Adult↗
PubMed1998

The use of an interactive computer program for the education of parents of asthmatic children.

OBJECTIVE: To assess whether an interactive computer program improves the asthma knowledge of parents of asthmatic children attending a respiratory clinic, and to assess the acceptability of this educational method to parents. METHODOLOGY: Parents' knowledge was assessed before and one month after using the computer program. Knowledge scores were compared using paired Student's t-tests. Parents' comments about the program were invited. RESULTS: Whilst knowledge scores improved after exposure to the computer program, the improvement was not statistically significant (P=0.06). However, parents felt subjectively that the program was both enjoyable and useful to them. CONCLUSION: Used as the sole instrument for asthma education, the program did not produce a large increase in asthma knowledge in the study population. It was, however, universally popular and may prove useful in other settings and in combination with other forms of asthma education.

Adult↗
PubMed1999

Evaluation of open learning material designed for part of the diploma level research module for pre- and post-registration nurses.

With the increase in the number of nurses wishing to upgrade their professional qualification to diploma or degree level, there has been a corresponding increase in the number of research modules purchased by education purchasing consortia. One approach to deal with this increase in the number of students, and also to enable students to study at their own pace and in a location convenient to them, is to develop open learning materials. The data presentation and analysis session for the diploma level research module delivered by the Institute of Health Studies at the University of Plymouth has recently been designed using text based material. An opportunity to evaluate this material has arisen during the author's participation in a teaching and learning in higher education course. Twelve out of 25 post-registration students undertaking the diploma level module agreed to take part in the study; six were randomly allocated to the self-study group, and six to the taught session. Information was also collected from the students who did not wish to take part (n = 11). A questionnaire was designed to evaluate knowledge, attitudes to presentation of the material and the method of teaching. Results revealed few differences between the two groups in terms of knowledge and attitudes to presentation of the material and the method of teaching. Of note is that there was an increase in knowledge scores between pre- and post-session assessments for more of the taught session group than the others; and the overall rating was higher for the teaching method than for the self-study material. Reasons given by the 11 who did not wish to take part in the study all related to a preference for a taught session. The implications of these findings are discussed in the context of the limitations of the study, and the development of teaching material in general.

Attitude of Health Personnel↗
PubMed2001

Serving two masters: quality teaching and learning versus economic rationalism.

Nurse educators face the challenge of competing pressures. Programmes must be developed that more adequately prepare students to meet the demands of a changing and complex health care system. These programmes must reflect excellence in teaching and learning and this needs to be achieved within the constraints of economic rationalism. The design of a model based on principles of self directed learning assisted one university to deliver a high quality clinical skills programme.

Cost-Benefit Analysis↗
PubMed2002

A student-initiated interactive course as a model for teaching reproductive health.

OBJECTIVE: Medical students at Stanford University established an elective lecture series in reproductive health to teach 10 women's health competencies to preclinical medical students. In the second year, student organizers implemented interactive components to improve the number of competencies students learned. STUDY DESIGN: We surveyed students from the first two years this series was offered to assess their preferred modes of learning and the number of competencies students perceived they had gained. Students were asked to self-assess their learning of key reproductive health competencies taught in the course. RESULTS: We identified 4 factors associated with statistically significant improvements in the number of competencies students learned, according to self-assessment. CONCLUSION: Students who felt they learned more competencies agreed that they were active participants in the course, that their preferred style of learning was matched by the course, and that they had received academic credit for the course. Furthermore, students who attended an innovative reproductive health fair organized by students participating in the course perceived that they had learned significantly more competencies. We expect these self-assessed improvements to correlate with increased demonstration of the competencies as students progress to the clinical level.

California↗
PubMed2002

Student learning preferences reflect curricular change.

This study measured the learning preference profile development and readiness for self-directed learning over time of two undergraduate student cohorts experiencing different curricular presentations of essentially the same syllabus. The results from three measurement points are reported following each cohort through their first half of the BSc (Honours) Physiotherapy Course, Cardiff. At intake both cohorts preferred a concrete, fact-based learning environment, which was teacher structured. Over time, the cohorts responded significantly differently to their curricula in respect of the student-structured learning preference (LP) variable (p < 0.05), and displayed trends (p < 0.1) towards response difference for the concrete, interpersonal and individual LP variables. Cohort differences are discussed in terms of the planned curriculum changes made during the intervening revalidation exercise. It is suggested that curricula mould students' learning profile development. The impact of this statement on future curriculum development is discussed and educational research-in-action promoted.

Adult↗
PubMed2002

Student-selected projects: can they enhance lifelong learning skills?

Student-selected projects with clearly identified transferable skill objectives have been introduced in Year 1, to help students focus on developing their lifelong learning skills. This study aimed to assess the impact of this innovation on students' perceptions of their skills, and to compare these views with those of students from the previous course. Students' views of their skill abilities were assessed by questionnaire at the beginning and end of the first year, and at the end of each project. Students report improvements, particularly in their IT and presentation skills, but an overall decrease in confidence in their transferable skills at the end of the year compared with the previous cohort. Students appear to recognize development of new skills, but seem less able to identify improvement in existing skills. Increased emphasis on skills development, together with practice of self-evaluation, has reduced students' self-confidence, probably to a more realistic level.

Attitude↗