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At least 649 records · Page 36Linked to original sources
PubMed2000

Online teaching and learning in a graduate course in nursing education.

Information technology has a potential to be the answer to one of Africa's most pressing problems-providing education to a number of geographically dispersed learners, who currently have to leave their countries for a number of years in order to pursue their studies elsewhere. The School of Nursing at the University of Natal launched an online graduate course in nursing education at the beginning of the year 2000 for the first time as part of a masters degree programme. A number of lessons have been learned from this experience. Firstly, it took too long to arrive at 'closure' on discussion of any one particular theme. There seemed to be a perpetual feeling of never "completing" teaching/learning tasks. Ordinarily, in a face-to-face (f2f) classroom, a particular theme or topic is scheduled for a particular lecture period. More often than not, whether clarity and/or resolution has been attained, the discussion moves on to the next theme, or topic. This has not been easy to do in computer mediated communication (CMC). The students' contributions, however, seemed more thought out and more focused than had been the case in the f2f classes. Secondly, the essentiality/importance of structure became apparent very early. After an initial tentative and slow start, once the students felt comfortable with the computer "classroom", the bulletin board was flooded with messages, necessitating re-thinking the original structure.

Attitude of Health Personnel↗
PubMed2005

Branson offers laid-back setting for big-time educational sessions.

Technology can be credited for providing half of this year's subject matter for the Arkansas Medical Society Educational Program and Expo, while Pay for Performance and a "Perfect Storm" filled out the roster during the four-pony parade at The Medicine Show on May 7 in Branson, Mo. While earning continuing education credits, physicians in attendance learned more about the benefits of electronic health records and electronic prescribing while also getting an update on the pay-for-performance initiative and how tobacco use and physical inactivity affect public and fiscal health. The programs, which were part of the AMS' 129th Annual Session, were held at Chateau on the Lake atop a picturesque mountain overlooking Table Rock Lake. For those of you who weren't in attendance, here are some of the highlights.

Arkansas↗
PubMedDate not supplied

Program director satisfaction with leadership skills.

CONTEXT: Educators in radiologic technology help students mature into health care professionals; however, not all educators receive formal training in education. The majority of radiologic technology educators train first as practitioners and later become educators. OBJECTIVE: Identify areas for professional development and effective methods to learn leadership skills. METHODS: Radiologic technology program directors from Joint Review Committee on Education in Radiologic Technology (JRCERT) accredited programs were surveyed and interviewed to determine their level of satisfaction with their leadership skills. RESULTS: Results indicate program directors are satisfied with most of their leadership skills. Budget and resources, conflict resolution and communication were identified as areas for improvement. Program directors identified workshops and lectures as their preferred method of learning leadership skills. SUMMARY: Program directors need to use a variety of skills for the successful operation of their programs. Even though results from this study indicate that radiologic technology program directors were satisfied overall with their leadership skills, there were areas that could use improvement.

Administrative Personnel↗
PubMedDate not supplied

Innovative ways to promote recruitment, retention, collegiality, and professionalism using continuing education plans.

Technological advances in health care, coupled with the crisis of a nursing shortage, make recruitment and retention of well-educated nurses a key factor for the viability and growth of any healthcare organization. In the past, symbiotic alliances have been formed solely between healthcare organizations and nurses. Professional nursing organizations were rarely involved in the alliance. Using the Magnet Recognition Program, one local chapter of Sigma Theta Tau International has found a way to unite nurses, healthcare organizations, and professional nursing organizations to encourage nursing education, promote positive patient outcomes, and help find a solution to the problem.

Education, Nursing, Continuing↗
PubMedDate not supplied

Nurse education and convergent information technologies.

This article concerns one of the main problems facing nurse education, that of meeting individualised learner needs. This endeavour is inescapable because of current trends in the curriculum, trends towards continuous assessment and more recently, advice from the English National Board (ENB) regarding continuous theoretical assessment. Computer assisted learning, it is suggested, can be helpful in nurturing individual learner progress. Sophisticated technologies are available to educationalists which develop individual learning strategies, but the cost of producing the necessary courseware is high, both in terms of money and tutor time. Hopefully a solution has been found as a project has been funded and is being run by the ENB allowing tutors to develop skills in this area of education.

Computer-Assisted Instruction↗
PubMedDate not supplied

A challenge for nursing education.

Computer technology has the potential to help nursing programs to establish conditions that allow for academic success of special needs students without compromising the caliber of instruction or academic standards. As the capabilities of computers have increased in the last decade, a variety of exciting new tools have been created that have the potential to enhance the success of students with special needs. Effective instructional methods must be developed and implemented to make use of the power provided by these tools. Limited research is available in the nursing and education literature to support use of computer adaptations for students with special needs. There needs to be initiation of research based study of the tools and proposed adaptations. Educators, administrators, and researchers need to collaborate in this effort to transform the potential of technology into reality.

Computers↗
PubMed1997

Computer literacy in nursing: developing the information technology syllabus in nursing education.

This study has two main purposes: first, to identify and describe the computer skills required in nursing; and second, to find out what should be taught about information technology in nursing education. A three-round Delphi survey was carried out with a panel of experts representing nursing practice, nursing education, nurse students and consumers. The panel showed a consensus of opinion on 71% of the items included in the questionnaire designed for the study. The experts agreed that nurses must know how to use the computer for word-processing purposes, for accessing and using the hospital information system, and for e-mailing. Nurses must also be aware of system security and show a positive attitude towards computers. It is concluded that hospital information systems and nursing informatics should be integrated into laboratory and hospital training.

Attitude to Computers↗
PubMed1999

Patient education in nuclear medicine technology practice.

This is the second article of a two-part series on patient education. This article builds on the first one by discussing some of the unique considerations in providing patient education in the nuclear medicine department. Concrete strategies for nuclear medicine technology practice are discussed here. After reading this article, the technologist should be able to: (a) describe the affective and technical aspects of the nuclear medicine technologist's role as a patient educator; (b) identify some strategies that nuclear medicine technologists can use to become better teachers; and (c) describe factors that affect patient learning in the nuclear medicine department and some approaches to overcome or minimize learning barriers.

Allied Health Personnel↗
PubMed2002

Roles for learning sciences and learning technologies in biomedical engineering education: a review of recent advances.

Education in biomedical engineering offers a number of challenges to all constituents of the educational process-faculty, students, and employers of graduates. Although biomedical engineering educational systems have been under development for 40 years, interest in and the pace of development of these programs has accelerated in recent years. New advances in the learning sciences have provided a framework for the reexamination of instructional paradigms in biomedical engineering. This work shows that learning environments should be learner centered, knowledge centered, assessment centered, and community centered. In addition, learning technologies offer the potential to achieve this environment with efficiency. Biomedical engineering educators are in a position to design and implement new learning systems that can take advantage of advances in learning science, learning technology, and reform in engineering education.

Biomedical Engineering↗
PubMed2026

Educational Effects of Electronic Documents and Videos on Parents' Responses to Acute Illness in Young Children: A Randomized Controlled Trial.

AIM: This study compared changes associated with electronic document-based and video-based education for parents responding to acute illness in young children, focusing on self-reported knowledge, anxiety, and satisfaction. METHODS: A randomized controlled trial with pre- and post-intervention measurements was conducted among 140 adults in Japan who self-reported raising a child under 3&#x2009;years of age and having experienced their child's acute illness. Participants were assigned to an electronic document group or a video group (n&#x2009;=&#x2009;70 each). Self-reported knowledge was assessed using a researcher-developed questionnaire, and anxiety was measured using the State-Trait Anxiety Inventory. Pre-post changes and between-group differences in change scores were examined. RESULTS: Total self-reported knowledge scores increased significantly in both groups (p&#x2009;<&#x2009;0.01), with no significant between-group difference. The video group showed significant improvements in items related to symptoms requiring attention at home and information sources, whereas the electronic document group improved in items related to symptoms requiring medical consultation and emergency calls. State and trait anxiety did not change significantly in either group. Satisfaction was high in both groups. CONCLUSIONS: Both educational formats may support parents' learning about responses to acute illness in young children, although appropriate formats may differ according to the educational content. Information provision alone may have limited effects on anxiety; therefore, future parent education should incorporate interactive and reassurance-focused approaches. TRIAL REGISTRATION: UMIN-CTR: UMIN000056457.

Humans↗