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At least 811 records · Page 45Linked to original sources
PubMed2006

Too much teaching, not enough learning: what is the solution?

The curriculum is packed with so much content that teachers resort to telling students what they know and students simply commit facts to memory. The packed curriculum leaves little time for students to acquire a deep understanding of the subject or to develop life-long skills such as critical thinking, problem solving, and communication. However, learning is not committing a set of facts to memory, but the ability to use resources to find, evaluate, and apply information. This paper addresses these concerns by discussing "how we learn" and reviewing the literature on what works to improve learning. It is clear that active processing of information, not passive reception of information, leads to learning. That is, students must construct their own understanding of concepts, relationships, and procedures. Teachers can encourage this process by carefully considering the type and organization of information as well as instructional strategies. Specifically, teachers should reduce the total amount of factual information students are expected to memorize, reduce our use of the passive lecture format, and devote much more effort to helping students become active, independent learners and problem solvers. Collaborative learning activities, interactive models, educational games, and establishing a culture of inquiry/scholarship are critical for achieving these goals.

Comprehension↗
PubMed1998

Correlates of nurse practitioners' diagnostic and intervention performance for domestic violence.

The purposes of this research were to identify diagnosis and intervention performance accuracy, variables that influence this performance accuracy, and barriers that impede performance accuracy of adult nurse practitioners (ANP) and family nurse practitioners (FNP) for domestic violence. Two measures were developed: the Nurse Practitioner Survey (NPS) and the Nurse Practitioner Performance Tool. A total of 118 ANPs and FNPs completed and returned mailed surveys. Of these, 22 individuals were interviewed by telephone regarding personal and professional experience with domestic violence and barriers in their clinical settings to addressing domestic violence.

Adult↗
PubMed2004

A human becoming teaching-learning model.

Teaching-learning is a never-ending journey of giving-receiving in coming-to-know. The purposes of this column are to distinguish among the traditional and human becoming paradigms of teaching-learning, and to set forth the essences, paradoxes, and processes of a human becoming teaching-learning model.

Holistic Health↗
PubMed1998

The key to quality nursing care: towards a model of personal and professional development.

Quality of nursing cannot be assessed in terms of performance referenced criteria, but only in terms of the personal qualities displayed in the performance. The key to improvement in practice may be the improvement of emotional and motivational tendencies. In essence, professional development implies personal development. Harré makes a distinction between 'powers to do' and 'powers to be' (a state of being). The former are the capacities that individuals acquire to perform their tasks and roles. Professional development therefore involves, first, the acquisition of the capacities necessary for the successful completion of a set of professional tasks (the powers to do). Secondly, it involves the acquisition of the appropriate emotions and motivations, and the theories about human nature and the conduct that underpins them (the powers to be). Therefore, these capacities cannot be derived from analysis of tasks, since what are defined as tasks in the first place are determined by the exercise of such powers. The acquisition of attitudes constitutes a source of competent practice. Harré's model of 'personal identity' provides a conceptual framework for thinking about the process of the acquisition of nursing competence and its relationship to differing views of nursing. Considerations relating to different priorities within Harré's model make it possible to raise questions about the objectives of competence at different stages.

Clinical Competence↗
PubMed2000

Worksite wellness in the school setting.

Schools exist for children. Indeed, in Olathe District Schools, the first of five guiding principles is "children first." Facilities, resources, materials, and programs are developed around this principle. Human resources, specifically classroom teachers and various support staff, are considered the most important asset in the education of students. As a result, schools employ an increasing number of individuals in today's work force. However, school districts lag behind other major employers in the provision of worksite wellness for their employees. The purpose of this article is to provide an overview of employee wellness and its application to the school setting. A future Nursing Practice Management section article will discuss the initiation of a school employee wellness program, applying the Comprehensive Health Education Model.

Adult↗
PubMed1992

Psychosocial family intervention in schizophrenia: a review of empirical studies.

"This paper reviews the recent empirical studies on psychosocial family intervention in schizophrenia. Six family educational intervention studies and five more intensive family work studies with 2-year follow-up have been included. A series of questions is asked relating to the effects of such interventions, the efficacy of the different educational models, the active ingredients of these multi-component treatment packages, and the contribution of this new generation of studies to our understanding of the mechanisms through which these interventions work. Suggestions for further research are made. Finally, from the published manuals, the common components of these diverse, multi-component treatment packages of different family-intervention studies are identified."

Behavior Therapy↗
PubMed1997

A preliminary evaluation of causal models of male and female acquisition of pilot skills.

Based on a previous study, a causal model of acquisition of pilot job knowledge and flying skills was tested on separate samples of male and female students. Causal model parameters were estimated separately for each sample and, due to the small sample size for women, no between-groups statistical tests were conducted. The results are viewed as tentative because of the small sample of female students; however, the path coefficient parameter estimates are still useful. The model showed a direct influence of general cognitive ability (g) on the acquisition of job knowledge and an indirect influence on the acquisition of flying skills. The direct and indirect influence of cognitive ability on flying skills was a little stronger for women than for men. Additionally, the path between prior job knowledge (JKp) and flying performance was somewhat stronger for women than for men. Consistent with previous findings, the influence of early flying skills on later flying skills was very strong. No argument for a sex-separated training syllabus is supported.

Adult↗
PubMed1987

A model clinical neuroscience curriculum.

We have attempted to identify those attitudes, skills, and competencies in the clinical neurosciences that every graduating medical student should possess. Curricular guidelines are provided that may act as a model educational outline, to be adapted and utilized as individual circumstances dictate and resources permit. A universal, although not lockstep, curriculum emerges from these considerations.

Curriculum↗
PubMed2003

Health visiting at the crossroads: which way to the 21st century?

This article presents a response from a group of lecturers at Florence Nightingale School of Nursing and Midwifery, King's College London and one service user to the perception of a crisis of confidence within health visiting. Changes in registration procedures and shifts in policy have led health visiting to question its place within primary care and the model of preparation for health visiting practice. The group argues that this debate is based on a misunderstanding of the changing health care environment and that health visiting can find a place within the primary care team. Key to this is the continued adherence to a basic nursing training. The authors suggest an incremental model of health visitor training to provide the fullest scope to implement the new health agenda.

Attitude of Health Personnel↗
PubMedDate not supplied

Cancer of the prostate. 1: Promoting men's healthcare needs.

This three-part series explores the nurse's role in promoting men's health with regard to cancer of the prostate. This article presents the incidence of prostatic cancer and its relationship to geographical environment. Diagnosis, early detection and screening are also discussed and the possible contribution of diet to the rising incidence of the disease is examined. In the next article health education models and the role of the nurse are described and recommendations for practice are offered.

Aged↗
PubMed2004

Mentoring new social work faculty:a gerontological perspective.

The John A. Hartford Foundation, in collaboration with the Gerontological Society of America, has developed new models to create geriatric faculty capacity within social work. The Faculty Scholars Program is building faculty leadership in academic geriatric social work through a strategic approach that includes long-distance national and institution- based mentoring. While mentoring models have proven to be effective means of career development, this is relatively new in academic social work and little is known about the impact of long-distance mentoring in association with sponsorship from a mentor at the scholar's home institution. This paper describes the mentoring model and its conceptual underpinnings. Evaluation data from an ongoing evaluation is presented in discussion of the strengths and limitations of the mentoring model.

Aged↗
PubMed2002

Computer-assisted motivating rehabilitation (CAMR) for institutional, home, and educational late stroke programs.

Based on our results during the last 25 years, we are developing late stroke computer-assisted motivating rehabilitation (CAMR) for the upper extremity. Evidence has been accumulating that functional gains are possible even many years after the damage. However, postacute rehabilitation must be motivating and related to real-life functional activities, or it may fail to enlist active participation. With CAMR programs, such as briefly reported here, instead of exercise, the patient is engaged in a game (e.g., ping-pong); instead of concentrating on the specific movements, he/she is concentrating on the game and the movements become subconscious. Patients, even those who initially consider that they cannot accomplish the task, show interest and improvement, and functional recovery appears to be extended beyond the specific movements that are being practiced. CAMR is also suitable for late functional reorganization programs in an educational model.

Journal Article↗
PubMed2005

Deaf college students' attitudes toward racial/ethnic diversity, campus climate, and role models.

Deaf college students' attitudes toward a variety of issues related to racial/ethnic diversity were surveyed by contacting all racial/ethnic minority deaf students and a random sample of Caucasian deaf students attending the National Technical Institute for the Deaf (NTID), Rochester Institute of Technology; 38% completed the survey. Although racial/ethnic groups similarly perceived NTID's commitment and efforts related to diversity, they differed significantly on some items related to campus climate and role models. Furthermore, the racial/ethnic minority groups differed from each other in their perceptions of campus comfort level, racial conflict, friendship patterns, and availability of role models. Educational satisfaction was positively correlated with campus comfort level; both correlated negatively with perception of discrimination and racial conflict. Qualitative data analyses supported quantitative data analyses and provided rich detail that facilitated interpretation of deaf students' experiences related to racial/ethnic diversity.

Adult↗
PubMed2001

Physical and occupational therapy undergraduates' stereotypes of one another.

Literature suggests that increased interaction between physical therapy and occupational therapy students may improve their understanding of each other's profession. This cross-sectional study examined positive and negative stereotypes in an educational setting in which physical and occupational therapy students take over 25% of their curricular courses together. The aim of the study was to assess whether interaction between these students in and out of the classroom positively affected their views of each other, as compared with physical and occupational therapy students in previous studies who did not take classes together. Senior students, 25 physical therapy and 28 occupational therapy, completed two copies of the Health Team Stereotype Scale questionnaire exploring attitudes concerning their own chosen profession and the other participants' profession. They also completed an extracurricular activities survey to indicate how much they participated in activities outside of the classroom with students from the other profession. On the stereotype scale, physical therapy students' self-assessment compared with their assessment of occupational therapy students yielded 28 significantly (p<.05) different adjective pairs; occupational therapy students' self-assessment compared with their assessment of physical therapy students yielded 26 significantly (p<.05) different adjective pairs. The students rarely or never participated in extracurricular activities with each other. When comparing present results with those of previous studies, present subjects selected significantly fewer negative adjective pairs to describe the other profession. The results indicate a more positive view of each other's profession than in the previous studies. The interdisciplinary education model examined in our institution may have fostered positive attitudes among students in these programs.

Adult↗