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At least 847 records · Page 47Linked to original sources
PubMedDate not supplied

Repurposing videodiscs for interactive video instruction: teaching concepts of quality improvement.

The purpose of this study was to develop an interactive video instruction (IVI) program to teach registered nurses in the clinical setting concepts of quality improvement and to test the effectiveness of the program. The Smith Author System was used to combine text and video sequences repurposed from videodiscs developed for nursing education to describe and illustrate concepts of quality improvement. A sample of 55 registered nurses from a midwest regional medical center who used the program had a significant increase in knowledge (p < .05) from pre- to postprogram opinionnaire. More nurses with baccalaureate degrees scored above the median for the interactive video instruction program than those with associate degrees or diplomas. Registered nurses with more than 5 years of experience also expressed willingness to apply the concepts of quality improvement to their daily patient care activities and to use computers for learning.

Attitude to Computers↗
PubMed1980

Faculty attitudes toward the use of audiovisuals in continuing education.

A study was undertaken in planning for a project involving library support for formal continuing education programs. A questionnaire survey assessed faculty attitudes toward continuing education activities, self-instructional AV programs for continuing education, and self-instructional AV programs for undergraduate medical education. Actual use of AV programs in both undergraduate and postgraduate classroom teaching was also investigated. The results indicated generally positive attitudes regarding a high level of classroom use of AV programs, but little assignment of audiovisuals for self-instruction.

Attitude↗
PubMed1996

Education and self-management of interferon beta-1b therapy for multiple sclerosis.

A teaching program (Betaseron Instruction) for patients beginning interferon beta-1b therapy was developed at St. John's Mercy Medical Center in St. Louis, Missouri according to Bandura's theory of self-efficacy. Then, a study was conducted to determine attitudes of patients with multiple sclerosis (MS) about interferon beta-1b (Betaseron) therapy and evaluate the effectiveness of the teaching program. In that program, teaching skills mastery and the use of modeling and persuasion were used in curriculum development. A survey questionnaire in which information about the patients' evaluation of interferon beta-1b therapy effects was mailed to 60 patients who had participated in the teaching program between December, 1993 and October 1994. Thirty surveys were completed and returned. The mean age of participants was 42 years; 22% were men and 78% were women. The mean duration of therapy for the study participants was 10.5 weeks. Qualitative content analysis and tabulation of the one scaled question from the 30 completed surveys were performed to obtain outcome measurements of cognitive goals and determine the level of self-management of therapy. Responses regarding feelings about therapy, the benefits of the teaching program, confidence in performing skills that resulted from the use of interferon beta-1b therapy, adverse effects produced by the medication and quality of life issues were evaluated. The effectiveness of the Betaseron Instruction program and the importance of access to support systems from peers and healthcare professionals were validated by patient responses. The role of the nurse in patient teaching and the provision of support were indicated to be essential to a positive outcome in all of the patient surveys submitted.

Adaptation, Psychological↗
PubMed2002

Development and immediate impact of a self-instruction curriculum for an adolescent indicated drug abuse prevention trial.

This article describes the development and immediate impact of a self-instruction indicated drug abuse prevention program, Project Towards No Drug Abuse (TND). Self-instruction programming often is used to help youth that are at high risk for dropout and drug abuse to complete their high school education, and is a method of choice among educators at alternative high schools. This article describes the justification for the self-instruction program, keys to good programmed self-learning, and how a 12-session health educator delivered program was converted to a self-instruction format. In addition, the immediate impact of a 3-group experimental trial is presented. Health educator led, self-instruction, and standard care control conditions are compared on knowledge change, and the two program conditions are compared on process ratings. Self-instruction programming can be successfully adapted from a health educator-led format, though the lack of student group interaction in this modality may limit its receptivity among students.

Adolescent↗
PubMed1989

Smoking cessation by mail: a comparison of standard and personalized correspondence course formats.

Self-Instructional behavior-change programs for reducing risks to health are potentially widely available, acceptable and cost-effective. This paper reports outcomes of a smoking cessation program administered by mail. Two hundred and eight smokers were allocated systematically to a quit kit control condition (n = 40), to a standard correspondence course (n = 86) and to a personalized correspondence course prepared with the aid of a microcomputer (n = 82). There were significantly higher rates of abstinence after the course for correspondence course participants compared to controls, but these differences did not persist at three-month and nine-month follow-ups. There were no differences between the personalized and standard courses on abstinence rates, number of cigarettes smoked per day, or return of feedback forms on each lesson. There were associations between self-efficacy strength and reduced rates of smoking, and active participation in the course was associated with lower smoking rates.

Behavior Therapy↗
PubMedDate not supplied

Subgingival irrigation instruction and utilization in dental hygiene curricula.

PURPOSE: The purpose of this study was to assess subgingival irrigation instruction in accredited dental hygiene programs in the United States; specifically, the number of programs providing instruction; teaching methods used; delivery systems taught didactically and/or clinically; the amount of student clinical experience provided; clinical patient selection criteria; and specific irrigation solutions used. METHODS: A 17-item questionnaire was mailed in January 1989 to 197 accredited dental hygiene programs. Frequency distributions were used to describe the data. RESULTS: A response rate of 85% (N = 167) was obtained after two mailings. One hundred twenty-four dental hygiene programs (74%) provide subgingival irrigation information in their curriculum. Data revealed that although student experiences with subgingival irrigation delivery agents and systems vary greatly, a majority of schools teach the utilization of chlorhexidine delivered via motorized irrigation systems. Students who provide subgingival irrigation usually do so in selected areas for specific patients. CONCLUSIONS: Results from the survey indicate that a majority of dental hygiene programs provide some form of subgingival irrigation instruction, although educational content, experience, and placement of instruction within the two-year curricula varied. Based on these findings, dental hygiene educators may elect to develop standards for teaching subgingival irrigation in their programs.

Curriculum↗
PubMedDate not supplied

[Supervised program of motivation and instruction in oral hygiene and physical therapy for children with orthodontic appliances].

The purpose of this paper was to evaluate the effectiveness of a supervision program for motivation and instruction of hygiene buccal in respect of the control of plaque and marginal gingivitis in children with seven to twelve years old, undergoing removable or fixed orthodontic appliance therapy. These patients were divided into two groups. The experimental group was of thirty-eight children who were individually instructed for the hygiene method. They were analysed and instructed periodically. The twenty-five children of the control group were instructed for a correct brushing; however no attempt was done to change their habits. They also have been periodically evaluated. The evaluation of de buccal health conditions was measured in a period of eight months by means of plaque and marginal pappilar gingivitis index. Is was verified a reduction in the plaque and gingivitis index, in the experimental group of 100% and 88.6%, respectively. The control group has showed a reduction of 74.6% and 78.9%, respectively. The control of plaque and gingivitis was more efficient in the patients who were periodically instructed and motivated, with a difference statistically significant, from the third week. These data helped to demonstrate that the plaque and the periodontal disease can be suitably controlled by the patient even with the use of orthodontic appliances. The instructed and supervisioned brushing technic is more efficient than the habitual brushing in the control of plaque and gingivitis in patients with orthodontic appliance.

Child↗
PubMed1978

Instructional objectives for a teaching program in cancer for primary care physicians.

Precise instructional objectives are critical to the success of educational programs in medicine. Adequate attention to the development of instructional objectives prompts careful consideration of course methods, helps define means of evaluation, and results in realistic long-term goals. Current curricula often focus on the teaching of facts and the diagnosis and treatment of advanced and uncommon diseases; behavioral science skills are rarely taught and, in general, content is unrelated to the kinds of problems physicians see in practice. This paper presents instructional objectives in cancer which attempt to answer these criticisms. The objectives, covering cognitive, psychomotor, and affective domains, emphasize the areas of prevention and early diagnosis.

Family Practice↗