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Results for “Programmed Instructions as Topic”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

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At least 865 records · Page 48Linked to original sources
PubMed1995

Determining the collateral effects of peer tutor training on a student with severe disabilities.

In one experiment and two case studies, we evaluated the impact of training peer tutors without disabilities to provide effective instructional procedures with a student with severe disabilities who exhibited aberrant behaviors in the classroom. Peer tutors received training on how to provide appropriate commands and specific praise statements, as well as to decrease negative statements. In the experiment, two peer tutors were taught these skills in a multiple baseline design. Two case studies further clarified the impact of the peer tutor training. In Case Study 1, one peer tutor received training on the three skills concurrently and data were assessed in an AB design. In Case Study 2, one peer tutor was trained prior to working with the student to determine if a peer tutor who had no prior history with the student could work effectively with minimal disruptions from the onset. Data were also measured on the student's aberrant behaviors and his compliance before, during, and after training the peer tutors. Results indicated that the peer tutors learned to provide appropriate commands and specific praise and to reduce negative statements. More important, as a collateral effect of the training program, the student's aberrant behaviors decreased and his compliance to requests improved.

Behavior Therapy↗
PubMedDate not supplied

Continuing education.

Explore the source record for details and available documents.

Diabetes Mellitus↗
PubMed1983

Who volunteers for a breast self-examination program? Evaluating the bases for self-selection.

Interest in a free breast self-examination (BSE) teaching program offered to a patient population (n = 1590) was assessed, and a follow-up survey of refusers undertaken to determine difference between participants and refusers. Fifty-one percent of the known, eligible women patients expressed interest in the program and 24% ultimately had the teaching. Participants differed from refusers most notably in terms of less previous experience with BSE, more family history of cancer, a longer relationship with their physicians, and different health beliefs. They state more confidence in the effectiveness of breast cancer detection and treatment, less fear and embarrassment, and more personal and physician responsibility for health outcomes, as measured by the Health Locus of Control Scales. Self-selection thus seems rationally based on the kind of program and the needs of the women. Such self-selection can be cost-effective in delivering health education to the people most in need of it and most likely to benefit from it.

Adolescent↗
PubMed1989

Development of a new self-help guide--Freedom From Smoking for you and your family.

This article describes the development of a new smoking cessation and maintenance guide aimed at a broad spectrum of cigarette smokers. To accomplish this task the authors reviewed the research literature and conducted a series of iterative pretests with representatives of the target populations using qualitative and quantitative methods. A process is described for developing health education materials which includes the selection of the target audience, organization and presentation of content, and pretesting of the material. The utility of this user-oriented strategy and step-by-step pretesting is discussed.

Adult↗
PubMed1992

The impact of tailored self-help smoking cessation guides on young mothers.

It has been suggested that tailoring self-help materials for specific target populations will increase their effectiveness. This study tested the value of a self-help guide tailored specifically for women with young children. These women were recruited through a media campaign that encouraged smokers to call the Cancer Information Service (CIS) for assistance in stopping smoking. Women smokers with young children (under the age of 6) who called the CIS were given telephone counseling on quitting and were mailed one of three stop smoking guides. One third of callers received Quitting Times, a guide written specifically for women with young children; one third received the American Lung Association guide, Freedom from Smoking for You and Your Family; and one third received Clearing the Air, a guide developed by the National Cancer Institute. Six months after calling the CIS, these women were contacted by telephone to assess changes in smoking behavior. Overall, 12.5% of the women reported not smoking for at least 1 week at the time of the 6-month follow-up interview. There were no significant differences between subjects in the three groups in use of the self-help guides, methods used to attempt quitting, and quitting behavior. Findings from this study do not support the hypothesis that using a tailored stop smoking guide increases the targeted audience's cessation rate or affects quitting-related behavior. However, it should be noted that the smokers who called were predominantly in the contemplation or action stages.

Adult↗
PubMed1994

Learner developed materials: an empowering product.

Freire used very specific materials in culture circles to support an empowering process that allowed learners to define the content and outcome of their own learning. However, the materials themselves were carefully crafted and developed by Freire and his co-workers. This article focuses on an extension of Freire's problem-posing educational methods to include participant involvement in the development and production of their own learning materials. Four linked case examples, one in literacy and three in health education, illustrate the process of participatory materials development and we discuss some issues for facilitators and learners. The production process can be an empowering experience and the product stands as testimony to the participants as self-conscious agents and critical thinkers capable of transforming their world. The resultant materials, geared to a particular locale and reflective of the people and language in the community, can provide a powerful model for those who may not have been involved in the process, but who can identify with the friends and neighbors who developed the materials. Participatory materials development is suggested as a supplement to problem-posing educational experiences and is particularly well suited for community programs.

Adolescent↗
PubMed1997

A self-help smoking cessation program for inner-city African Americans: results from the Harlem Health Connection Project.

The authors develop and test a culturally sensitive, low-intensity smoking cessation intervention for low-socioeconomic African Americans. African American adult smokers were randomly assigned to receive either a multicomponent smoking cessation intervention comprising a printed guide, a video, and a telephone booster call or health education materials not directly addressing tobacco use. The results of the study were mixed. Although no significant effects were observed for the entire treatment cohort, the results of post hoc analyses suggest that culturally sensitive self-help smoking cessation materials plus a single phone contact can produce short-term cessation rates similar to those reported for majority populations. This conclusion should be tempered by the low completion rate for the booster call and several design limitations of the study.

Adolescent↗
PubMed2004

The feasibility and effectiveness of an expressive writing intervention for rheumatoid arthritis via home-based videotaped instructions.

BACKGROUND: Expressive emotional writing has demonstrated efficacy for improving health status in a wide variety of healthy persons and recently in patients with chronic disease. PURPOSE: This study was a randomized, controlled effectiveness trial with 4 arms: 2 active treatment writing groups, 1 inactive writing group, and 1 attention control group. It represents the first attempt to translate the expressive writing intervention into a low-cost, community-based intervention in the form of a videotaped program. METHODS: Feasibility of the approach and patient adherence were examined in a community rheumatology practice with rheumatoid arthritis patients (N = 373). RESULTS: The videotape format was able to convey the intervention instructions accurately and produced the expected and differential ratings of stressfulness and emotional provocation across the 3 writing programs. Seventy-nine percent of eligible patients agreed to take the program home; 49% of these patients reported that they followed the protocol. Physician Disease Activity Rating and the Physical Component Summary of the SF36v2 Health Survey were assessed pre and post program. CONCLUSIONS: Intent-to-treat analyses found no effect of the treatment. Pretreatment differences among the protocol-adherent patients complicated treatment outcome interpretation. The standard writing instructions did not yield an effect; a modified set of instructions to extract meaning from the traumatic event yielded equivocal results. Contrasts between efficacy and effectiveness trials and the challenge of achieving significant outcomes in effectiveness trials are discussed.

Adaptation, Psychological↗
PubMed1994

Assessment of an interactive learning system with "sensorized" manikin head for airway management instruction.

An interactive, self-study learning system for airway management instruction that utilizes a "sensorized" manikin head (Actronics Inc., Pittsburgh, PA) was compared to didactic instruction from anesthesiologists during third-year medical student anesthesia rotations. Before students were allowed to participate in airway management on anesthetized patients, they were randomly separated into two groups. One group received instruction from the learning system, and the other group was given a lecture with guided practice on a standard tracheal intubating manikin. Differences between groups were then assessed using 22 separate variables as all students performed actual airway management on patients undergoing general anesthesia. Anesthesia faculty, residents, and nurse anesthetists, blinded to group, served as assessors. There were 48 and 49 students in the didactic instruction and learning system groups, respectively. Beginning experience level of students with respect to airway management was similar between groups before the anesthesia rotations. There were 185 and 188 evaluation forms completed to assess the didactic instruction and learning system groups, respectively. Demographic data regarding patients were recorded. Patients in the learning system group on whom students performed airway management were older, had a larger average body mass index, and their airways more frequently received higher Mallampati classifications (glottic structures more difficult to visualize). No difference in the quality of airway management efforts or in students' appraisal of their own performances was seen between groups. Neither group demonstrated more rapid development of psychomotor skills. Students were equally satisfied with both methods of instruction.(ABSTRACT TRUNCATED AT 250 WORDS)

Education, Medical, Undergraduate↗
PubMedDate not supplied

Self-directed and student-centred learning in nurse education: 1.

This article, the first of two, considers the factors precipitating the widespread adoption of self-directed and student-centered learning in nurse education. It argues that these concepts have been accepted in a relatively uncritical fashion and that the theoretical rationale for their use has yet to be fully tested empirically. The results of a study of the expectations of Project 2000 students suggest that adult learners may not necessarily want the freedom afforded by self-directed approaches, but may prefer a more structural and ordered model.

Adult↗
PubMedDate not supplied

Self-directed and student-centred learning in nurse education: 2.

Based on a study of student nurses' expectations at the start of their Project 2000 training, this article, the second of two, argues for the need to develop a new approach to self-directed learning. Termed the cooperative model, it places emphasis on tutors providing initial direction and leadership so that students can gradually develop the skills needed to become self-directed. This requires the use of pedagogical approaches which recognize the value of didactic as well as experiential teaching strategies. The characteristics of the cooperative model, which is located within the continuum of self-directed learning suggested by D'A Slevin and Lavery (1991), are outlined.

Education, Nursing, Baccalaureate↗
PubMed2005

Bridging the specialist-generalist divide: a creative Master's programme initiative.

This article outlines the development of a new Master's programme that is suitable particularly for those who are interested in managing palliative care in generalist care contexts. Disseminating the essence of excellent palliative care provision, accessible by the minority to the majority in need, has been an issue for some time. National Service Frameworks identify the contribution of both education and workforce planning to facilitate such provision. A gradual shift in design of palliative programme provision has seen the emergence of education that is more malleable to varied practice contexts. This new MSc Palliative Care Programme is centred on interprofessional education, and through collaborative working, shares modules with a neighbouring university to produce financially viable provision. Essential palliative content is delivered in compulsory taught modules, however, elective options include open or work-based modules that facilitate palliative practice development tailored to specific context need. Postgraduate study, associated with leading practice, means that a few key staff can significantly impact disseminating enhanced palliative practice across care environments. In this way, in the community and in institutions where the majority of older people dying of chronic illness are cared for, resources can be used purposefully to maximize the chance of 'a good enough death' (McNamara, 2001).

Curriculum↗