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At least 919 records · Page 51Linked to original sources
PubMed2003

Performance improvement in higher education: adapting a model from health care agencies.

Because a nationwide nursing shortage continues to affect consumers of nursing education, it is currently more important than ever for nurse educators to continue to define and evaluate the quality of their programs. The authors propose that a model used by an industry leader in health care accreditation, the Joint Commission on Accreditation of Healthcare Organizations, can be adapted to evaluate the quality of nursing programs. This model is improvement oriented and data driven, targeting program functions and processes, rather than being problem focused.

Education, Nursing, Continuing↗
PubMedDate not supplied

Federal early childhood special education policy: a model for the improvement of services for children with disabilities.

Services in early childhood special education for children with disabilities, birth through 5 years, and their families have expanded and improved substantially in the past 25 years. The federal government, through legislation, regulation, and a variety of incentives, has played an integral role in this progress. The authors review the evolution of federal education policy in early childhood and the accomplishments achieved, including the development of the Handicapped Children's Early Education Program, the Early Childhood Research Institutes, and Public Law 99-457, the Handicapped Infant and Toddler Program (Part H). This history can serve as a model for federal involvement in the improvement of services for other groups of individuals with special needs.

Child, Preschool↗
PubMedDate not supplied

Developing and evaluating printed education materials: a prescriptive model for quality.

Nurses are frequently called upon to develop and evaluate printed education materials (PEMs) in their role as patient educators. This article describes the use of the Evaluating Printed Education Materials (EPEM) model as a prescriptive guide and quality standard for developing new PEMs or critiquing existing ones. Outlined in the five phases of the model are a series of nursing, learning, and instructional design principles that are intended to increase the relevance, readability, and comprehensibility of PEMs for the patients and families who use them. The patient-centered focus of the model makes it applicable across nursing specialty areas and care settings. Examples of how the model can be used in the care of orthopaedic patients are presented.

Humans↗
PubMed1999

Bilingual-bicultural models of literacy education for deaf students: considering the claims.

As Carolyn Ewoldt (1996) points out '[M]uch has been written of late about the viability of a bilingual focus in deaf education.' While these writings are necessary to the ongoing pedagogical dialogue in the field, much of the rhetoric suffers because, rather than truly adopting a 'holistic perspective', arguments and positions focus only on selected aspects of the relevant theoretical and research information. If proponents of bilingual education for deaf children truly rely on 'research on the benefits of native sign language and from theoretical and research support coming from other disciplines' (Ewoldt, 1996, p. 5) to support their claims, then these research and theoretical supports must be examined as comprehensively, and holistically, as possible. Weaving together only a few threads of theory and research does not create the fabric for a pedagogical position that can withstand close scrutiny and analysis.In this article, we will touch on some of the major claims made in explications of bilingual models of literacy education for deaf students (Baker, 1997; Livingston, 1997; Mashie, 1995; Mason & Ewoldt, 1996). Our goal is to broaden the scope of the discussion on some of the major arguments and to encourage an expanded dialogue in this ongoing debate. It is not our aim to argue against the concept of bilingual education for deaf students nor to advocate the exclusion of native sign languages from the classroom. Rather, we support the concept of a bilingual education for deaf students with native sign languages playing a key role; however, we contend that the model as it is currently conceived requires further scrutiny and analysis.

Journal Article↗
PubMed2006

Are models of disability useful in real cases? Pediatric case examples realized in research, clinical practice, and education.

Conceptual models are useful devices for organizing complex material and examining interrelationships among variables. For example, speakers at the 1990 II STEP Conference presented a systems model of motor control, the dynamical systems model as used in studying infant motor development, and the World Health Organization model as a systematic approach to the description of impairments, functional limitations, and disability. The purpose of this perspective is to provide examples of the usefulness of models of disability in organizing research, educational materials, and measurement in clinical practice. The disability model of the National Center for Medical Rehabilitation Research was used: (1) to design a measurement strategy for assessing effects of spasticity reduction in a child with cerebral palsy, (2) to develop a new assessment of functional motor performance in infants, and (3) as the conceptual framework for a comprehensive reference book for the practice of pediatric physical therapy (the current edition has been reformatted to conform to the International Classification of Function, Disability and Health). Similar models of the dimensions of disability have guided extensive development of tests designed by physical therapists for assessing function and quality of life in children with neurologic conditions.

Cerebral Palsy↗
PubMed1993

On the Oxford Perinatal Care model and medical education.

Medical education in the United States is torn between its allegiance to the Newtonian biomolecular paradigm of medical science that made it so successful in the past and a growing sense, both within academia and without, that medicine needs to become more interdisciplinary and population based. This article explores the potential of the Oxford Perinatal Care model as a useful tool for medical educators to bridge the curricular gap between these two paradigms. The Oxford model is based upon ongoing meta-analysis of all randomized control trials relating to perinatal medicine; interventions and technologies are placed into one of four categories, ranging from "forms of care that reduce negative outcomes" to "forms of care that should be abandoned." This article proposes a strategy for the inclusion of this information into the U.S. medical school curriculum.

Education, Medical↗
PubMed2000

Academic and Social Benefits of a Co-enrollment Model of Inclusive Education for Deaf and Hard-of-Hearing Children.

Deaf and hard-of-hearing (d/hh) students are traditionally educated within self-contained programs at residential or special day schools, within self-contained or resource classrooms in public schools, or within regular education classrooms with support provided by an itinerant teacher. The co-enrollment model offers a promising alternative in which these students are educated within a regular education classroom composed of both d/hh and hearing students and team-taught by a teacher of the deaf and a regular education teacher. This article examines the development of one such program and the social and academic performance of the d/hh students within the program. Data on social interaction between d/hh and hearing classmates suggest that specific instructional strategies that promoted students' sign language development, identified d/hh students as "sign language specialists" and grouped d/hh and hearing students during academic activities resulted in increased interaction between these two groups of students. Stanford Achievement Test scores in the areas of reading vocabulary, reading comprehension, mathematical problem solving and procedures indicate that although d/hh students scored below the national normative hearing group, reading comprehension levels exceeded the national normative sample of d/hh students during both years two and three of the program. We discuss the challenges of implementing a co-enrollment program.

Journal Article↗
PubMed2003

[The ideal curriculum for undergraduate clinical practice training in clinical laboratory medical education].

A model core curriculum for medical education is proposed to serve as an essential basis of material to be mastered. The fundamental laboratory techniques specified by this curriculum are the following five items. 1. Ability to appropriately record a 12-lead EKG. 2. Ability to perform urinalysis. 3. Ability to prepare and examine blood smear samples. 4. Ability to select and preserve microbiological samples for analysis, and to perform Gram staining analysis. 5. Ability to perform and evaluate pregnancy test. However, many other laboratory skill items are permitted in the model curriculum, as emphasized by the individual university. Therefore, reforms require appropriate changes in the educational programs for laboratory practice on the undergraduate level. In the Toyama Medical and Pharmaceutical University, all students must study compulsory fundamental laboratory technique in the first semester of the 5th year and, in addition, 6th graders in the last two months may choose an advanced clinical training course including genetic examinations. An important feature of our clinical training program is to introduce problem-based learning(PBL) tutorial education, which utilizes reversed CPC(R-CPC). An additional elective curriculum in clinical laboratory practice will be required, providing unique training programs based on student needs, the educational principles of each university and the specialties of the instructors.

Clinical Laboratory Techniques↗