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PubMedDate not supplied

Simulator technology as a tool for education in cardiac care.

Assisting nurses in gaining the cognitive and psychomotor skills necessary to safely and effectively care for patients with cardiovascular disease can be challenging for educators. Ideally, nurses would have the opportunity to synthesize and practice these skills in a protected training environment before application in the dynamic clinical setting. Recently, a technology known as high fidelity human simulation was introduced, which permits learners to interact with a simulated patient. The dynamic physiologic parameters and physical assessment capabilities of the simulated patient provide for a realistic learning environment. This article describes the High Fidelity Human Simulation Laboratory at the University of Pittsburgh School of Nursing and presents strategies for using this technology as a tool in teaching complex cardiac nursing care at the basic and advanced practice nursing levels. The advantages and disadvantages of high fidelity human simulation in learning are discussed.

Cardiovascular Diseases↗
PubMed1998

Videoconferencing: practical advice on implementation.

Videoconferencing provides a useful tool for improving information flow, with clinical, educational and administrative uses being particularly relevant to rural and remote Australia. This paper describes the range of possible uses for computer-based videoconferencing and describes the authors' experience in delivering rural medical education in North Queensland via videoconference. Principles that ensure successful videoconferencing are outlined and are applicable to a variety of formats and uses. They include the need to keep it simple, the importance of thorough preparation, and ensuring that education drives technology, rather than the converse.

Education, Medical↗
PubMed2001

Assessment techniques for web-based instruction: lessons learned from teaching a graduate course in instructional technology.

In an attempt to discover how students learn in an online learning environment, as well as to investigate how online communication patterns differ from those in a face-to-face class, the authors used students participating in a graduate program in instructional technology in Philadelphia, PA. Various activities and assignments were used to elicit information about student learning with, and attitudes toward an online learning environment. Over a period of 3 semesters, student data were collected through qualitative and quantitative methods, including observations, surveys, tests, in-class discussions, and e-mail communication analysis. Results for these assessment methods are included in this article, as well as implications for future investigation into this topic.

Attitude of Health Personnel↗
PubMed1999

Use of technology in phonological intervention.

Microcomputers can support phonological intervention in a variety of ways. Software and hardware can assist clinicians in identifying errors and establishing appropriate treatment targets. Technology can also help to determine the nature of errors so that optimal intervention methods are used. Specific technology tools for addressing phonological errors due to problems with articulation, phonemic identification, and phonetic mapping are discussed. The use of technology to document and analyze treatment performance is also addressed.

Adolescent↗
PubMed1997

Quality hospital care--global trends and future challenges.

This paper provides an international overview of trends and elements of quality services provision in hospitals. The factors reviewed are hospital accreditation, government quality intervention, resource review, clinical procedure standardisation, patient education, high technology, financial mechanisms, risk management and evidence based medicine as relates to quality.

Accreditation↗
PubMedDate not supplied

Impact of computer-generated personalized goals on cholesterol lowering.

OBJECTIVES: The National Cholesterol Education Program (NCEP) has enhanced public awareness of the importance of cholesterol in the development of heart disease, yet most patients with cardiovascular disease (CVD) do not know or achieve their low-density lipoprotein cholesterol (LDL-C) goals. This randomized, controlled trial was designed to evaluate the impact of a system that provides uniquely formatted laboratory results to patients with CVD on their changes in LDL-C levels. METHODS: Eighty patients with CVD were randomized to receive standard care or the intervention inclusive of a computer-generated, 11''x17'' color poster depicting an individual's LDL-C status and goals along with personalized steps to aid in goal achievement. Cholesterol profiles were obtained at baseline and 6 months after enrollment. Physicians received standard laboratory reports and were blinded to the randomization. RESULTS: There were no significant differences between patient groups in age, education level, race, baseline cholesterol levels, comorbidities, or percentage of patients in each group who met their NCEP goal at baseline. Patients receiving intervention tools had significant reductions in LDL-C from baseline compared with patients in the control group. Intervention patients who did not meet NCEP goals at baseline had the greatest reduction in LDL-C, with a mean change from baseline of -21.5 mg/dL (P<0.001) whereas standard care patients had no significant change in the LDL-C levels (-4.6 mg/dL, P=0.28). At study close, 73% of intervention patients reported that their posters remained displayed on their refrigerator. CONCLUSION: This unique and personalized intervention resulted in the LDL-C lowering benefit among patients with CVD comparable to that of lipid lowering agents.

Adult↗
PubMed1986

[Continuing education in health. Possibilities and limitations].

The author starts with a definition of continuing education as a system of educational activities organized with some continuity over extended periods and directed at in-service health personnel for the chief purpose of complementing their initial training and thereby improving or extending health coverage. This definition encompasses all categories of health personnel. It is noted that education today faces two challenges: attainment of the goals of health for all by the year 2000 through the strategies of primary care, and the revolution in information technology. Continuing education is a possible response from the education field. It is stated, however, that in many cases the socioeconomic and health systems of countries hamper the development of continuing education programs.

Developing Countries↗