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PubMed2002

Literary pedagogy in nursing: a theory-based perspective.

Using fictional and autobiographical literature in nursing education is a primary way of understanding patients' lived experiences and fostering development of essential relational and reflective thinking skills. Application of literary theory to this pedagogic practice can expand conceptualization of teaching goals, inform specific teaching strategies, and potentially contribute to socially consequential educational outcomes. This article describes a theoretical schema that focuses on pedagogical goals in terms of the three related skills (i.e., reading, interpretation, criticism) of textual competence.

Autobiographies as Topic↗
PubMed2006

Integrated health practices: development of a graduate nursing program.

This article describes pedagogical issues in the development of a graduate nursing program in Integrated Health Practices (IHP), reports early experiences in the program, and asserts the importance of a graduate program in the specialty. The experience is described, and unique pedagogical issues encountered are discussed. While noting the contributions made to health and health care by Western medicine and nursing practice, the authors elaborate on the benefits of integrating western health care with less technological, less invasive, and less expensive holistic approaches. Diverse populations often require attention to specific chronic conditions, rather than to acute conditions, and constitutional requirements for overall health may be influenced by diverse health philosophies and practices. These requirements may be grounded in cultural and religious beliefs that must be incorporated into culturally sensitive plans of care. Clinical nurse specialists in IHP can offer knowledge and leadership to nursing practice, which address these complex, yet subtle health care issues.

Adult↗
PubMed1976

[Presuppositions and orientations in sex education literature. Brief report of an observation].

This article publishes the result of a gallup done with 40 books and publications dealing with sexual education and representing styles and tendencies as diversified as possible. The aim consisted insearching the multisciplinary structure (physiology, psychology, sociology, ethics...) on which the authors rely explicitely for proposing pedagogic orientations. It appears from analyses that the educational aim is most often limited to an information giving the greatest importance to anatomophysiological factors of reproductive functions. A larger concept of sexuality including dimensions of body eroticism, on the one hand, and psychological, social and relational ethical factors, on the other hand, is rejected by some authors proning pedagogic "neutrality". These dimensions are used in an "engaged pedagogy" by other authors, but differently according to their view of "sexual liberalisation" or humanistic or christian sexual ethics. Critical considerations are added to the description of these various tendencies.

Adolescent↗
PubMed1999

[Concept of apartment-sharing groups for children and adolescents treated with long-term ventilation].

Children on long-term ventilation without adequate support have already been a topic of reports a few times. An inquiry conducted by the Vestische Kinderklinik confirmed this for 14 patients on ventilation in the area of Westfalen-Lippe. According to estimates in the weekly magazine "Der Spiegel" there are about 200 affected children and adolescents. Even in situations of continuous pressure, basic human needs and rights are not to be neglected, they are to be taken into consideration at each medical, therapeutic and pedagogic intervention. From such a "holistic" point of view the living surroundings of those patients should not be exclusively or mainly defined by ICU needs. Even more, due to the development in intensive care medicine, there should be the possibility of a compromise under "regular living circumstances", ensuring an optimal cooperation of medical "life-security" as well as psychological (including the family) and pedagogical guidance and help. With the concept of "flat sharing groups for ventilated children and adolescents" we promote a complex model that seems to be able to fulfil the requirements stated above. The idea of integration as well as the paradigm of "self-determined life" should be taken into account.

Adolescent↗
PubMed1998

The pillars of health management education: lessons from the CEE experience.

AUPHA faculty members have had the opportunity to provide health care executive training and to work in partnership with academic institutions in Central and Eastern Europe and in the New Independent States of the former Soviet Union. This article presents some observations on health management education that demonstrate the similarity in issues faced by programs in the U.S. and in CEE. The health management educational partnership program was designed to provide technical assistance to emerging health management programs in the CEE. The partnership program has been mutually beneficial for several reasons. The role of physicians in leadership and the management educational needs that result provide one example of an issue that health management educational programs must address. The emergence of the roles of other health professions and growing contribution that they will make has its parallel in the American ascendance of the role of interdisciplinary team in clinical decision making. The partnership and executive training experiences have caused U.S. partners to focus consciously on pedagogical methods. The nature of the issues faced by emerging CEE health management programs suggests that mutual support among programs in the region after the partnership program is necessary in order to provide a forum for debate. The focus of the debate should continue to be on the role of management in health reform, content of curriculum, research focus and pedagogical methods appropriate for health care management undergraduate and graduate programs. The result will be a strengthening of the health management academic discipline in the region. The future of the AUPHA should predicated on the same principles, the roots from which it has grown.

Curriculum↗
PubMed1998

[The initial and continuing education of hospital nursing personnel: alternating practical work with education].

Who, as a trainer, has never heard this irritating leitmotiv on the lips of those who work in the area? Therefore, each of them is convinced that the other is wrong or does not do what he should. Beyond the anecdote, the problem of the difficult conjunction between school and the real world is posed. Two places and two logics: the first one is concerned with learning, the second one considers production as its daily objective. But the words of our imaginary interlocutor also remind us of the confrontation between two fields: theory and practice and their apparently irrecondilable nature. Two disconnected worlds in which the students come and go with the frequent impression that they live two lives. There is a lot of professional literature on the subject of the "hands on" theory of education. The pedagogical device to which we refer enables the trainee to eventually make a link between what he learns at school and what he does during his training period. Once this has been asserted, it seems to us that the problem still remains unresolved. How can you create links between theory and practice? Which skills are required for the trainers? Which training device is necessary? The hypothesis of the paper we are presenting is that the question of work is at the centre of the problematics of "hands on" education. Work appears as the interface between the world of school and the one of field work. This assertion means that the practive produces knowledge just as research does and we must therefore accept that the practitioners carry on their work thanks to the accumulation, the construction and the transmission of this practical knowledge. Assuming that the question of work serves as a link between theory and practive means reconciling the vision of the teacher and the one of the practitioner. It implies that the trainer must make the effort of going on the field to observe, to understand and formalize what this knowledge coming from the daily experience is made of. This know-how is the result of the mobilization of the intelligence of the operators who are faced all the time with the hazards of real life. In the following work, we intend to put a pedagogical practice to the test of reality, according to the above mentioned hypothesis, to test its effectivity, to sort out the possibilities of change it enables it imposes and to mark its limits. Our wish is not to make the absolute proof of the validity of a point of view. We know by experience that the reality often escapes its observer and that trying to get in contact with it to possibly change it, means that you must be faced with it through action, and you must admit that success will not always be the result of your attempts.

Clinical Competence↗
PubMed2000

[From university pedagogy to medical pedagogy: some reflections].

Recent studies have shown that an appropriate pedagogic training, characterized by a high specificity, is necessary for teaching in universities. However, the time when it should be initiated and whether it should be a compulsory or a optional formation are still debated. Furthermore, the specificity of medical training is at the origin of a new expending discipline, medical pedagogy, that must take into account the necessity to provide the students with a basic professional competence. Finally, postgraduate continuous medical education has its own methods that also require a preliminary pedagogic training.

Clinical Competence↗
PubMed2000

Educational program for children with peanut allergy.

The best approach to managing peanut allergy is to educate patient and family. We developed specific consultation for children with peanut allergy. We follow a structurized program in a pedagogical manner. The objectives of this program are to encourage appropriate understanding, recognition of the signs of allergy, and if it is necessary, to teach how to inject oneself with an epinephrine injection. The aim of these sessions is to improve knowledge on basic allergy, recognition of hidden foods, on reading labelling, on recognition of earliest signs and finally on use of epinephrine as a rescue treatment. Behaviour in restaurant and most of all at school is also precised. The interview began with the parents and children, followed by discussions and pedagogical games. Our subjects experiences, described below, suggest that these educational programs are beneficial. As the others chronic pathologies, patients with this program seem to have less allergic reactions, and are able to respond with the appropriate behaviour when symptoms appear. Three months later, we conduct the efficiency of the treaning.

Adolescent↗
PubMed1999

[Connecting care models and trends in health education: grants for nursing education].

In this article the authors establish a connection between health care models and pedagogical trends considering their education and health care experiences in the hospital and in the communities and also the review of the literature. The pedagogical trends and health care models used by nurses in nursing education demonstrate their world view. Therefore it is important that they understand what is behind their practice so that nursing is in a political and historical context and its practice can foster the social transformation or keep the status quo. The purpose of this study is to contribute to the construction of nursing education.

Attitude of Health Personnel↗
PubMed2000

The French Virtual Medical University.

This paper is the description of a French Virtual Medical University based on the federation of existing or currently being developed resources in several Medical Schools in France. The objectives of the project is not only to share experiences across the country but also to integrate several resources using the New Information and Communication Technologies to support new pedagogical approaches for medical students and also for continuing medical education. The project includes: A virtual Medical Campus using secure access from several sites, The Integration of new interactive resources based on pedagogical methods, Implementation of new indexing and search engines based on medical vocabularies and ontologies, The definition of general and specific portals, the evaluation of the system for ergonomics and contents.

Computer-Assisted Instruction↗
PubMed2001

Simulated learning environments in anatomy and surgery delivered via the next generation internet.

The Next Generation Internet (NGI) will provide high bandwidth, guaranteed Quality of Service, collaboration and security, features that are not available in today's Internet. Applications that take advantage of these features will need to build them into their pedagogic requirements. We present the Anatomy Workbench and the Surgery Workbench, two applications that require most of these features of the NGI. We used pedagogic need and NGI features to define a set of applications that would be difficult to operate on the current Internet, and that would require the features of the NGI. These applications require rich graphics and visualization, and extensive haptic interaction with biomechanical models that represent bony and soft tissue. We are in the process of implementing these applications, and some examples are presented here. An additional feature that we required was that the applications be scalable such that they could run on either on a low-end desktop device with minimal manipulation tools or on a fully outfitted high-end graphic computer with a realistic set of surgical tools. The Anatomy and Surgery Workbenches will be used to test the features of the NGI, and to show the importance of these new features for innovative educational applications.

Anatomy↗
PubMed2001

[Control of the obese population. Educational intervention program].

The purpose of this article is to discover the age, sex and risk factor differences among a group of obese people who participate on a pedagogical program designed for weight loss and one which is not designed for weight loss and to establish the effectiveness of the aforementioned pedagogical program on those obese people who participate in that same program. To these ends, a non-controlled, prospective study was carried out in "L'Eixample" Primary Health Clinic in Lérida. From a group of 192 obese patients at a General Medicine clinic, 93 followed an individualized educational intervention program by means of scheduled nurse visits over a one year time period. This individualized educational program was based on: health information and records, nutritional education, physical exercise, motivation and help during follow-up sessions; all carried out under a scheduled nurse's control program. He overall effectiveness of this program has been 51.6%, or 48 patients; this program should be directed to the under 65 obese age group which do not have any risk factors.

Adolescent↗
PubMed2001

[Nursing education innovations].

Problem-Based Learning is a pedagogical method which has already been adopted by a large number of educational programs for health professionals, including nurses. Problem-Based Learning tends to combine learning based on problems, in small groups and is student-centered. The disadvantages of a traditional pedagogical program for students have been established for many years now. Even though the implementation of Problem-Based Learning has corrected many of those problems which occur through use of traditional methods, this new method does present some risky situations which require mechanisms to prevent and correct them.

Education, Nursing↗
PubMed2002

A resource server for medical training.

OBJECTIVES: We have developed a RESOURCE SERVER to collect and store various elements used by a professor during his lecture. METHODS: The server manages four types of objects: ELEMENTS, RESOURCES (set of elements referring to a given topic), INDEXES (to organize the resources for further search and use), and USERS (to identify providers, users, and access rights). If an ELEMENT s modified, the RESOURCE is automatically updated. RESULTS: An example (preparation of an anatomy lecture) explains how the RESOURCE SERVER works in three steps: organization of the training material, indexing, and retrieval. CONCLUSIONS: The RESOURCE SERVER will help instructors develop, update and share pedagogic resources for supporting their training courses, lessons and conferences. Moreover, these techniques, based on Internet technologies for easy handling of and access to these resources, allow local and distant access. Within the general framework of the French-speaking Virtual Medical University, the RESOURCE SERVER will represent an important link between data collection and its use in intelligent pedagogic training.

Computer Storage Devices↗
PubMed1975

[The mongol who becomes older (author's transl)].

The intensive concern of society, pedagogics and medicine for the child with disturbed development places Down's syndrome in the center of a new and gratifying interest. People from the most diverse disciplines are now concerned with mongoloid children, many simply following the trend of the times. Whoever has the care not only of the mongoloid child, however, but also of adolescents and adults, is very well aware that there are a series of processes in the physical, spiritual and mental development of the child through to adulthood in which an apparently dynamic characteristic is inherent. Alone and concurrently with several factors they produce impairment of family life with which the relatives are no longer able to deal. The question as to the motive for handing over the mongol concerned to an institution or home often cannot be answered. There are numerous reasons which may apply alone or in combination. As the mongol becomes older, his relatives are also becoming older giving rise to further difficulties. The present study shows that the furture of the mongol child, i.e. his puberty, his adolescence and adulthood must be planned carefully and principally require pedagogical, therapeutic, sociological and organizational consideration and measures. At present the future of the patients under our care does not seem by any means secure and ordered. The euphoria which is obligatory in many places is not justified.

Adolescent↗
PubMed2003

Teaching Czech to the international medical students: teamwork approach.

Some aspects of team teaching Medical Czech to international medical students as a part of the mandatory curricular subject the Czech language are discussed on the basis of ten years of experience with the applied pedagogical method. As the patient is involved in the team, principles of medical ethics are to be strictly observed by both the teachers and the students. In the teaching situation, the roles of the linguist and medical specialist are not interchangeable. The examination results show the normal distribution curve, but the process of language skills acquisition may be so far measured only by usual pedagogical methods without deeper knowledge of the inborn language capabilities, brain potential and psychological differences of individual students.

Communication↗
PubMed2002

Medical-ethics teaching in Canadian physical medicine and rehabilitation residency training programs.

BACKGROUND: Medical-ethics education is a required component of all Royal College residency training programs in Canada. There have been no studies to determine how and to what extent this teaching is done in physical medicine and rehabilitation training programs. OBJECTIVE: To assess the state of medical-ethics teaching in Canadian physical medicine and rehabilitation residency training programs. METHODS: A six-question survey was faxed to the program directors of the 10 physiatry residency training programs in Canada. We asked whether medical-ethics teaching is being done, who is doing the teaching, which pedagogic methods is used, how many hours are dedicated to the topic, which topics are taught, and what evaluation method is used. RESULTS: The response rate was 90 per cent. The study confirmed that medical-ethics teaching is done in all Canadian physiatry training programs. However, the person doing the teaching, the number of hours allocated to ethics education, the pedagogic method used, and the topics being taught vary from program to program. CONCLUSION: Although medical-ethics teaching is done in all programs, there is a need for more standardization in the curriculum and in evaluation. The curriculum should focus on ethical issues that are most likely to be encountered in daily physiatric practice. Small-group, case-based teaching should be used for maximum effectiveness. Whenever possible, teaching should be done by a physiatrist.

Bioethics↗
PubMed2004

Using Rasch models to reveal contours of teachers' knowledge.

Teachers' knowledge is usually categorised into subject matter (SMK) and pedagogical content knowledge (PCK). Previously, measurement instruments and consequent cognitive scales have been developed to assess students' and teachers' subject knowledge. A number of qualitative studies have explored teachers' pedagogical content knowledge. This study developed a means to investigate one aspect of PCK--teachers' awareness of their students' knowledge--using a combination of measurement and qualitative interpretation. We asked teachers to estimate on a Likert scale (and also describe qualitatively) the difficulty their pupils would have with test items which we had already scaled using data from their pupils. We then constructed, using various models, a "Teacher's collective Perception of Item Difficulty" (TPID) scale and contrasted this with the student's ability scale by comparing the two sets of item-difficulty parameters. The results were triangulated with qualitative data. We suggest the methodology is best supported by an Inverse Partial Credit Model (IPCM) but we compare the results across alternative Rasch models.

Child↗