Brief: evaluation of a modular method of cardiopulmonary resuscitation instruction.
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Education, Nursing, Continuing↗
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Nurse readiness and time spent in self-directed learning.
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Education, Nursing, Continuing↗
RN students' satisfaction with clinical teaching in a distance education program.
This study examined student satisfaction with clinical teaching and student-perceived difficulties in three introductory nursing courses offered by distance education. The sample consisted of 41 registered nurse respondents enrolled in a baccalaureate nursing program. Quantitative and qualitative data were collected by mailed questionnaire. The results indicate that the degree of satisfaction with the clinical teacher role was high and that unfamiliarity with the clinical settings and roles were perceived as difficulties. As well, the qualitative data suggest that RN learners need gradual exposure to self-directed learning to acquire these skills.
Consumer Behavior↗
Self-paced RN refresher program: the North Carolina experience.
The need for refresher courses is a constant, as is the lack of courses, faculty, and geographically sufficient numbers of students. This article describes an approach that North Carolina nurses developed to address the need for RN refresher programs.
Curriculum↗
Copying of home study course materials: review of fair-use copying criteria.
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Copyright↗
Comparison of classroom instruction and independent study in body mechanics.
This study was designed to determine which method of instruction in body mechanics results in the higher subsequent use of the techniques taught. Two groups were formed from nursing personnel at a rural general medical-surgical hospital in the southwestern United States. Subjects from the direct care nursing staff were randomly assigned to one of the two groups. One group attended two hours of classroom instruction in body mechanics, while the other completed an independent study module. Subjects were pre- and posttested using the Work-Related Body Mechanics Evaluation (Carlton, 1987) while performing a standardized lifting task in the clinical setting. Using analysis of covariance, no significant differences were found in the posttest scores of the two groups.
Biomechanical Phenomena↗
Comparison of two methods for teaching advanced arrhythmias to nurses.
An experimental study to compare the effectiveness of assisted self-directed learning (ASD) and traditional lecture methods (TLM) in acquiring competency for electrocardiogram interpretation was conducted within a conceptual framework of developmental and adult learning theory (Erickson, Tomlin & Swain, 1983; Knowles, 1980). After two teaching units were designed and an EKG posttest was constructed (r = .75) from actual patient records, registered nurse volunteers (N = 19) were randomly assigned to groups for simultaneous instruction. Because of the small sample size, statistical procedures were used to determine the effectiveness of randomization and to justify statistical procedures. EKG post-test scores for the experimental group (ASD, M = 81) and the control group (TLM, M = 71) were significantly different (one-tailed t = 1.79; p = .045); however, participants' prior knowledge of basic arrhythmias was not independent of method (ANCOVA, F[1, 16] = 21.373, p = .0003, covariate; F[1.16] = 2.312, p = .1479, main effects). EKG post-test scores were not related to critical care experience, cardiac monitoring experience, education level, or course satisfaction. While both methods are effective, ASD had higher mean scores and is more cost- and time-efficient.
Arrhythmias, Cardiac↗
Formative evaluation of a nursing orientation program: self-paced vs. lecture-discussion.
Formative program evaluation is a useful process to assess the effectiveness and stability of changes in a program over time. This process documented the effectiveness of changing a medical center nursing orientation program from traditional lecture-discussion to self-learning modules (SLMs). The results of the formative program evaluation confirmed that SLMs were the method of choice for most learners. SLMs focus on adult learning principles more than traditional methods, i.e., lecture-discussion. However, the results of this program evaluation also indicate that staff development educators need to vary teaching methods along with the use of SLMs.
Education, Nursing, Continuing↗
Use of the nursing simulation laboratory in reentry programs: an innovative setting for updating clinical skills.
Nurses who have been inactive for five or more years are deficient in technical skills and have high levels of anxiety regarding these deficiencies. Collegiate school of nursing laboratories are ideal settings to provide skill practice, reduce fear regarding new technology, and restore confidence of returnees. This article describes the laboratory component of a clinical update course that uses principles of adult education and self-pacing through independent learning stations to teach contemporary nursing skills. A description of instructional resources and equipment used to facilitate the practice is included.
Clinical Competence↗
Preparing nurses for the inevitable: the New Madrid earthquake.
Although this article discusses earthquake preparedness for the New Madrid seismic zone, registered nurses in any location will be on the front line as patient caregivers and managers in the event of a damaging earthquake. Two self-instructional modules were developed to educate registered nurses about earthquake preparedness. Statistical analyses of pretest and posttest scores from nurses who completed the modules and from nurses who participated in a control group reveal that the modules are effective educational tools. This information will make them more effective as nurses during and after an earthquake and emphasizes the need for their involvement in disaster mitigation and planning.
Disaster Planning↗
Critical Path education: necessary components and effective strategies.
Proper use of Critical Paths based on a solid educational foundation aids caregivers in meeting the ultimate challenge of today's healthcare environment: to provide a higher quality of care at a lower cost. The components for a comprehensive educational program for Critical Paths include general principles, Path contents, Path development, guidelines for documentation, variance data collection and evaluation. A strategy to provide large numbers of staff with background information is through the use of self-learning packets; the case study approach is an appropriate strategy for Path specific education. Evaluation data indicate that both strategies are effective in assisting staff to develop and implement Critical Paths.
Critical Pathways↗
Mundanatories no more.
Mandated educational programs are often a source of dread for instructor and participant alike. The nurse educator, the Clinical Nurse Specialist for Intravenous (i.v.) Therapy and Nutritional Support, and the Clinical Program Manager for i.v. Therapy devised a self-paced program to validate the competence of Licensed Practical Nurses (LPNs) in caring for patients receiving i.v. therapy. The program consisted of learning stations which utilized a variety of formats to satisfy the objectives of the program. The LPN could see, hear about, read about, and ask questions related to i.v. therapy. Participants could take as much or as little time as was needed to review the stations. Documentation of competence was the completed quiz which became part of the LPN's personnel file. As an added incentive, the returned quiz was also used as an entry form to win door prizes. Compliance for the program was about 71%. Areas for improvement were identified. Feedback concerning the program from participants and planning team alike was very positive.
Clinical Competence↗
Comparing the effectiveness of two methods of delivering continuing education to school nurses.
On-site continuing education opportunities for school nurses are limited due to school nurses' geographic dispersion, yet the need is great. This study was designed to create, deliver, and evaluate two methods of providing a continuing education course on comprehensive school health programming for middle school and high school nurses: a 4-day on-site workshop and a six-module home-study course. The home-study course was less expensive to deliver than the workshop, but participants were less likely to complete it. The 4-day workshop had a higher rate of completion and led to greater networking and a stronger sense of self-efficacy among participants.
Curriculum↗
Creative strategies for updating knowledge on sexually transmitted diseases.
Updating knowledge is important in maintaining effective nursing competency. The hectic pace of health care delivery in the 1990s does not always allow for attending day-long continuing education sessions. This article presents creative teaching-learning strategies that are self-paced, interesting, and less time intensive, designed to update nurses on sexually transmitted diseases.
Education, Nursing, Continuing↗
Self-paced: the right pace for staff development.
BACKGROUND: Limited budgets and increasing training demands on staff development educators require creativity and innovation in providing cost-effective training alternatives. Self-paced learning modules meet these criteria and minimize use of staff time. METHOD: This article presents a step-by-step guide for the design and implementation of self-paced learning modules. RESULTS/CONCLUSION: By following the suggested guidelines, even novice staff development educators can assess, design, and implement cost-effective training alternatives for their organizations.
Education, Nursing, Continuing↗
Decreasing stress among nurse managers: a long-term solution.
BACKGROUND: A self-paced learning module was developed and tested to determine whether knowledge relative to stress and hardiness could be increased among nurse managers. METHOD: The module was administered to 31 nurse managers in rural hospitals in east Texas. FINDINGS: Using pretest and posttest module questionnaires and the Hardiness Scale, changes in mean scores were significant at the .001 level for both instruments. These findings indicate the self-paced learning module had a significant effect on participants' understanding of stress and coping, with a subsequent increase in hardiness levels. CONCLUSION: Use of an educational module can be effective in increasing knowledge of stress and hardiness, and increasing hardiness levels. Through increased hardiness among managers and staff, organizations can expect higher levels of commitment, more involvement of staff in workplace issues, and greater receptivity to changes in the work environment.
Adaptation, Psychological↗
Reduce the nursing shortage: help inactive nurses return to work.
One solution to alleviate the nursing shortage is to help inactive nurses return to work. A self-directed refresher course at Tennessee State University School of Nursing is meeting the challenge to help inactive registered nurses return to practice. The course allows inactive nurses autonomy in scheduling their individual study and their clinical experiences. A survey, sent to nurses who completed the course, revealed that the flexible schedule was the key factor in their ability to return to practice. Refresher courses are one option to increase the number of registered nurses.
Attitude of Health Personnel↗
Engaging the body and mind with the spirit of learning to promote critical thinking.
Adult learners want to know the benefits of paying attention to continuing education and how it can improve the care they provide. Linking the body and mind with the spirit of learning can improve the likelihood of meeting both the staff's needs and the educator's goals in learning. Applying these brain-based strategies can engage the learner, focus attention, and increase the involvement of the professional level staff. These can be applied in a variety of different formats. Examples are provided for self-directed learning formats, which can be a versatile and cost-effective way to communicate continuing education to the learner.
Adult↗