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Results for “Programmed Instructions as Topic”

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At least 991 records · Page 55Linked to original sources
PubMed1984

Retention of Basic Cardiac Life Support content: the effect of two teaching methods.

Does the method of instruction affect retention of Basic Cardiac Life Support (BCLS) knowledge and skill? This was the primary question addressed in a study conducted in a university school of nursing. The teaching methods studied were a lecture-demonstration-return demonstration method and a self-paced method. The sample consisted of 63 baccalaureate nursing students who were assigned to one of the two teaching methods. American Heart Association instructional materials and cognitive and performance tests were used with both treatment groups. Initial mastery and retention were tested during week two and eight respectively. Cognitive knowledge was retained at a mastery level by both groups at eight weeks. In addition, there was no difference in retention of performance skills based on teaching methods. However, neither group was able to demonstrate retention of performance skills at a mastery level. Additional data indicate the self-paced subjects spent less time in BCLS learning activities. While the self-paced instructional package was more costly on a one-time basis, repeated applications would decrease the cost/student.

Adult↗
PubMed1984

Independent study as a learning experience in baccalaureate nursing programs: perceptions and practices.

While nursing education recognizes the need for independent study in baccalaureate nursing education, the literature suggests that nursing educators hold diverse views on the meaning, purpose, and conduct of independent study. This study reports the findings of a survey of nursing faculty designed to learn more about the perceptions and practices of independent study in baccalaureate nursing education. A mailed questionnaire was used to gather information from a random sample of nursing faculty at 40 baccalaureate nursing programs in the South. Fifty-one percent of the 441 faculty members responded. Of the 219 respondents, 95% reported independent study in their schools; however, wide variation in practices and faculty perceptions was evident. Limitations in curriculum design, available resources and time were influential factors in provision of opportunities for independent study. The lack of consensus suggests that faculty examine independent study options so that efforts may be better coordinated.

Education, Nursing, Baccalaureate↗
PubMed1985

The impact of successful laboratory system on the teaching of nursing skills.

The laboratory guided practice approach has been found an effective strategy for teaching nursing skills to large numbers of students. It provides flexibility in meeting individualized needs and serves to decrease stress levels of both students and faculty. At the School of Nursing, University of N.C. at Chapel Hill, it has served to establish more uniform clinical expectations of students and greater correlation between skills level and clinical site placement, as well as integration of skill components into clinical courses. These outcomes and the positive evaluations discussed above help to validate this strategy as a practical and effective way to approach the teaching of clinical nursing skills.

Clinical Competence↗
PubMed1990

Infection control programmed instruction: an alternative to classroom instruction in baccalaureate nursing education.

The purpose of this study was to determine whether self-managed learning in the form of a programmed unit of instruction (PUI) in the basic principles of infection control is an acceptable alternative to a standard lecture format for teaching infection control to nursing students. A sample of 108 subjects was selected from third-year baccalaureate nursing students at two universities. The subjects were randomly assigned to two groups. The experimental group was given the pretest, the PUI (treatment), the post-test, and a Likert scale opinionnaire of the PUI. The control group was pretested and presented the same content in a lecture format, then post-tested. A pretest-post-test control group design was used for data analysis and a one-way analysis of covariance was performed on the post-test means of the groups. Analysis of covariance (ANCOVA) was applied to the post-test means of the groups, with pretest scores and educational setting as covariates. Results indicate that nursing students who complete an infection control PUI score higher on post-tests than those who attend a lecture (p less than .001), regardless of pretest scores and educational setting. Subjects using the PUI also preferred this format and found the content manageable.

Cross Infection↗
PubMed1997

Distance learning and nursing education.

This descriptive study investigated the use of distance learning programs in schools of nursing. Postcards were mailed to all members of the American Association of College of Nursing, asking them about distance learning at their schools. Seven schools were selected for further interviews. Of the 353 schools (80%) that responded, 135 schools (38%) reported offering off-site courses. Forty-one schools reported plans for future offerings. The schools in this study offered a total of 33 master's and doctoral degrees by distance learning. A variety of media were used by the schools with the most common forms being one- and two-way video. Common themes identified from the interviews included faculty need for comfort, support, additional preparation time, and help developing courses. Student needs included structure, faculty contact, and a sense of belonging. The need for socialization was mentioned by all the informants.

Education, Nursing, Baccalaureate↗
PubMed2001

Self-directed learning: faculty and student perceptions.

This article reports the results of a qualitative study that explored faculty and student perceptions of self-directed learning (SDL) and investigated factors that facilitate or impede it. This study was conducted at McMaster University with faculty and students in a 4-year undergraduate nursing program. Data were collected from 47 faculty and 17 students by means of focus groups that were audiotaped and transcribed. Content analysis was conducted to identify common themes in faculty and student transcripts. The themes that emerged provide insight into the educational strategy of self-directed learning and can be summarized by the following major points: (1) commitment to SDL requires students and faculty to understand the value of empowering learners to take increased responsibility for decisions related to learning; (2) students engaged in self-directed learning undergo a transformation that begins with negative feelings (i.e., confusion, frustration, and dissatisfaction) and ends with confidence and skills for lifelong learning; and (3) faculty development is important to ensure high levels of competency in facilitating self-directed learning.

Attitude↗
PubMed2002

A new perspective on competencies for self-directed learning.

In baccalaureate in nursing programs, self-directed methods of education have been used for many decades. A major goal of this type of approach to education is to provide students with the necessary competencies to become lifelong learners. Students must be exposed to self-directed learning competencies to obtain the knowledge, skills, and attributes unique to their personal and professional growth. It has been proposed that six competencies are required for students to become self-directed learners: self-assessment of learning gaps; evaluation of self and others; reflection; information management; critical thinking; and critical appraisal. Each of these skills are not mutually exclusive but are interrelated in such a way that students use all or a combination of them simultaneously to direct and control their learning.

Clinical Competence↗
PubMed2002

Merging reflective inquiry and self-study as a framework for enhancing the scholarship of teaching.

This article provides a model for improving teaching practice and developing new knowledge about teaching. The reflective self-study approach to pedagogical inquiry is rooted in reflective inquiry and self-study as found in nursing and education literature, respectively. The model offers nurse educators a mechanism by which they can better understand themselves as teachers and how their teaching affects students. Essential features of the model include interdisciplinarity and collaboration. Using the framework outlined in this article will help establish reflective self-study research as an accepted model of inquiry and further the dialogue on teaching in higher education.

Attitude of Health Personnel↗
PubMed2003

An experimental study of students' self-learning of the San-Yin-Jiao pressure procedure using CD-ROM or printed materials.

A CD-ROM and printed material on San-Yin-Jiao pressure to lessen labor pain for women were developed as formal didactic instruction using the same content. A prospective, randomized, double-blind study was conducted to compare self-learning outcomes using the software and the printed materials. Eighty third-year student nurses were randomly allocated to either the CD-ROM group or printed material group. A test was administered after 1 week of study time. A p value of < .05 was considered statistically significant. Results showed no significant differences between the two groups in self-learning measures. Text-based learning seems to be a convenient educational method because it can be used at any time in any place. However, with more time and facilities available, CD-ROMs may be as effective as traditional learning methods and can be an alternative tool.

Acupressure↗
PubMed2006

Effects of programmed information on coping behavior and emotions of mothers of young children undergoing IV procedures.

PURPOSE: To determine the effects of provision of information on mother's problem focused coping ability during their child's intravenous procedure. METHODS: Data were collected from 56 mothers whose children have admitted to pediatric ward in the hospital. The participants included 27 intervention group mothers and 29 control group mothers. For the information intervention, "Programmed Information for Parental Coping before Intravenous Procedure (PIPC-IP)", video program was made based on self-regulation theory for the experimental group mothers. Mother's coping ability was measured by parental supportive behavior, parental beliefs and Profile of Mood State (POMS). RESULTS: Mothers who received PIPC-IP showed significantly higher levels of supportive behavior (t = 3.55, p = .005) and Parental Beliefs (t = 2.95, p = .005), but no significant difference in negative mood on POMS (t = .15, p = .87) compared to mothers in the control group. CONCLUSIONS: These results demonstrate that PIPC-IP is an effective intervention to increase the supportive behaviors and beliefs of mothers' problem focused coping ability but not the negative mood.

Adaptation, Psychological↗
PubMed1996

Self-directed learning in the context of a nursing curriculum: development of a learning plan.

The rapid pace at which biological health breakthroughs and advancements in technology occur is creating unique challenges to health care programmes. The curricula of all health care programmes will need to be set in learning environments where students will be able to develop learning skills that are transportable across situations, over a whole lifetime. This article attempts to focus on self-directed learning (SDL) concepts and the development of a learning contract/plan, including the roles of both the student and faculty in self-learning approaches and contractual development.

Curriculum↗