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PubMedDate not supplied

The evolution of educational information systems and nurse faculty roles.

Institutions of higher education are purchasing and/or designing sophisticated administrative information systems to manage such functions as the application, admissions, and registration process, grants management, student records, and classroom scheduling. Although faculty also manage large amounts of data, few automated systems have been created to help faculty improve teaching and learning through the management of information related to individual students, the curriculum, educational programs, and program evaluation. This article highlights the potential benefits that comprehensive educational information systems offer nurse faculty.

Commerce↗
PubMed2004

Computer-based technological applications in psychotherapy training.

Despite obvious and documented advantages of technological applications in education, psychotherapy training based on information technology is either still rare or limited to technical innovations such as videotape recordings. This article outlines opportunities new computer-based learning technology create for psychotherapy training. First, approaches that include computer-mediated communication between trainees and teachers/supervisors are presented. Then, computer-based learning technology for self-study purposes is discussed in the context of educational approaches to learning. Computer-based tools that have been developed and evaluated in the context of psychotherapy training are described. Evaluations of the tools are discussed.

Computer-Assisted Instruction↗
PubMed2006

Improving mathematics teaching and learning experiences for hard of hearing students with wireless technology-enhanced classrooms.

Hard of hearing students usually face more difficulties at school than other students. A classroom environment with wireless technology was implemented to explore whether wireless technology could enhance mathematics learning and teaching activities for a hearing teacher and her 7 hard of hearing students in a Taiwan junior high school. Experiments showed that the highly interactive communication through the wireless network increased student participation in learning activities. Students demonstrated more responses to the teacher and fewer distraction behaviors. Fewer mistakes were made in in-class course work because Tablet PCs provided students scaffolds. Students stated that the environment with wireless technology was desirable and said that they hoped to continue using the environment to learn mathematics.

Education of Persons with Hearing Disabilities↗
PubMed1999

Touch-pad technology: immediate feedback for resident educators in teenage reproductive health.

OBJECTIVE: To describe a program for residents in obstetrics and gynecology to design, research, and present an innovative teaching activity to secondary-school students in reproductive health. METHODS: An interactive 3-hour assembly was held for 285 grade-9 and -10 students. Six residents chose topics that encompassed key areas in adolescent health (menstruation, contraception, risk-taking behaviors, sexuality, and sexually transmitted diseases [STDs]). Each gave an interactive presentation designed to address issues identified through anonymous questions submitted by the students in advance. Touch-pad technology was used throughout the presentations to ascertain the students' knowledge about, and attitudes toward, a range of reproductive health issues. Each resident participant completed a follow-up questionnaire. RESULTS: Touch-pads provided a unique format, allowing teens to respond candidly to sensitive topics anonymously while providing important feedback to resident educators to help them focus their presentations and address areas of greatest need. Resident participants reported that by preparing these presentations, they honed their knowledge about contraception, STDs, and teen sexuality; identified important community resources for teens; and were sensitized to issues unique to teen sexual-health counseling. CONCLUSION: This project provided an opportunity for residents to improve their knowledge of teenage sexuality and to develop skills as teachers, while forging a valuable link between the community and the university.

Computer-Assisted Instruction↗
PubMedDate not supplied

Paramedic performance in calculating drug dosages following stressful scenarios in a human patient simulator.

BACKGROUND: Paramedics face many stressors in their work environment. Studies have shown that stress can have a negative effect on the psychological well-being of health professionals. However, there is little published research regarding the effects of stress on the cognitive skills necessary for optimal patient care. OBJECTIVES: The primary purpose of this study was to investigate the effects of acute stress on the emotional response and performance of paramedics. Furthermore, the authors explored whether a paramedic's level of training or years of experience would mediate the effects of stress on performance. METHODS: Paramedic performances in calculating drug dosages were compared in two stress conditions. In the low-stress condition, 30 paramedics calculated the drug dosages in a quiet classroom free of any stressor. In the high-stress condition, the same paramedics calculated comparable drug dosages immediately after working through a challenging scenario with a human patient simulator. RESULTS: The paramedics obtained lower accuracy scores in the high-stress condition than in the low-stress condition [43% (95% confidence interval [CI]: 36.9-49.2) vs. 58% (95% CI: 48.6-67.1), p < 0.01 based on univariate analysis]. Neither work experience nor level of training predicted the individual differences in the stress-induced performance decrements. CONCLUSION: These results suggest that the types of stressors encountered in clinical situations can increase medical errors, even in highly experienced individuals. These findings underline the need for more research to determine the mechanisms by which stress influences clinical performance, with the ultimate goal of targeting education or technologic interventions to those tasks, situations, and individuals most likely to benefit from such interventions.

Adaptation, Psychological↗
PubMed2005

Faculty as a community engaged with ongoing curricular development: use of groupware and electronic resources.

This article describes how technology can facilitate faculty engagement in curriculum development, use faculty time efficiently, and ensure program quality. A plan to initiate an accelerated second-degree bachelor of science in nursing option was the impetus for use of groupware electronic strategies to support faculty as valued members of the academic community, engaged in the undergraduate program and its curriculum. This article describes the two Web-based applications (electronic-based strategies) developed: the curriculum development homepage as a collaborative communication tool, and a curricular tracking tool.

Communication↗
PubMedDate not supplied

Strategies for active learning in online continuing education.

Online continuing education and staff development is on the rise as the benefits of access, convenience, and quality learning are continuing to take shape. Strategies to enhance learning call for learner participation that is self-directed and independent, thus changing the educator's role from expert to coach and facilitator. Good planning of active learning strategies promotes optimal learning whether the learning content is presented in a course or a just-in-time short module. Active learning strategies can be used to enhance online learning during all phases of the teaching-learning process and can accommodate a variety of learning styles. Feedback from peers, educators, and technology greatly influences learner satisfaction and must be harnessed to provide effective learning experiences. Outcomes of active learning can be assessed online and implemented conveniently and successfully from the initiation of the course or module planning to the end of the evaluation process. Online learning has become accessible and convenient and allows the educator to track learner participation. The future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.

Attitude of Health Personnel↗
PubMed2006

Prof-in-a-Box: using internet-videoconferencing to assist students in the gross anatomy laboratory.

BACKGROUND: The optimal learning environment for gross anatomy is the dissection laboratory. The Prof-in-a-Box (PiB) system has been developed where an anatomist using distance-learning technologies 'helps' students in a dissection laboratory at a different site. METHODS: The PiB system consists of: (1) an anatomist in his/her office with a computer and video camera; (2) a computer and 2 video cameras in the lab; (3) iChat AV software; (4) a secure server to host the PiB-student 'consultation'. The PiB system allows the students and faculty to interact via audio and video providing an environment where questions can be asked and answered and anatomical structures can be identified 'at a distance' in real-time. The PiB system was set up at a prosected cadaver and made available for student use during 'office hours'. RESULTS: 25-30% of the students used the PiB system. Anatomical structures were identified, questions answered and demonstrations given 'at a distance' using the system. Students completed an optional questionnaire about the PiB system at the end of the semester. Results of the questionnaire indicate that the students were enthusiastic about the PiB system and wanted its use to be expanded in the future. CONCLUSION: Many of the functions of a faculty member in the gross anatomy dissection laboratory can be performed 'at a distance' using the PiB system. This suggests that a geographically dispersed faculty could assist in providing instruction in the dissection labs at multiple medical schools without needing to be physically present.

Adult↗
PubMed2004

Self directed and lifelong learning.

Given the many changes that occur in medicine, health care and information technologies we need to prepare all our students to engage in self directed and life long learning. There is considerable opportunity for self-directed and lifelong learning in health informatics bringing together students in exciting global learning environments, where they have much greater freedom and flexibility in their studies and potentially a wider variety of resources available to them. Self-directed learning focuses on the process by which adults take control of their own learning, in particular how they set their own learning goals, locate appropriate resources, decide on which learning methods to use and evaluate their progress. Lifelong learning happens in a variety of formal and informal settings building on both intentional and incidental learning experiences. In a lifelong learning situation the tutor must relinquish the role of expert and assume the role of facilitator, guiding learners to uncover their own knowledge. Against a back drop of rapid advances in technology which can be used to both deliver course materials and provide enhanced learning opportunities, this chapter outlines the pedagogic principles and practices which underpin self-directed and lifelong learning.

Education, Continuing↗
PubMedDate not supplied

Internet teaching methods for use in baccalaureate nursing education.

The advent of technology has had a profound influence on nursing education. As an example, use of the Internet is continually gaining importance. The Internet allows students to learn in a classroom, via distance education, or at home. Many nurse educators now adapt traditional content with ease, using alternative teaching methods that integrate Internet technology. In this article, a variety of alternative adaptations are considered. Focused on baccalaureate nursing education, this article presents a limited review and critique of the literature regarding successful use of the Internet.

Attitude of Health Personnel↗
PubMed1999

Future priorities for a successful dental school.

Priorities for success for a dental school of the future are considered. University relations, demographic changes, digital information technology and functional genetic technology are emphasised as important environmental pressures that will influence the priorities. The goal advocated for university relations is creating a culture in which the dental school is viewed as integral and necessary to the University's mission. Financial stability, quality research and scholarship and provision of health care for employees may be important ingredients. Keeping an eye on demographic changes and taking the school's business where the customers are is another key to success in the future. Ethnic diversity, changing approaches with changing disease patterns, flexibility in schedule and collaborations in areas of need are strategies to be considered. The emerging field of functional genetics typifies a new biology with which currency will be needed in a health-sciences field. Necessity for faculty development, adoption of molecular diagnostic technologies, emphasis on risk assessment and preventive counselling, and a shift to a wellness model are likely consequences. Digital information technology will result in increased distance-learning opportunity. Dental schools will also need to make accommodating changes in curriculum structure available. Conversion to electronic imaging and totally electronic patient records are likely to become standard.

Curriculum↗
PubMed1999

Technology in the treatment of voice disorders.

Currently there are several instruments that provide technological support for the treatment of patients with voice disorders. In this article, specific disorders are discussed along with the technologies that can be utilized to augment treatment. Not all forms of voice disorder can be covered, but representative samples from the major categories should provide sufficient information to encourage generalization to types that are not discussed.

Adolescent↗
PubMed2001

Physical and psychosocial aspects of the learning environment in information technology rich classrooms.

This paper reports on a study of environments in emerging Internet classrooms. At issue for this study is to what extent these 'technological classrooms' are providing a positive learning environment for students. To investigate this issue, this study involved an evaluation of the physical and psychosocial environments in computerized school settings through a combination of questionnaires and inventories that were later cross-referenced to case studies on a subset of these classrooms. Data were obtained from a series of physical evaluations of 43 settings in 24 school locations in British Columbia, Canada and Western Australia. Evaluations consisted of detailed inventories of the physical environment using the Computerised Classroom Environment Inventory (CCEI): an instrument developed specifically for this study. Data on psychosocial aspects of the environment were obtained with the What is Happening in this Class? (WIHIC) questionnaire administered to 1404 high school students making routine use of these computerized classrooms. Potential deficiencies in the physical environment of these locations included problems with individual workspaces, lighting and air quality, whereas deficiencies in the psychosocial environment were confined to the dimension of Autonomy. Further analysis of these classroom environment data indicated that student Autonomy and Task orientation were independently associated with students' Satisfaction with learning and that many physical (e.g. lighting and workspace dimensions) and psychosocial factors (e.g. students' perceptions of Co-operation and Collaboration) were also associated. The results provide a descriptive account of the learning environment in 'technology-rich' classrooms and, further, indicate that ergonomic guidelines used in the implementation of IT in classrooms may have a positive influence on the learning environment.

Adolescent↗