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PubMedDate not supplied

Nursing practicum: empowering strategies.

The concepts embodied by the practicum are best summarized by students themselves: "Through practicum, I have become more independent and my clinical instructor guided me to independence. I have grown in my own knowledge, skills, performance and confidence in myself." "This course was wonderful--it allows for independence in the clinical area and choice related to the area of study. It improved and developed my self-motivation." "Practicum promotes independence with guidance from faculty and preceptors when needed. The independence promotes decision-making by the student. The course pulls together a lot, if not all, the things taught in school." "I really liked writing my own learning contact and the opportunity to build confidence in my nursing practice."

Education, Nursing, Baccalaureate↗
PubMed1977

Traditional versus individualized nursing instruction: comparison of State Board Examination scores as a result of these two methods of nursing instruction.

There is no evidence as a result of this study to preclude that the LEGS Program is not worthwhile. Achievement of State Board Examination Scores have not suffered as a result of this method of instruction, at least in the three schools studied. Statistically, there is no significant difference in mean achievement of State Board Examination Scores as a result of the two methods of nursing instruction. Efforts should be made to improve upon the further investigate this new method of nursing instruction.

Achievement↗
PubMed1992

Teaching self-instruction utilizing multiple exemplars to produce generalized problem-solving among individuals with severe mental retardation.

Four residents of a group home who had severe mental retardation were taught to use self-instruction in combination with multiple exemplars to solve task-related problems. The combined strategy was associated with generalization to untrained problems as well as response maintenance of the problem-solving strategy (i.e., responding to multiple exemplars and self-instructing). The use of the strategy was discussed in terms of instructional strategies for teaching self-instruction and areas for future research, including isolating the factors responsible for generalization and identifying the role of language in promoting generalized responding.

Activities of Daily Living↗
PubMed2003

[Systematic application of visualized solution algorithms and verbal self-instruction in spelling remediation: initial results of general practice outcomes].

In this study the effects of a remedial spelling training approach were evaluated, which systematically combines certain visualization and verbalization methods to foster students' spelling knowledge and strategy use. Achievement-related pre- and posttest data of two treatment cohorts including children and adolescents with severe spelling disabilities were analyzed. The treatment was administered in single-case or small group sessions and took about 85 hours in average. In each cohort empirical results could demonstrate statistically significant increases in students' spelling test performance.

Adolescent↗