Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Programmed Instructions as Topic”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,171 records · Page 65Linked to original sources
PubMedDate not supplied

Education centers. What features are best?

Nurse educators in the 1990s need to conserve resources, decrease duplication in staff training efforts, maintain educational quality, and provide a flexible learning environment. Educators at the University of Minnesota Hospital and Clinic in Minneapolis find these goals easier to achieve since they designed an education center in 1986. Orientation, continuing education, inservice, and skills fairs are some activities that take place in the center. In this article, the authors describe the center and give useful tips for readers interested in developing a similar facility.

Clinical Competence↗
PubMedDate not supplied

Self-learning packages in staff development.

Potential uses for self-learning packages in the nursing staff development setting include orientation programs, mandatory education programs, developmental programs, and review of infrequently used skills. The staff development educator can use pretest and posttest results obtained from the use of self-learning packages to document intervention with the learner. Benefits for both learners and staff development educators when this teaching strategy is used are described.

Education, Nursing, Continuing↗
PubMed2005

Definitions and goals of "self-directed learning" in contemporary medical education literature.

INTRODUCTION: Self-directed learning (SDL) has been an essential issue in medical education due to the expansion of knowledge, accessibility to information and greater emphasis on reflection. If SDL in educational research lacks a clear definition, terminological confusion may hinder the application of the results to practice. The aim of this study was to review and categorise the various forms of SDL described in the contemporary literature. METHODS: A search of Medline was conducted using the key word "self-directed learning". Articles published between 2000 and 2004 were extracted. Review articles, letters and articles from health profession education other than medical education, were excluded. Sixty-three articles were analysed in 2 stages: first, whether the definition of SDL is explicitly described was investigated and next, contents in the articles on SDL were qualitatively analysed using a framework approach. The concept of a compassionate-empathic physician, as developed by Carmel and Glick (1996), was used as the framework. RESULTS: Only 5 articles (8.0%) had an explicit and concrete definition of SDL. Content analysis showed that 26 (50.0%) of the 52 articles dealt with SDL only in the scientific-technical dimension, 3 (5.8%) dealt with that only in the socio-emotional dimension and 23 (44.2%) did so in both dimensions. CONCLUSION: Although many researchers use the term "self-directed learning", only a few clearly defined it to avoid semantic confusion. Scientific-technical goals tended to be discussed more frequently in SDL. From a patient-centred viewpoint, socio-emotional goals should be stressed more.

Education, Medical↗
PubMedDate not supplied

Self-regulated learning during a clinical preceptorship: the reflections of senior baccalaureate nursing students.

This research was conducted to test the efficacy of audiotapes as a method of recording reflections of senior baccalaureate nursing students in a clinical preceptorship. The over-all aim of the research was to promote cognitive and metacognitive thinking processes with self-regulated learning strategies for problem solving in clinical situations. Verbal protocol technique revealed a consistent use of self-regulated learning strategies with a focus on environmental structuring for metacognitive activities. Common themes of thought were found in both clinical experiences and the use of critical thinking skills.

Adult↗