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 1,189 records · Page 66Linked to original sources
PubMedDate not supplied

Interactive videodisc: its place in today's nursing curricula.

The need for nurse educators to realistically assess interactive videodisc technology is readily apparent when one considers the analyzed educational benefits of that medium. Skills of discrimination, generalization, and sequencing are particularly targeted for the population of nursing students because these abilities are necessary for problem solving, analysis, nursing diagnosis, and conceptual learning. However, in these times of limited resources one must carefully evaluate the necessary expenditures versus the perceived advantages of the technology. This article reviews the literature on educational applications of videodisc technology and reports on a survey of videodisc use at 504 National League of Nursing (NLN) accredited baccalaureate programs. Results of this study validate the current cautious approach to implementing interactive videodisc technology in nursing programs.

Computer-Assisted Instruction↗
PubMed1991

Distance learning for rural medical officers in Kenya: the first pilot project.

Representatives from the Ministry of Health, the University of Nairobi and the Kenya Medical Association arranged a workshop in Nairobi in September, 1987 to ensure that policy makers, civil servants, academics and senior members of the medical profession would feel fully informed about the purpose and nature of distance learning. A further meeting was arranged for the supervisors and tutors who would be involved in the pilot project which was designed to validate the usefulness of distance learning materials prepared in London and to evaluate the organisational and educational aspects of the local system for distance learning. Ten rural medical officers, selected by the Ministry, met to be inducted at a briefing workshop in Mombasa. The medical officers were invited to study with three modules at their place of work during a period of six months and to complete a field project during the next six months. They were asked to keep a dairy, to use a notebook for critical comments on each module, and to complete two questionnaires. Their pre-test performance was compared with post-test performance. The results were analysed with a view to improving the modules and the local distance learning system.

Attitude of Health Personnel↗
PubMedDate not supplied

Computer based testing: implications for testing handicapped/disabled examinees.

The purpose of this study was to obtain information about computer use by nurses with a learning disability or other handicap, to identify the difficulties encountered by these nurses, and to distinguish the adaptive behaviors used to compensate for these difficulties. In addition, information was desired regarding learning disabled/handicapped nurses' perceptions about problems related to computer-administered examinations. Sixty-three percent of 86 respondents indicated using computers at work and/or at home. Difficulty in reading screen text was reported by 21% of the computer users; 34% reported problems with keyboard use. Adaptive mechanisms included using slotted paper, decreasing text scrolling rates, working slowly, and re-reading text for accuracy. When compared to administration variances granted for paper-and-pencil examinations, relatively few additional modifications will be needed for administering computer-based tests.

Clinical Competence↗
PubMed1991

Memory-skills training for older adults.

It is clear from this series of studies that older people can be taught to use some mnemonic strategies to enhance encoding of new information into memory. The effects of such training, however, may be difficult to maintain. Further, some mnemonic strategies appear to be more effective for older people than others. Categorizing works well as a way to improve list recall. Older people spend more time encoding the material, presumably because the elaborative process involved in the categorizing technique takes more time, and this pays off when the list is recalled. On the other hand, interactive images do not seem very useful in aiding the recall of names and faces. Perhaps recall of names and faces is inherently a difficult task or one that is especially susceptible to age-related memory changes. There may be better strategies to assist recall of names and faces than interactive images, especially for older adults. Given the success with the categorizing technique, perhaps more attention should be paid to verbal strategies rather than imaging. Because remembering people's names is such a prominent everyday memory problem, a great deal more attention should be paid to the search for effective memory skills that can be applied to this task. Most of the research on memory training has focused on skills that can be applied at encoding--when the information is first encountered. This has been a reasonable approach; the strength of a memory most certainly depends on how well the information is learned. At the same time, greater attention should be paid to memory skills that can be applied at retrieval. In many instances there is the need to recall information that was learned incidentally or to which encoding strategies were not applied. A first attempt to develop such a retrieval skills training program was not clearly effective (Heller, 1989). Perhaps the retrieval strategies were inadequate; perhaps people did not use them. Older people appear to have untapped retrieval skills that can be brought to bear if they are sufficiently motivated. If this is the case, it should be possible to devise retrieval strategies that can be taught and used more routinely. Neither training in encoding nor training in retrieval strategies seemed to assist recall of brief prose passages. Again because of the importance of this type of memory to everyday life (e.g., remembering a conversation), a great deal more attention should be paid to uncovering the important components of such memory and to ways it can be enhanced.(ABSTRACT TRUNCATED AT 400 WORDS)

Aged↗
PubMedDate not supplied

The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes.

This controlled experimental study examines the effect of two teaching methods on achievement outcomes from a 15-week, 2 credit hour semester course taught at two midwestern universities. Students were randomly assigned to either computer-managed instruction in which faculty function as tutors or the traditional classroom course of study. In addition, the effects of age, grade point average, attitudes toward computers, and satisfaction with the course on teaching method were analyzed using analysis of covariance. Younger students achieved better scores than did older students. Regardless of teaching method, however, neither method appeared to be better than the other for teaching course content. Students did not prefer one method over the other as indicated by their satisfaction scores. With demands upon university faculty to conduct research and publish, alternative methods of teaching that free faculty from the classroom should be considered. This study suggests that educators can select such an alternative teaching method to traditional classroom teaching without sacrificing quality education for certain courses.

Adult↗
PubMed1991

Pathologic pupillary signs: self-learning module, Part 3.

Designed for independent study, this module explores some of the common, but often missed, pupillary abnormalities and eye movement irregularities. Part 3 concludes the module and provides the posttest and answer keys for the posttest and the three review exercises in Part 2.

Education, Nursing, Continuing↗