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At least 1,207 records · Page 67Linked to original sources
PubMed1993

Some considerations concerning practice and feedback in nursing education.

Dominant approaches to reflective practice and experiential learning in Australia and the United Kingdom seem to reflect a limited view of the functions of practice and feedback in human learning. These functions will be described from a cognitive psychological perspective and the weaknesses of such approaches discussed. It will be argued that Schönian reflective practice and some experiential learning techniques can reinforce rather than eliminate inappropriate action tendencies and that this, in turn, could consolidate nursing's theory-practice gap.

Clinical Competence↗
PubMed1996

Themes relating to sexuality that emerged from a discourse analysis of the Nursing Times during 1980-1990.

The intention of this study was to develop insight into how the concept of human sexuality has been addressed within a popular nursing medium, namely the publication Nursing Times, during the decade 1980-1990. The study begins by clarifying discourse analysis and its role in the social construction of language. Exploration of the use of metaphors within nursing text is made to highlight the ability to convey multiple meaning and ideology within nursing practice. The 86 text papers generated during this decade were subjected to a process of qualitative data analysis entitled 'Framework'. The emerging themes from this process were used to inform a discussion of the ideological and practice relationships that exist between nursing and human sexuality.

Cultural Characteristics↗
PubMed2003

Educational innovations in academic medicine and environmental trends.

Fifteen educational innovations in academic medicine are described in relation to 5 environmental trends. The first trend, demands for increased clinical productivity, has diminished the learning environment, necessitating new organizational structures to support teaching, such as academies of medical educators, mission-based management, and faculty development. The second trend is multidisciplinary approaches to science and education. This is stimulating the growth of multidisciplinary curricular design and oversight along with integrated curricular structures. Third, the science of learning advocates the use of case-based, active learning methods; learning communities such as societies and colleges; and instructional technology. Fourth, shifting views of health and disease are encouraging the addition of new content in the curriculum. In response, theme committees are weaving content across the curriculum, new courses are being inserted into curricula, and community-based education is providing learning experiences outside of academic medical centers. Fifth, calls for accountability are leading to new forms of performance assessment using objective structured clinical exams, clinical examination exercises, simulators, and comprehensive assessment programs. These innovations are transforming medical education.

Academic Medical Centers↗
PubMed1999

Journalling and the teaching of spirituality.

This paper examines the development of a teaching format suitable for teaching spirituality and spiritual care to a group of mature age nurses, all of whom are older than the age of 25 years. A teacher's journal was kept that assisted in the identification of classroom activities, which aided in relating these experiences to concepts and practices of adult learning. These principles of learning included the use of the students' preparedness to learn, respect for the student as a learner and the use of the group processes to facilitate the exchanges of experiences and learning between the educator and the students. Whilst these precepts were valuable as a means of resolving teaching concerns, it was the journal entries that identified the issues relating to the teaching process. Some of these issues were the use of student and educator experiences as a medium for reflection, the willingness of the educator to follow students' wishes to discuss apparently unrelated material, the facilitator will be apart from the group as well as part of the group, and the necessity for journal entries to be made as soon as possible after the completion of the class.

Adult↗
PubMed1999

Some important limitations of competency-based education with respect to nurse education: an Australian perspective.

Issues concerning competency-based education (CBE) have recently promoted much discussion and debate throughout most developed countries. This paper provides an Australian perspective and adds to the wider debate about CBE by deliberating on the part professional competency standards should play in a university curriculum, specifically the undergraduate nurse education curriculum. A position is developed by addressing the following thesis statement: the competency-based approach to nursing education is an indisputable reality but nursing competencies must not be allowed to control the curriculum. Some background material is briefly reviewed in order to situate CBE, nurse education, and nursing competencies in their Australian economic and sociopolitical context. The position is then explicated through an examination of some intersections between nursing competencies and aspects of undergraduate nurse curriculum making.

Australia↗
PubMed2002

Education for community mental health nurses: a summary of the key debates.

A wide range of post-qualifying education courses exist for community mental health nurses (CMHNs) working in the UK. 'Specialist practitioner' courses emphasize shared learning between CMHNs and members of other community nursing branches. These programmes typically include course content drawing on the social and behavioural sciences, as well as on material more tailored to the clinical needs of practitioners. Such courses and their predecessors have been subject to criticism, however. Courses have been described as anachronistic, and failing to take account of recent advances in treatment modalities. In addition concerns about the generic focus of some programmes have also been raised. Educational alternatives, such as programmes preparing nurses and other mental health workers to provide 'psycho-social interventions' have, correspondingly, become increasingly popular. In this paper we explore some of the debates surrounding the education of CMHNs, and explore the context in which CMHNs work and in which educational programmes are devised. We consider the multidisciplinary environment in which CMHNs practise, the differing client groups with which CMHNs work, the developing policy framework in which mental health care is provided, demands for more user-responsive education, and the relationship between higher educational institutions and health care providers. We conclude the paper with a series of questions for CMHN educators and education commissioners.

Community Health Nursing↗
PubMed1994

Freirian praxis in health education: research results from an adolescent prevention program.

This article illustrates how Paulo Freire's social change theory can be integrated with a cognitive and behavior change theory to develop a comprehensive health education program directed at both individual- and community-level change. Through discussion of ASAP, an alcohol and substance abuse prevention program for youth from high-risk communities in New Mexico, this article presents an interweaving of Freirian theory and protection-motivation cognitive change theory. Qualitative research data are provided on the processes of change, the interplay of personal and societal factors, and the potential outcomes as a result of using this integrated approach. Programmatic and evaluation implications for health education programs are discussed.

Adolescent↗
PubMedDate not supplied

Principles of adult health education.

Patient education is increasingly emphasized by professional and accrediting organizations as a means for maximizing wellness and reducing healthcare costs. In this article, the author presents an overview of issues pertaining to health teaching for adults to improve nurses' effectiveness as health educators. The complex interrelationship of concepts central to a comprehensive, systematic approach to patient and family education is discussed within a patient-centered psychosocial framework.

Adult↗
PubMedDate not supplied

Curriculum restructuring using the practice-based Omaha System.

Nursing programs across the country are reviewing and revising their curricula in search of the best ways to prepare nursing students for clinical practice in the 21st century. Because of compatibility with healthcare trends, program philosophy, and university functions, one baccalaureate program chose to organize curricular content using the structure of the practice-based Omaha System. The authors share the experiences of this process.

Clinical Competence↗
PubMedDate not supplied

Concept mapping: reducing clinical care plan paperwork and increasing learning.

The author describes how concept maps were used in place of nursing care plans to reduce care planning paperwork in fundamentals and medical-surgical clinical courses in acute care facilities. In addition to less paperwork, clinical concept mapping enhances students' critical thinking skills and clinical reasoning because students and faculty can clearly and succinctly visualize priorities and identify relationships in clinical patient data.

Clinical Competence↗
PubMedDate not supplied

Integrating principles of community-centered practice in a community health nursing practicum.

Using a service learning approach, registered nurse baccalaureate students apply the concepts of community- and population-centered practice through participation in a 10-week clinical practicum. Through this project, students experience community health theories in action, understand the sociopolitical processes that shape health, and think more broadly about clients within their particular clinical practice, and populations beyond those settings.

Attitude of Health Personnel↗
PubMedDate not supplied

Evaluating workforce development: perspectives, processes, and lessons learned.

Evaluating workforce development for public health is a high priority for federal funders, public health agencies, trainees, trainers, and academic researchers. But each of these stakeholders has a different set of interests. Thus, the evolving science of training evaluation in the public health sector is being pulled simultaneously in a number of different directions, each emphasizing different methods, indicators, data-collection instruments, and reporting priorities. We pilot-tested the evaluation of a 30-hour, competency-based training course in a large urban health department. The evaluation processes included strategic, baseline assessment of organizational capacity by the agency; demographic data on trainees as required by the funder; a pre- and posttraining inventory of beliefs and attitudes followed by a posttraining trainee satisfaction survey as required by the trainers and the agency; and a 9-month posttraining follow-up survey and discussion of learning usefulness and organizational impact as desired by the academic researchers and the trainers. Routinely requiring all of these processes in training programs would be overly burdensome, time-consuming, and expensive. This pilot experience offers some important practical lessons for training evaluations in the future.

Adult↗
PubMed2005

Developmental considerations for substance use interventions from middle school through college.

This article summarizes a symposium organized by Dr. Elizabeth D'Amico and presented at the 2004 Annual Meeting of the Research Society on Alcoholism in Vancouver, Canada. The four presentations illustrate the importance of creating substance use interventions that are developmentally appropriate for youth. They represent innovative approaches to working with preteens, teenagers, and young adults. Dr. D'Amico's paper describes her research on the development of a voluntary brief intervention targeting alcohol use among middle school students. Findings indicated that by using school and community input, she was able to obtain a diverse a sample of youth across grades, sex, ethnicity, and substance use status. Dr. Ellickson's paper describes her research on Project ALERT, a school-based prevention program for middle school youth. Her findings indicate that Project ALERT worked for students at all levels of risk (low, moderate, and high) and for all students combined. Dr. Wagner's Teen Intervention Project was a randomized clinical trial to test the efficacy of a standardized Student Assistance Program for treating middle and high school students with alcohol and other drug problems. The study provided a unique opportunity to begin to examine how development may impact response to an alcohol or other drug intervention. Dr. Turrisi's paper examined processes underlying the nature of the effects of a parent intervention on college student drinking tendencies. Findings suggested that the parent intervention seems to have its impact on student drinking by reducing the influence of negative communications and decreasing the susceptibility of influences from closest friends. Dr. Kim Fromme provided concluding remarks.

Adolescent↗