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PubMed1983

Preventing school vandalism and improving discipline: a three-year study.

Vandalism is a major problem facing educators and taxpayers alike. The present investigation analyzed how vandalism costs and student disruption were related to the implementation of a training and consultation package designed to increase the reinforcing ambience of the school. A positive environment, it was posited, would displace previous events that may have set the occasion for vandalism, with cues to promote productive school performance. Eighteen elementary and junior high schools were involved over a 3-year period. Using a delayed treatment control design, treatment was delivered following either 4 or 13 months of baseline. During treatment, teams of school personnel attended training workshops in behavioral strategies for reducing vandalism and disruption by students in school. Each team also met regularly on its campus to plan and implement programs on a schoolwide basis. To demonstrate that reinforcing procedures were actually implemented and accompanied by change in student performance, these variables were periodically probed throughout the study. Project staff also provided consultation. Vandalism costs decreased significantly (p less than .05) more in treatment than control schools, with an average reduction of 78.5% for all project schools. Rates of praise delivered by project teachers and other randomly selected teachers in the school increased significantly (p less than .05), and rates of off-task behavior by students decreased significantly (p less than .05) following treatment. The staff development model used in this study appeared to be both feasible and economical.

Adolescent↗
PubMed2005

Evaluation of the In Touch training program for the management of alcohol and other drug use issues in schools.

In Touch is a professional training program designed to develop staff skills and support structures so as to enable schools to manage alcohol and other drug (AOD) matters in a coordinated manner that maximizes beneficial outcomes for at-risk students, while at the same time maintaining school discipline and community relationships. This study is an evaluation of the impact of the program on alcohol and other drug (AOD) related knowledge, attitudes and activity of participating school staff, and on AOD management practice in their schools. Data from 53 intervention participants and 21 controls were compared at pre- and post-intervention. These data indicated a 46% increase in AOD knowledge among those who participated in In Touch training. Attitudes favorable to integrated, supportive management of AOD issues also increased significantly in this group, as did desirable practice. However, change in school practice was limited. Significantly more schools whose staff participated in In Touch training had a written drug policy at post-intervention, but schools' usual responses to AOD-related incidents were substantially the same. These findings indicate that professional training on the management of AOD matters can change the understanding and practice of individual staff, but if school structures and practice are to be substantially influenced, a broader program is required.

Education, Continuing↗
PubMedDate not supplied

Behaviour rehabilitation of the challenging client in less restrictive settings.

Individuals who have sustained traumatic brain injury may provide friends, family, and rehabilitation professionals with challenges through an increased likelihood of their engaging in socially inappropriate behaviours. At extremes the inappropriate behaviours include vocal and physical assault, non-compliance, self-injurious behaviours, elopement, and property destruction. While these maladaptive behaviours are by themselves troublesome, for some individuals they provide severe barriers to rehabilitation. One option for the challenging rehabilitation client is a neurobehavioural programme, typically offering an access-limited or otherwise secure physical environment and which focuses on behaviour reduction. While outcomes from neurobehavioural programmes are typically positive, their expense and the negative connotations of this type of programme will at times dissuade family members from enrolling the client. We describe an alternative, less restrictive behavioural programme operated in the physical and social context of a larger, more typical community-based rehabilitation programme for traumatically brain-injured individuals. This programme has been in operation for nearly three years, successfully serving more than 200 clients, of which approximately 20% posed behaviour management problems. Identified variables accounting for these successes include: formal guidelines for programme development, staff training and monitoring, data collection, integration of an interdisciplinary team, discharge planning and post-discharge follow-up. We provide a general programme description followed by discussions of four brief case studies to illustrate basic principles of the programme. Programme strengths are discussed, as are constraints placed on the programme by the physical and social environments in which it operates.

Activities of Daily Living↗
PubMed1999

Access to family planning clinics--a local experience.

Teenage pregnancy is unacceptably high in the UK. The family planning services in the London borough of Harrow dramatically increased access to teenagers during a period of financial constraints and difficult political and ideological changes in the 5 years from 1992/93 to 1996/97. This was carried out through reconfiguration of clinical services, retraining the multidisciplinary staff, development of clinical guidelines and proformas, outreach activities, reducing wastage, and income generation.

Adolescent↗
PubMedDate not supplied

Informational needs and preferred time to receive information for phase II cardiac rehabilitation patients: what CE instructors need to know.

The purpose of this study was to determine the perceived importance of selected informational needs of cardiac rehabilitation patients and to determine the best time interval to provide this information. The findings of this study support previous studies showing that cardiac rehabilitation patients perceive all information as important and, as such, it is essential that patients and families receive daily information. Information should be provided simply and in nontechnical terms. With a trend toward shorter hospital stays, this study challenges the health care team to provide necessary information in less time. Implications for staff development are described.

Education, Nursing, Continuing↗
PubMedDate not supplied

A systematic evaluation of a poster presentation.

The purpose of this study was to describe an alternative approach to educating nurses and comparing attendance rates between traditional and alternative programs. In these times of scarce nursing resources, traditional methods of staff development have been found to be ineffective. Frequently, nurses are unwilling to leave their patient care responsibilities to attend even short presentations at a given place and time. A poster presentation designed for oncology nurses attracted 65% of all possible participants.

Audiovisual Aids↗
PubMedDate not supplied

Formative evaluation of a nursing orientation program: self-paced vs. lecture-discussion.

Formative program evaluation is a useful process to assess the effectiveness and stability of changes in a program over time. This process documented the effectiveness of changing a medical center nursing orientation program from traditional lecture-discussion to self-learning modules (SLMs). The results of the formative program evaluation confirmed that SLMs were the method of choice for most learners. SLMs focus on adult learning principles more than traditional methods, i.e., lecture-discussion. However, the results of this program evaluation also indicate that staff development educators need to vary teaching methods along with the use of SLMs.

Education, Nursing, Continuing↗
PubMedDate not supplied

Preceptorship policy: a tool for success.

A preceptor policy can form the basis for all elements of a successful program. This article identifies the essential components of a nurse preceptorship program and the responsibilities of the nurse preceptor, preceptee, nurse manager, and staff development educator. Guidelines are included for selecting a nurse-preceptor.

Education, Nursing, Continuing↗
PubMedDate not supplied

Walking around the elephant: a critical-thinking strategy for decision making.

The parable of the blind men and the elephant provides a metaphor for emphasizing important characteristics of critical thinking and strategies for decision making. The article describes critical thinking as a process and cognitive skill that functions in identifying and defining problems and opportunities for improvement; generating, examining and evaluating options; reaching conclusions and decisions, and creating and using criteria to evaluate decisions. Critical thinking improves the quality of professional and personal decisions. Critical thinking also contributes to the effectiveness of group decision making by creating synergy and collaboration. The article presents evidence of the crucial nature of critical thinking in nursing practice, management, and executive roles, and in the practice of continuing education and staff development. The article identifies and develops the major defining characteristics of critical thinking. Illustrating the characteristics in practical examples, the article suggests ways to foster critical thinking for ourselves, with our learners, with managers, and with our colleagues.

Decision Making↗
PubMedDate not supplied

Concept maps: linking nursing theory to clinical nursing practice.

The purpose of this article is to offer a different methodology for teaching and learning in continuing nursing education and staff development. This article describes a qualitative research study that analyzed how linkages are made between theoretical material and clinical nursing practice. Findings indicate that nursing students did not link the elements of nursing process together, that clinical preparation was not linked to theoretical material, that the meaning students made of the information was different than the instructors' and that concepts from the basic sciences were not incorporated into student meaning structures. Implications for the use of concept maps as an educational strategy in continuing nursing education are drawn.

Adult↗
PubMedDate not supplied

Using metacognition to promote certification success: the Testing Health Promotion Plan.

Metacognition, the process of knowing one's personal learning behaviors, is a powerful force in the educational repertoire of nursing staff development faculty who seek to promote optimal learning outcomes for practicing nurses. Metacognition also supports major goals of educational evaluation which include improvements in learning, instruction, and performance. In this article, metacognition is scrutinized from the perspectives of learning theory and memory processing. Implications for promoting successful certification results are presented.

Certification↗
PubMedDate not supplied

Preparing nurses for the acute care case manager role: educational needs identified by existing case managers.

BACKGROUND: There is little in the literature about how best to prepare nurses for case manager roles. METHOD: Twenty acute care case managers were asked to identify skills and knowledge that would be of value to nurses new to case manager roles. RESULTS: Community resources, discharge planning, and third party reimbursement were the top three educational needs identified by all case managers. Baccalaureate prepared case managers identified clinical issues to be of value, such as family coping, patient education, quality of life, and social support, while master's prepared nurses identified only system-related issues. CONCLUSION: Educational programs preparing baccalaureate prepared case managers could focus on both clinical and system issues, while programs preparing master's educated case managers could focus primarily on managing system issues. Staff development professionals may also call on experts inside and outside the institution to assist in teaching about health care finance and reimbursement issues.

Acute Disease↗
PubMedDate not supplied

Arranging a clinical practicum in a health care facility.

Staff development educators and administrators collaborate frequently to establish clinical experiences for student nurses. This article outlines key elements to consider and a time line for planning practicums. Some tools are offered to assist in the process. Arranging a clinical practicum in a health care facility requires flexibility, negotiation, and attention to detail for both the school and the facility. A mutually beneficial affiliation flourishes in such a facilitative environment.

Clinical Competence↗
PubMedDate not supplied

Concept mapping: promoting science learning in BN learners in Australia.

BACKGROUND: We reviewed the process of using concept mapping as a methodology to teach science to RNs in a bachelor degree of nursing program in Australia. METHOD: The technique was used for two classes of students in the science unit during 1995 with work packages and independent student learning being the focus of the unit. RESULTS: Both instructors and students found the experience mainly positive. It helped the students become more independent learners, have a greater confidence in their knowledge of science, and allowed their understanding of science in their practice to become more meaningful and personalized. For the instructors it allowed them to concentrate on students with learning difficulties because they had less face-to-face teaching hours. Major issues arising from the process related to how to balance science content and the techniques of concept mapping and how to more effectively assess the learning outcomes of the students. CONCLUSION: Concept mapping is a useful technique to link science and nursing practice. Not only can it be used in academic programs to teach the science underlying practice, it can be used in the clinical area to teach patients. As a technique it works well in staff development and continuing education where the focus is on elucidating the rationale for inuring practice and providing evidence for the value of this practice.

Australia↗
PubMed2001

Continuing care nurses' perceptions of need for physical assessment skills.

The purpose of this descriptive research was to identify the perceived learning needs of registered nurse case managers for physical assessment skills, their facility with computers, and barriers and supports to the enhancement and application of physical assessment by these caregivers in the work-place. Nineteen continuing care facilities in one Alberta Health Region participated. Using data source triangulation, two independent groups, case managers (n = 150) and nurse administrators or staff development officers (n = 39) responded to a questionnaire developed by the researchers. The case managers reported that skill in physical assessment was very important in their work, but current skill was inadequate to meet resident care needs. Both groups ranked the thorax and lungs, cardiovascular/peripheral vascular systems, and abdomen as the top three body systems or regions in terms of the case managers' learning needs. This research identified that for these case managers, upgrading skills in physical assessment was a continuing education priority and suggested computer-assisted instruction as a potential delivery method.

Adult↗
PubMed2004

An approach to simulation program development.

Simulation education is becoming increasingly popular. Many institutions and programs find themselves in a situation where they have an identified need for the simulation education but few resources to reference. Most programs purchase first and ask questions later, leaving faculty with equipment with which they are unfamiliar and few, if any, resources to contact. Developing a simulation program involves more steps than one would think. Developing a vision and business plan are paramount. Only with a well-developed business plan will decision maker buy-in occur. Consideration must also be given to facility construction or renovation, equipment purchase, faculty development and training, and most important, curriculum development. These steps are not intuitive. This article describes these steps in a concise and manageable way and is intended to serve as a template that hopefully will increase the likelihood of developing successful and efficient simulation education programs.

Computer Simulation↗
PubMed1988

Independent living skills groups in a level I fieldwork experience.

Since 1985, the Tufts University-Boston School of Occupational Therapy has experimented with a service model for Level I fieldwork that uses independent living skills (ILS) groups. Under the off-site supervision of the course instructor and a Level I coordinator, students taking an Advanced Group Process course have run ILS groups in community agencies using faculty- and staff-developed group protocols. Populations served have included adolescents and adults with developmental disabilities, adults with psychosocial dysfunction, well geriatric adults, and single mothers. The response of area clinicians has been very positive--the number of settings willing to accept students for this experience has more than doubled since the ILS groups have been introduced. This approach to Level I fieldwork, which does not require as much faculty time as do other service models currently in use, could be applied to other Level I experiences and provide a structure for expanding occupational therapy into nontraditional community settings.

Activities of Daily Living↗
PubMed1991

Anthropology, occupational therapy, and action research.

This paper describes the research process and methodology used in the American Occupational Therapy Association/American Occupational Therapy Foundation Clinical Reasoning Study. This study examined the clinical reasoning of occupational therapists through a 2-year ethnography of therapists at one hospital site. The research was innovative in several important respects. One important innovation was a combined ethnographic and action research design that involved collaboration between the research team and those therapists being studied. Therapists who were research subjects became actively involved in examining and reflecting on their own practice through group analysis of videotaped sessions with clients. One outcome of this action research component was that the study served as both a research and a staff development project.

Clinical Competence↗