Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Programmed Instruction”

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 1,261 records · Page 70Linked to original sources
PubMedDate not supplied

A national survey of herbal preparation use by nurse-midwives for labor stimulation. Review of the literature and recommendations for practice.

To document the use of herbal preparations for cervical ripening, induction, and augmentation of labor by certified nurse-midwives (CNMs) and nurse-midwifery education programs, a national survey of 500 members of the American College of Nurse-Midwives was conducted. Forty eight nurse-midwifery education programs were also surveyed to determine whether they were formally or informally educating students in the use of herbal preparations for cervical ripening, induction, or augmentation of labor. The results of this study, a review of the literature, professional issues, and recommendations for clinical practice are presented in this article. Of 500 questionnaires mailed to ACNM members, 90 were returned from CNMs who used herbal preparations to stimulate labor and 82 were returned from CNMs who did not use herbal preparations to stimulate labor. Three questionnaires were excluded due to incomplete data or blank questionnaires. No significant differences were noted in relations to geographical region, midwifery education, or highest level of education between the CNM respondents who did and those who did not use alternative methods to stimulate labor. Of the CNMs who used herbal preparations to stimulate labor, 64% used blue cohosh, 45% used black cohosh, 63% used red raspberry leaf, 93% used castor oil, and 60% used evening primrose oil. CNMs who used herbal preparations to stimulate labor were younger (43 versus 45 years, P < .01) and more likely to deliver at home or in an in-hospital or out-of-hospital birthing center (P < .0006), than CNMs who never used herbal preparations to stimulate labor. The most cited reason for using herbal preparations to stimulate labor was that they are "natural," whereas the most common reason for not using herbal preparations was the lack of research or experience with the safety of these substances. Sixty-nine percent of CNMs who used herbal preparations to stimulate labor learned about using them from other CNMs, 4% from formal research publications, and none from their formal education programs. Although 78% of the CNMs who used herbal preparations to stimulate labor directly prescribed them and 70% indirectly suggested them to clients, only 22% had included them within their written practice protocols. Seventy-five percent of the CNMs who used herbal preparations to stimulate labor used them first or instead of pitocin. Twenty-one percent reported complications including precipitous labor, tetanic uterine contractions, nausea, and vomiting. Sixty-four percent of the nurse-midwifery education programs included instruction in the use of herbal preparations to stimulate labor in their formal curricula, and 92% included informal discussions on the use of herbal preparations. Evening primrose oil was the most common herbal preparation discussed in nurse-midwifery education programs. Castor oil was the most commonly used herbal preparation used by nurse-midwives in clinical practice.

Adult↗
PubMedDate not supplied

Developing self-learning packages.

In the current health care economy, staff development educators are searching for viable, cost-effective methods of delivering instruction. Self-learning packages are one such method. A step-by-step method for developing self-learning packages is presented along with a comparative analysis of costs with the use of self-learning packages versus a traditional classroom program.

Cost-Benefit Analysis↗
PubMed1992

Satisfaction of senior citizens in a nutrition education program with and without computer-assisted instruction.

This study assessed the receptiveness of senior citizens to the use of microcomputers in a nutrition education program at participating senior citizen subsidized housing sites. Participants in group A received the nutrition education program with computer-assisted instruction (CAI). Group B participants received the same nutrition education program, but without CAI. A validated Program Satisfaction Questionnaire was administered to assess overall satisfaction, satisfaction with the method of instruction, and satisfaction with the dietary analysis printout. Independent t-test analysis showed that group A was as satisfied as group B. The majority in group A indicated that learning to use the computer was not difficult and was "somewhat enjoyable" to "very enjoyable." These results indicated that senior citizens were receptive to CAI. Additionally, the use of the microcomputer with older adults was deemed possible for health-related educational programming. Appropriate modification of software was recommended to meet the physical limitations which occur with this age group.

Aged↗
PubMed1988

Joint mobilization education and clinical use in the United States.

Joint mobilization in the physical therapy evaluation and treatment of patients with synovial joint dysfunction has come into general use only within the past decade. The purposes of this study were 1) to collect survey data regarding the education of physical therapists in mobilization techniques, 2) to examine quantitative changes in entry-level curricula from 1970 to 1986, and 3) to examine basic and continuing education opportunities and determine whether physical therapists are making use of these opportunities. Using chi-square analysis, significant changes (p less than or equal to .01) were found in the number of entry-level programs offering instruction in joint mobilization techniques and in the interest in initiating or expanding relevant course work. In the survey of practicing physical therapists, the increase in the number of therapists who have had instruction in mobilization techniques was also found to be significant (p less than or equal to .01). These results would seem to indicate that mobilization techniques are becoming more widely used by physical therapists to treat joint dysfunction and that entry-level physical therapy education programs are making an attempt to prepare students by expanding curricula.

Curriculum↗
PubMed1977

Evaluating municipal policy: an analysis of a refuse packaging program.

The effect of a municipal enforcement program to improve residents' packaging of refuse was analyzed in a multiple-baseline design across two areas of a city. The enforcement program involved instruction concerning refuse-packaging regulations, collection only of appropriately packaged refuse, and feedback notices to residents concerning the reasons for noncollection of their inadequately packaged refuse. Both the number of violations and the percentage of residences violating each day were markedly reduced during the enforcement program. Furthermore, sanitation workers considered that the packaging of refuse and the safety and efficiency of refuse collection had improved. This study served as a pilot evaluation of a policy change in the city sanitation department, and was functional in determining the direction of that policy.

Journal Article↗
PubMed1977

Audiotape and booklet self-instructional materials in physiology: an evaluation of their effectiveness and acceptability in the pre-clinical curriculum.

Audiotape and booklet self-instructional materials in physiology have been evaluated for their effectiveness and acceptability in the pre-clinical course. Learning effectiveness was determined by comparison of pre-test and post-test scores on multiple choice tests, and acceptability was determined by scores on a specially constructed and validated Likert type questionnaire. It is concluded that in three out of the four physiology topics studied, audiotape and booklet was a significantly more effective method of study than the conventional method of text books and lecture notes. Self-instructional material in the form of audiotape and booklet is acceptable to students both in absolute terms and when compared with other methods of learning. Use of the self-instructional material enabled students to achieve the required learning objectives.

Audiovisual Aids↗
PubMed1992

The effects of computer-based attribution retraining on the attributions, persistence, and mathematics computation of students with learning disabilities.

The purpose of the present study was to examine the impact of attribution retraining, embedded within a mathematics computer-assisted instructional (CAI) program, on students' attributions, persistence, and mathematics computation. Twenty-nine school-identified students with learning disabilities from five urban schools participated in the study. The sample's mean age was 13.3 years. After blocking on initial attributional patterns, students were randomly assigned to a mathematics CAI program that provided either attribution retraining or neutral feedback. Students used their assigned program for eight 30-minute sessions. Results did not support the contention that attribution retraining would have a significant impact on students' attributions. However, students who participated in the attribution retraining condition completed significantly more levels of the program than their counterparts who received neutral feedback. Attribution retraining students also obtained significantly higher scores on a test of problems practiced during the CAI program. These results suggest that attribution retraining may be a desirable addition to the type of feedback typically provided by CAI programs. However, they also highlight the need for further research that examines the conditions under which specific attributions are most advantageous.

Achievement↗
PubMed1994

Assessment of an interactive learning system with "sensorized" manikin head for airway management instruction.

An interactive, self-study learning system for airway management instruction that utilizes a "sensorized" manikin head (Actronics Inc., Pittsburgh, PA) was compared to didactic instruction from anesthesiologists during third-year medical student anesthesia rotations. Before students were allowed to participate in airway management on anesthetized patients, they were randomly separated into two groups. One group received instruction from the learning system, and the other group was given a lecture with guided practice on a standard tracheal intubating manikin. Differences between groups were then assessed using 22 separate variables as all students performed actual airway management on patients undergoing general anesthesia. Anesthesia faculty, residents, and nurse anesthetists, blinded to group, served as assessors. There were 48 and 49 students in the didactic instruction and learning system groups, respectively. Beginning experience level of students with respect to airway management was similar between groups before the anesthesia rotations. There were 185 and 188 evaluation forms completed to assess the didactic instruction and learning system groups, respectively. Demographic data regarding patients were recorded. Patients in the learning system group on whom students performed airway management were older, had a larger average body mass index, and their airways more frequently received higher Mallampati classifications (glottic structures more difficult to visualize). No difference in the quality of airway management efforts or in students' appraisal of their own performances was seen between groups. Neither group demonstrated more rapid development of psychomotor skills. Students were equally satisfied with both methods of instruction.(ABSTRACT TRUNCATED AT 250 WORDS)

Education, Medical, Undergraduate↗
PubMed1978

Cardiovascular disease education in Texas health education classes -- a needs assessment.

This study ascertained to what extent cardiovascular diseases and associated risk factors are taught in public secondary health education classes in Texas, the disparity between what is taught and what is desired in terms of time allotment and educational materials, to what extent health education teachers are academically prepared to teach cardiovascular diseases and associated risk factors, and to what extent teachers utilize self-instructional materials. A questionnaire was mailed to a random sample of health education teachers in Texas. There was a return of 45.4%. The findings indicated that more time is devoted to teaching the cardiovascular system than disease and risk factors; there is a disparity between what is taught and what is desired; the teachers rated their preparation as average; and the use of self-instructional materials by high school students as average to excellent.

Cardiovascular Diseases↗
PubMed1999

Teaching participants with developmental disabilities to comply with self-instructions.

Four adults with mild mental retardation were taught to sort based on what two pictures had in common and to name each object and common features of two pairs as well as to comply with a series of instructions to sort the pictures selectively. The criterion task was to inspect a sample pair, sort through a deck of 15 pictures to find those showing what the sample pair had in common, and to repeat a series of pairs. They failed this task and continued to fail even after a supposedly relevant self-instruction. After being taught to act on what they told themselves, they self-instructed correctly and sorted accordingly. Imperfect generalization by 2 participants was remediated by revoking self-instructions. They were taught to act on what they told themselves; thereafter, they self-instructed correctly and sorted accordingly. Imperfect generalization by 2 participants was remediated by re-evoking the relevant self-instructions.

Adult↗
PubMedDate not supplied

Self-learning in critical care: a debate.

The popularity of self-learning is on the rise. Despite its overwhelming appeal, this instructional method also has its shortcomings. The author presents the pros and cons of self-learning and their implications in critical care education.

Critical Care↗