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PubMed2006

[A study of the process of nursing diagnosis of depressive patients by nursing students--through students' training records].

The purpose of this research is to clarify the nursing diagnostic processes of nursing students. The study subjects were 20 nursing students who were in bedside learning and took charge of patients suffering from depression. We analyzed their training records and extracted the information on which their nursing diagnoses were made. The information was classified into the categories based on the nursing diagnosis of North American Nursing Diagnosis Association (NANDA). As a result, the students were more likely to make their nursing diagnoses based mainly on subjective complaints of the patients, without logical reasoning. The results indicated an insufficient knowledge of the disease and a shortage of opportunity for the students to collect objective information of the patients. In conclusion, our study results suggest that bedside learning students should have the chance to reconfirm their knowledge and the nursing diagnosis procedures; that arrangements have to be made for students and ward staff to confer with each other; and that students should be advised on how to make effective use of the meetings to share their experiences and increase their knowledge. The implications of these findings for nursing students'education are discussed.

Adult↗

PubMed2005

Reciprocal peer teaching: students teaching students in the gross anatomy laboratory.

Three common instructional strategies used to teach gross anatomy are lecture, discovery or inquiry-based learning, and cooperative learning. One form of cooperative learning, called reciprocal peer teaching (RPT), illustrates circumstances where students alternate roles as teacher and student. By assuming the responsibility of teaching their peers, students not only improve their understanding of course content, but also develop communication skills, teamwork, leadership, confidence and respect for peers that are vital to developing professionalism early in their medical careers. Traditionally in our Anatomy department, students dissect the entire body using a standard dissection manual. More non-traditionally, however, we have increased cooperative learning in the dissection laboratory by involving students in a series of supplementary RPT activities. During these exercises, 10% of the class practiced their demonstration with course instructors until the students felt prepared to demonstrate the exercise to their classmates. We designed one peer demonstration emphasizing three to six teaching objectives for most of the 40 dissection units. This resulted in a compendium of peer demonstrations for implementation throughout the course. The multitude of diverse exercises permitted each student many opportunities to teach their peers. A debriefing questionnaire was administered at the end of the course demonstrating that 100% of students agreed the RPT experience increased their understanding of the topics they taught and 97% agreed it increased their retention of information they taught to their peers. In addition, 92% agreed that RPT improved their communication skills, which can be applied beyond anatomy to their careers as future physicians.

Anatomy↗

PubMed2001

Student Goal Orientation and Interest: Effects on Students' Use of Self-Regulated Learning Strategies.

This study examined how goal orientation and interest together affected students' use of learning strategies. Ninety-three Grade 11 students participated in this study. This study was a 2 x 2 between-groups factorial using a post-test-only control group design. There were two independent variables, Goal orientation and Interest. There were three dependent variables: Total Main Ideas, Use of Other Cognitive Strategies, and Metacognition. There were significant main effects for Interest and Goal Orientation on the main-idea selection measure: high-interest students selected more main ideas than low-interest students, and rewarded students outperformed learning goal-oriented students. There was a main effect for Interest on Metacognition: high-interest students reported using more metacognitive strategies than low-interest students. Interpretation of these results is discussed from a theoretical perspective and practical applications are offered as well. Copyright 2001 Academic Press.

Journal Article↗

PubMed2004

The development and evaluation of Student Training, Education and Practice for Dietetics CD-ROM: a computer-assisted instruction programme for dietetic students.

The Student Training, Education and Practice for Dietetics (STEP-DIET) CD-ROM was developed at the University of Surrey to prepare dietetic students for the practical dietetic training component of their Nutrition/Dietetics degree. This study aimed to evaluate student response to the programme and its effectiveness as a teaching tool, based on the evaluation framework of D.L. Kirkpatrick (Evaluating a Course, 2nd edn. London, Kogan Page). Quantitative and qualitative methodologies were employed, with 41 dietetic students, separated by year group, completing questionnaires and taking part in six focus groups, at the University of Surrey. Student attitudes towards the instruction method and the STEP-DIET programme itself were investigated, in conjunction with their perceived learning achievements. Students rated the programme highly in terms of design and content, however, there was a reluctance to accept computer-assisted instruction (CAI) as a sole teaching method. A number of learning achievements relevant to dietetic practice were reported including a perceived increase in ability to conduct a dietetic interview and an increased understanding of the management of Type 2 diabetes. In general students reacted positively to the STEP-DIET programme and it was perceived by students to be effective in preparing them for the practical component of their dietetic training.

Attitude to Computers↗

PubMed1999

Variation in medical students' approaches to diagnosis: a basis for initiating conceptual change among teachers and students.

OBJECTIVES: This study examines Finnish medical students' approaches to diagnosis and investigates further how medical teachers can use information about variation in their students' approaches to diagnosis to foster teaching in medical school. DESIGN: The medical students responded to the Conceptions and Experiences of Diagnosis Inventory (CEDI). SETTING: Faculty of Medicine, University of Helsinki. SUBJECTS: Ninety medical students in their clinical years and eight clinical teachers from the same Faculty of Medicine. RESULTS: The 11 subscales of the CEDI formed two contrasting factors: the first reflecting variation in 'non-virtuously' labelled, and the second in 'virtuously' labelled, aspects of diagnosis. CONCLUSIONS: Cluster analyses revealed subgroup characteristics of students' diagnostic processes that are of potential benefit to both students and teachers. Teacher interviews indicated that, for students, the CEDI may act as a self-assessment tool to help develop their diagnostic and metacognitive skills. For teachers, the CEDI was seen to offer important information about their students' conceptions of diagnosis and diagnostic skills.

Diagnosis↗

PubMed2001

Patient-centred medicine through student-centred teaching: a student perspective on the key impacts of community- based learning in undergraduate medical education.

CONTEXT: The UK General Medical Council has proposed that increased use of community settings is essential to enhancement of medical education. However, such curriculum developments have been directed by educationalists and clinical faculty; there is to date little to show whether student perspectives accord with such expectations. AIM: To examine student views on whether community-based learning during a UK undergraduate medical education course results in new learning in the areas expected, and to elucidate any process factors which enhance attainment of learning objectives. METHOD: Nominal group technique, to develop consensus on important learning outcomes and process factors, and questionnaire survey, developed from the views of the nominal groups. RESULTS: 89 students participated (response rate 70% for the nominal groups, and 88% for questionnaire). Students perceived increased learning in many of the areas expected. In particular, students reported significant learning from: witnessing the impact of a longer term and more personal relationship with patients; the visible impact of social environment on health; the importance of dealing with people rather than diseases, and the use of the whole team for care. In addition, they emphasized that tutor, staff and patient enthusiasm for student presence and learning greatly enhanced the student learning experience. CONCLUSIONS: Community settings appear to achieve the expected attitudinal adaptation of students. The role of the committed tutor and team is seen as pivotal to learning. The conclusions support an increased emphasis in contemporary medical education and related research activity on the key impact of relationships in the learning environment.

Community Medicine↗

PubMed2001

Student feedback in problem based learning: a survey of 103 final year students across five Ontario medical schools.

CONTEXT: Problem based learning (PBL) has become an integral component of medical curricula around the world. In Ontario, Canada, PBL has been implemented in all five Ontario medical schools for several years. Although proper and timely feedback is an essential component of medical education, the types of feedback that students receive in PBL have not been systematically investigated. OBJECTIVES: In the first multischool study of PBL in Canada, we sought to determine the types of feedback (grades, written comments, group feedback from tutor, individual feedback from tutor, peer feedback, self-assessment, no feedback) that students receive as well as their satisfaction with these different feedback modalities. SUBJECTS AND METHODS: We surveyed a sample of 103 final year medical students at the five Ontario schools (University of Toronto, McMaster University, Queens University, University of Ottawa and University of Western Ontario). Subjects were recruited via E-mail and were asked to fill out a questionnaire. RESULTS: Many students felt that the most helpful type of feedback in PBL was individual feedback from the tutor, and indeed, individual feedback was one of the more common types of feedback provided. However, although students also indicated a strong preference for peer and group feedback, these forms of feedback were not widely reported. There were significant differences between schools in the use of grades, written comments, self-assessment and peer feedback, as well as the immediacy of the feedback given. CONCLUSIONS: Across Ontario, students do receive frequent feedback in PBL. However, significant differences exist in the types of feedback students receive, as well as the timing. Although rated highly by students at all schools, the use of peer feedback and self-assessment is limited at most, but not all, medical schools.

Curriculum↗

PubMed2003

Students with chronic illnesses: guidance for families, schools, and students.

Developed by a work group representing several nonprofit and federal health and education organizations, Students with Chronic Illnesses: Guidance for Families, Schools, and Students provides cross-cutting action steps to facilitate full participation in learning and other school activities by students with chronic diseases. Between 10% and 15% of children in the United States are affected by at least one chronic disease. This guide offers practical tips to help ensure that schools are responsive to the health needs of children with chronic illnesses. Children with chronic health conditions are more likely to miss days from school, need specialized health care, and require special education services or homebound teaching. School health advocates agree that meeting the needs of these children requires collaboration among the students, their families, school personnel, and community health care providers. Such efforts can help students establish better attendance, improve their alertness and physical stamina, and face fewer restrictions on physical activity at school and fewer medical emergencies. The guide addresses issues such as routine and urgent care needs of students, medication access and administration, and school personnel training to ensure compliance with applicable local, state, and federal regulations. While emphasizing the value of adopting general policies for supporting students with chronic conditions, the guide also encourages schools to develop and implement condition-specific and individualized protocols. The responsibilities of family members, school district officials, teachers and school administrators, and students are outlined to help each constituent fulfill these objectives.

Child↗

PubMed2000

Accommodation needs and student-environment fit in upper secondary schools for students with severe physical disabilities.

The purpose of this study was to identify, from the personal perspective of students with disability, their needs for physical and social accommodations in upper secondary schools specially adapted for students with severe physical disabilities. The study also aimed to identify those areas of student-environment fit which were most often achieved. Forty-eight students in four schools in Sweden were assessed by occupational therapists using the School Setting Interview. Forty-seven students reported needs for accommodations in the school setting. The study indicates that schools generally were able to meet the students' accommodation needs in the physical environment. The schools also met students' accommodation needs for field trips, sport activities and assistance. Student-environment fit in occupations requiring reading, remembering and speaking was unsatisfactory. Accommodations on a general, group and individual level are highlighted and discussed. The study recommends that occupational therapists become more involved and offer society their expertise in barrier removal to a greater extent.

Adolescent↗

PubMed1996

Hypertext support for remedial students and students with learning disabilities.

Student use of pop-up text windows that support or extend information found in a high school social studies text provides a detailed look into the instructional effectiveness of a set of hypermedia study guides. Twenty-five students, 19 male and 6 female, with a mean age of 14.6 years participated in this study. Thirteen were students with learning disabilities and 12 were remedial students. Findings from the study indicate that hypertext (text-only) support provides adequate reinforcement to move remedial students and students with learning disabilities toward continued, unprompted use of a hypermedia study guide, and that short-term and long-term retention of information can be expected from text-only information support. Students who had access to the hypermedia study guides exhibited better information retention than students who did not use the hypermedia study guides.

Adolescent↗

PubMed1993

Effects of active student response during error correction on the acquisition, maintenance, and generalization of sight words by students with developmental disabilities.

We used an alternating treatments design to compare the effects of active student response error correction and no-response error correction during sight word instruction. Six students with developmental disabilities were provided one-to-one daily sight word instruction on eight sets of 20 unknown words. Each set of 20 words was divided randomly into two equal groups. Student errors during instruction on one group of words were immediately followed by the teacher modeling the word and the student repeating it (active student response instruction). Errors on the other group of words were immediately followed by the teacher modeling the word while the student attended to the word card (no-response instruction). For all 6 students, the active student response error-correction procedure resulted in more words read correctly during instruction, same-day tests, next-day tests, 2-week maintenance tests, and generality tests (words read in sentences).

Child↗

PubMed1987

Classroom factors and student characteristics predicting students' use of achievement standards during ability self-assessment.

The literature suggests that upper-elementary-school students have a strong inclination to conclude that they are competent in mathematics. How do students of widely varying abilities reach this conclusion? Do task structures, grading practices, and grouping patterns influence the achievement standards that students use in reaching a positive evaluation of their ability? Findings from analyses of 1,570 upper-elementary students who believe that they are good at math include the following. (1) The combination of differentiated task structures and infrequent grades is associated with students' low reliance on adults' assessments and across-domain comparisons as bases for their positive self-concepts, but the combination of differentiated task structures and frequent grades is associated with heavy reliance on these 2 standards. (2) Students' use of social comparison and task mastery is stratified according to students' talent levels when grades are frequent, but when grades are infrequent even untalented students decide on the basis of (selective?) social comparisons and (exaggerated?) estimates of task mastery that they are good at math.

Achievement↗

PubMed1995

Student nurse wastage: a case study of the profile and perceptions of students of an institution.

A case study was undertaken at a university school of nursing in South Africa in order to establish to what extent student nurse wastage at this school conformed to trends in schools offering the same 4-year basic nursing course. Further, the views of students were solicited about factors that precipitated student nurse attrition at this school, as well as means which, in their opinion, could curb wastage and retain students on this course. A total of 147 students who were currently pursuing the course, and all previous students of this school who answered the description of actually or potentially dropping out of the course, were the target population. A questionnaire was returned by 84% of this group. Findings showed that this institution was amongst those whose attrition rate was low, but it conformed to the trend of student attrition in other universities. Respondents' perceptions of this issue were divergent, and so were their recommendations.

Attitude↗

PubMed2000

Student approaches: supporting students in A&E settings.

Nurses working in accident and emergency (A&E) departments near to Higher Education Institutions will be familiar with students attending as the result of sports injuries, and as the consequence of a range of accidents stemming from over-enthusiastic socializing. However, a number of students arrive at A&E departments in distress as the result of mental health problems. This article reports the findings of a small research project exploring mechanisms and support systems for assisting students with mental health needs. It briefly outlines the research and its findings and then considers three relevant issues for those working in A&E: student profiles, student support and the position of students who are considering or engaged in professional education. The article ends with a brief discussion of the position of students undertaking placements within A&E departments.

Anxiety↗

PubMed2002

The association of campus resources for gay, lesbian, and bisexual students with college students' condom use.

The author and colleagues examined campus resources for gay, lesbian, and bisexual (GLB) students at 119 US colleges to determine how the presence of such resources affected sexually active students' condom use. A random sample of unmarried, sexually active college students surveyed in 1999 completed questionnaires. Condom use was compared across schools with different levels of GLB resources. Condom use rates, analyzed by sex and sex-partner groups, ranged from 32% to 52%. With additional college variables controlled for, GLB resources were positively associated with the proportion of sexually active students who used condoms (p < .001). This association existed primarily for students with only opposite-sex partners. The author's findings suggest that campus resources for GLB students may be associated with college students' condom use.

Adult↗

PubMed1983

Identification of medical student problems and comparison with those of other students.

The perceived problems of 585 medical students were compared with those of 1,110 students in the other health sciences colleges at the same institution. Through the use of a 5-point Likert scale, the students were able to indicate the degree to which each of 83 problem items on an inventory was of concern to them. The inventory included items concerning problems with life situation and school environment, other people, behavior, and feelings. The medical students were found to have the same spectrum of perceived problems as the other students but complained of these problems significantly more intensely on 35 items. Married students as a group responded to the problem items with significantly less intensity than the single students. Analyses of subgroups by marital status, gender, age, and year in school are also reported.

Adaptation, Psychological↗

PubMed1988

A program using medical students to teach high school students about AIDS.

In the spring of 1987, 20 medical students from the Eastern Virginia Medical School of the Medical College of Hampton Roads were involved in a pilot program to teach about the acquired immune deficiency syndrome (AIDS) to high school senior students in Norfolk, Virginia. The medical students received instruction about AIDS from basic science and clinical faculty members at the medical school in preparation for the project. All participating high school seniors completed a 15-item knowledge test about AIDS prior to the intervention and an equivalent posttest one week after the program was completed. T-test analysis revealed a significant increase in knowledge by students at all five high schools. Responses to 10 subjective posttest questions indicated that the high school students were interested in learning about AIDS and having medical students as their teachers. This program provides an example of how medical institutions can develop a collaborative community education project that contributes to the education of medical students.

Acquired Immunodeficiency Syndrome↗

PubMedDate not supplied

Who knows more about condoms? A comparison between nursing students, education students, and at-risk adolescents.

PURPOSE: To examine knowledge regarding appropriate use of condoms and lubricants among three groups: female at-risk adolescents, nursing students, and education students. METHODS: Study participants were 236 adolescents: 65 recruited through community agencies, 79 female nursing students, and 92 female education students. These participants completed anonymous questionnaires concerning lubricants, general condom knowledge, and sexual experience. RESULTS: Neither nursing students nor education students were more knowledgeable than adolescents not enrolled in college. All participants were about as likely to think unsafe lubricants were safe as they were to think that safe lubricants were unsafe. Personal experience with vaginal intercourse and condom use was associated with increased knowledge (p < 0.05). However, 27% to 66% of participants who had used condoms answered the lubricant questions incorrectly. IMPLICATIONS: Nursing students need more education about condoms and condom lubricants if they intend to teach patients effectively. Moreover, nurses should not assume that youth are knowledgeable about appropriate condom use based on their level of education or sexual experience.

Adolescent↗