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Computation of surface electrical potentials of plant cell membranes . Correspondence To published zeta potentials from diverse plant sources
A Gouy-Chapman-Stern model has been developed for the computation of surface electrical potential (psi0) of plant cell membranes in response to ionic solutes. The present model is a modification of an earlier version developed to compute the sorption of ions by wheat (Triticum aestivum L. cv Scout 66) root plasma membranes. A single set of model parameters generates values for psi0 that correlate highly with published zeta potentials of protoplasts and plasma membrane vesicles from diverse plant sources. The model assumes ion binding to a negatively charged site (R- = 0.3074 &mgr;mol m-2) and to a neutral site (P0 = 2.4 &mgr;mol m-2) according to the reactions R- + IZ &rlharr; RIZ-1 and P0 + IZ &rlharr; PIZ, where IZ represents an ion of charge Z. Binding constants for the negative site are 21, 500 M-1 for H+, 20,000 M-1 for Al3+, 2,200 M-1 for La3+, 30 M-1 for Ca2+ and Mg2+, and 1 M-1 for Na+ and K+. Binding constants for the neutral site are 1/180 the value for binding to the negative site. Ion activities at the membrane surface, computed on the basis of psi0, appear to determine many aspects of plant-mineral interactions, including mineral nutrition and the induction and alleviation of mineral toxicities, according to previous and ongoing studies. A computer program with instructions for the computation of psi0, ion binding, ion concentrations, and ion activities at membrane surfaces may be requested from the authors.
Evaluating self-managed learning--Part 2: Accelerating management development in an NHS region.
Evaluates the use of self-managed learning (SML) in management development processes in health-care settings. Focuses on the application of SML to region-wide management development initiatives in the South West Thames Region of the UK National Health Service (NHS) from the late 1980s onwards.
Distance learning materials in cancer prevention: a European project.
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Open learning in palliative care.
Open learning is increasing in importance in nurse education. In this article the author considers open learning and discusses its use in palliative care education. Advantages and disadvantages of this learning method are considered and guidelines are offered to the teacher to assist them to evaluate existing learning packages or to produce their own open learning materials.
Re-inventing the wheel: a case study of nursing curriculum innovation.
This paper reviews the literature concerned with active learning methods in British nurse education. A case study is presented describing the introduction of assisted independent learning to a cohort of student nurses in a district general hospital school of nursing in England. The implications, advantages and problems associated with such curriculum innovation are discussed and some areas for further study are identified.
Implementing contract learning in a senior nursing practicum.
The use of learning contracts with undergraduates and graduate nursing students, as well as in staff inservice and continuing nursing education, has been promoted in North America as a teaching/learning strategy to individualize learning, promote independence, promote habits of lifelong learning and teach nurses how to cope with change. The purpose of this article is to describe the implementation of contract learning in a required clinical nursing course at the undergraduate level in a Canadian university and to describe retrospectively perceived benefits and difficulties. The process of peer consultation and student evaluation used in modifying contract learning is described. Recommendations for nurse educators considering implementing contract learning are presented.
A practical approach to creative teaching: an experiment.
The purpose of this experiment was to see if creative teaching methods would prove effective when included in a school of nursing teaching programme. This would be demonstrated by significant differences in levels of achievement in assessments and a demonstration that the knowledge gained was applied to the clinical situation. Didactic teaching methods were exchanged for a more creative approach without alteration of the course structure. The quasi experimental method was used, with four introductory courses of 20 nursing students at two separate district schools as the sample, two groups acting as the control groups and two as the experimental groups. The teaching sessions introduced medical problems associated with poor oxygenation, particularly those consequent to heart disease. The teaching was supported by appropriate care planning within the Roper et al. (1981) theoretical framework. Three distinct areas were identified; fact learning, e.g. anatomy and physiology, problem identifications and planning for nursing, intervention and skill learning. Students in the experimental groups were given work sheets and facilities for self learning whilst those in the control groups continued with a traditional lecture/demonstration format. The results of the experiment were evaluated by testing all four groups using multiple choice objective tests, essays, problem solving and nursing intervention exercises and practical assessments. The findings showed that the experimental groups did no better in the multiple choice objective tests or in the essays than the control groups but they did do significantly better in the problem identification and planning for nursing intervention exercise. In the assessment of practical skills there was no difference between the groups in skill performance but the experimental groups were able to apply the theory significantly better than the control groups.
Women and distance education: a nursing perspective.
It is only very recently that studies of distance learners have begun to consider gender as a variable. Given the rapid growth of distance education programmes for nurses, it is appropriate to consider at this time how educators can best meet the needs of these (mostly) women students. Distance education tends to mean different things in different institutions, ranging from the 'industrial model' self-study course package with limited teacher student interaction to the fully interactive audio and video conferencing of the 'virtual classroom'. Each of these teaching/learning situations poses a different set of challenges, and each requires different solutions. Using illustrations drawn from experiences with a BN programme for registered nurses in Atlantic Canada, and from the limited literature, this paper explores both women's participation in distance education and the barriers that sometimes prevent this, as well as the kind of support women distance learners need most in order to learn effectively.
Facilitator not teacher: a role change for tutors in open learning nursing education.
Open learning is now an established, if rapidly changing, part of post-compulsory education and training in the United Kingdom. It has also developed in significant ways within nurse education. A key role in successful open learning is that of the tutor. Differences between the activities of teaching and facilitation are defined and ways of mapping the tutor's role within these are suggested. Differences in approach can be clustered around the topics of: the locus of control; learning methodology; the learning context and media; and the curriculum. These are discussed in turn to elicit what are the key issues for tutoring in relation to each one.
Nurses' experiences of distance education programmes.
AIM: This paper reports on a study exploring the experiences of nurses undertaking distance education (DE) programmes. BACKGROUND: While DE has many advantages in terms of the flexibility, autonomy and freedom that it affords to learners, the literature reports that students undertaking these programmes can also experience feelings of being disconnected and isolated. METHODS: A convenience sample of 15 participants was selected, and data were collected using in-depth interviews. Data were analysed using a qualitative design that drew most heavily on the methodological procedures of grounded theory. FINDINGS: Habermas' theory of communicative action was found to be relevant to the interpretation of data and four categories were constructed to explain participants' experiences in relation to DE, namely: lifeworld lamented; lifeworld experienced; lifeworld ceded and learning within a bounded system. These categories reflect the manner in which participants experienced the lifeworld component (the interactive and subjective dimensions) and the system component (objective and outcome oriented dimensions) of the educational realm. While data indicated diversity in how the boundedness of the programmes was experienced, overall such standardized, instrumental courses were viewed favourably by participants within the limitations of their own personal circumstances. CONCLUSION: Distance education as a means of disseminating nursing knowledge should be strengthened. The challenge for nurse educators is to develop DE programmes that minimize their limitations and maximize their potential.
Professional updating through open learning as a method of reducing errors in the administration of medicines.
Errors in administration of medicines can have repercussions for the patient, the nurse and the organization. Reducing the incidence of drug administration errors must be a constant endeavour on the part of nurses and the organization as a whole. The organization can be proactive in providing support for the nurse before errors occur through refresher courses, however, the cost-effectiveness of such courses should be considered. Traditional teacher-centred approaches may not encourage nurses to reflect upon their own practice, and may only entail attendance rather than participation at a study session. An approach to drugs administration update is proposed which employs an open learning format. Consideration of the mechanisms for preparing, disseminating and evaluating such programmes are provided. Quantitative data to support positive evaluation of the update programme is not yet available. Qualitative evaluation by staff who have undertaken the module is very favourable. Staff have indicated that they have been enabled to reflect on their own performance, at their own pace, and that they have enjoyed active participation in the learning process. The possible future, and potential benefits, of such programmes in a time of scarce resources is discussed.
Individual study and educational technology.
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On evaluating the success of teaching. An inquiry in London University Medical and Dental Schools.
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The simulated Patient Management Problem: a technique for evaluating and teaching clinical competence.
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The use of closed circuit television in teaching psychiatry to medical students.
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Programmed course in biostatistics for medical students.
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Audio tapes and slides in postgraduate and continuing education.
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