[Evaluation of the level of knowledge of bacteriologists].
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Bacteriology↗
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Results for “Education, Professional, Retraining”
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[Method of training a public health administrator reserve].
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Administrative Personnel↗
A retraining programme in radiography.
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Curriculum↗
Veterinary surgeon to retrain in surgery and anaesthesia after admitting misconduct.
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Anesthesia↗
Do external degree programs really work?
Can nurses prepared in noncampus-based programs be educated and resocialized to function at the professional level? Can these same nurses be "professionalized" through a self-directed, external degree program? A five-year study of Regents College external degree graduates suggests that they can.
Attitude of Health Personnel↗
Model course for retraining inactive medical technologists.
In the belief that there is an ongoing need for the retraining of inactive medical technologists, the University of Wisconsin-Madison initiated such a program in 1978. A model course in routine chemistry and instrumentation was developed, presented, and evaluated. This model is described in detail. Results indicate that most inactive medical technologists can regain competence. The program and individual courses are designed so they can be easily replicated or adapted for use by others interested in retraining inactive medical tehcnologists.
Clinical Competence↗
Effects of an educational program with interactive videodisc systems in improving critical thinking dispositions for RN-BSN students in Taiwan.
The purpose of this study was to examine the effects of an educational program with interactive videodisc systems (IVS) in improving affective dispositions toward critical thinking for RN-BSN students in Taiwan. A pre-/post-test quasi-experimental design was used. The IVS program was provided. A sample of 126 students was obtained from one nursing college. The California Critical Thinking Dispositions Inventory was used. The results showed significant differences in all dispositions toward critical thinking, except inquisitiveness, between before and after the IVS program. With the IVS program, the subjects are educated in situations simulating real scenarios prior to clinical practice so that they not only have opportunities to learn how to approach the problem, formulate thinking, participate in discussions, and solve the problem, but they also are willing to keep thinking critically during clinical practice.
Adult↗
Assessment of professional nursing students' knowledge and attitudes about patients of diverse cultures.
This study examined personal attitudes of 152 Bachelors of Science in Nursing (BSN), registered nurse (RN) to BSN, and master's students enrolled in a school of nursing in the southwestern United States toward culturally diverse patients and their perceived knowledge of specific cultural practices and culture-specific skills. Three instruments were used to collect data: the Ethnic Attitude Scale-Part I, the Transcultural Questionnaire, and a demographic survey. Findings reveal that students in all three programs had a relatively low knowledge base about specific cultural groups. The only statistically significant difference found in attitudes, perceived knowledge of cultural patterns, or perceived cultural skills by program was the slightly higher perceived ability of generic BSN students to distinguish between concepts such as ethnocentrism and discrimination, intra- and intercultural diversity, and ethnicity and culture. Similar to other studies of measurement of provider attitudes and perceived cultural knowledge, the results of this study reinforce the struggle experienced by educators and the challenges faced by health care administrators grappling with teaching and delivering culturally competent care. The findings imply that nurse educators need to examine alternate models and teaching strategies to move students along the continuum of cultural learning.
Adult↗
A physician retraining program. Assessment update.
The Medical College of Pennsylvania, Philadelphia, has sponsored a retraining program for clinically inactive physicians since 1968. A previous study examined return to clinical medicine of retrainees from 1968 to 1975. The present study tracked changes in physician characteristics from 1976 to 1981 and compared return to clinical medicine of retrainees in the two time periods. Although important shifts in gender, nature of inactivity, status of licensure, and geographic distribution occurred during the past five years, the number of retrainees returning to clinical activity after the program was comparable for the two time periods (85% and 83%). Women inactive because of family responsibilities and non-clinically active physicians made more career changes than non-primary care clinical specialists. This study demonstrated that a retraining program is an effective method for reintroducing inactive physicians to clinical medicine.
Career Choice↗
Retraining: can do, will do? A practical guide to process and pitfalls.
This article reports the lessons learnt from a period of retraining and from discussion with others who have been involved in a similar process. The conclusions are that retraining should only be undertaken once there is full agreement between all parties involved that it is necessary and feasible. There must also be agreement in advance of the criteria which will constitute successful retraining, and the actions which will be taken to ensure the rapid return of the retrainee to the type of practice which is being offered and has been accepted. The process of retraining requires especially close supervision and is very stressful for the retrainee. It is likely that this should only be undertaken in units specially staffed and funded to accommodate this type of work.
Clinical Competence↗
Advanced cardiac life support refresher course using standardized objective-based Mega Code testing.
The American Heart Association (AHA) recommends that those whose daily work requires knowledge and skills in advanced cardiac life support (ACLS) not only be trained in ACLS, but also be given a refresher training at least every 2 yr. However, AMA offers no recommended course for retraining; no systematic studies of retraining have been conducted on which to base these recommendations. In this paper we review and present our recommendation for a standardized approach to refresher training. Using the goals and objectives of the ACLS training program as evaluation criteria, we tested with the Mega Code a sample population who had previously been trained in ACLS. The results revealed deficiencies in ACLS knowledge and skills in the areas of assessment, defibrillation, drug therapy, and determining the cause of an abnormal blood gas value. We combined this information with our knowledge of other deficiencies identified during actual resuscitation attempts and other basic life-support and ACLS teaching experiences. We then designed a refresher course which was consistent with the overall goals and objectives of the ACLS training program, but which placed emphasis on the deficiencies identified in the pretesting. We taught our newly designed refresher course in three sessions, which included basic life support, endotracheal intubation, arrhythmia recognition and therapeutic modalities, defibrillation, and Mega Code practice. In a fourth session, using Mega Code testing, we evaluated knowledge and skill learning immediately after training. We similarly tested retention 2 to 4 months later. Performance immediately after refresher training showed improvement in all areas where performance had been weak.(ABSTRACT TRUNCATED AT 250 WORDS)
Critical Care↗
The use of credit and experiential learning in nurse education. Exciting opportunities for student and tutor alike.
This paper considers and analyses the use of Credit Accumulation and Transfer Schemes (CATS) and Assessment of Prior Experiential Learning (APEL) in nurse education. The Council for National Academic Awards (CNAA) initiative in higher education for CATS has opened up many new prospects for post registered nurse education linking 'Project 2000,' colleges of nursing and higher education and allowing nurses to show the qualitative values of their education rather than a quantitative approach. APEL has opened up opportunities for a move away from the traditional patterns of prerequisites for nurse education and openings for direct entry to both basic nurse education and also post registered courses. The recent document on The Report of the Post-registration Education and Practice Project (PREPP) shows that the UKCC are moving rapidly towards a similar programme of study for nurses, midwives and health visitors in line with those undertaken by undergraduate polytechnic students.
Education, Nursing, Baccalaureate↗
A multifactorial study of test anxiety and coping responses during a challenge examination.
Challenge examinations offer registered nurse students enrolled in our baccalaureate nursing programme the opportunity to demonstrate mastery of course content through a testing process. Successful students receive credit for the course while those who are unsuccessful must take the course to proceed in the programme. Faculty observations of registered nurse students during the challenge process suggested this testing was stressful. Therefore, a study was conducted to determine anxiety levels and coping strategies of on-campus and distance education registered nurse students at three different times during the challenge examination process. Differences between the two groups of nursing students on selected demographic variables, past academic performance, anxiety levels and coping strategies were assessed from the perspective of Folkman & Lazarus's (1984) theory of stress and coping. Significant differences were found in anxiety levels, coping strategies and past academic performance by age, marital status, employment and work setting. Several different coping strategies were used. However, problem solving was used extensively by both groups while social support was used more by the on-campus students. The results are discussed in terms of Folkman & Lazarus's theory of stress and coping, and implications for nurse educators are presented.
Adaptation, Psychological↗
Access to graduate education for registered nurses with nonnursing baccalaureate degrees.
This article reports a study to evaluate an option for alternate access to graduate nursing education for 85 registered nurses with nonnursing baccalaureate degrees. Using the National League for Nursing Comprehensive Achievement Test (NLN-CAT) to assess knowledge together with successful completion of a special course designed by the faculty, these applicants were admitted to an accredited graduate program in the Lienhard School of Nursing (LSN), Pace University, Pleasantville, NY. The study describes 6 full years of experience using this option. The theoretical rationale; a content analysis for the congruency of content among the NLN-CAT; the terminal objectives of the LSN baccalaureate program; the course outlines and objectives of required upper division baccalaureate nursing courses; and the content of the faculty-designed course, Matrices of Nursing Practice (NUR 589) are presented. Evaluation of NUR 589 for addressing the educational gaps of these students was based on the content analysis described together with the content analysis of the 23 NLN-CAT items incorrectly answered by 50 per cent (N = 12) of successful test takers defined as those who scored at the 70th percentile and higher. Of the 85 successful candidates, 22 did not enter the program, 20 entered and did not complete the program, and 43 were graduated, 6 with distinction. Their grade point averages (GPAs) ranged from 3.37 to 4.00. Results support this method of selection of qualified candidates for graduate education.
Adult↗
Reinforcing communication skills while registered nurses simultaneously learn course content: a response to learning needs.
This article describes the implementation and evaluation of Integrated Skills Reinforcement (ISR) in a baccalaureate nursing course entitled "Principles of Health Assessment" for 15 registered nurse students. ISR is a comprehensive teaching-learning approach that simultaneously reinforces student writing, reading, speaking, and listening skills while they learn course content. The purpose of this study was to assess the influence of ISR on writing skills and student satisfaction. A learner's guide and teacher's guide, created in advance by the teacher, described specific language activities and assignments that were implemented throughout the ISR course. During each class, the teacher promoted discussion, collaboration, and co-inquiry among students, using course content as the vehicle of exchange. Writing was assessed at the beginning and end of the course. The influence of ISR on the content, organization, sentence structure, tone, and strength of position of student writing was analyzed. Writing samples were scored by an independent evaluator trained in methods of holistic scoring. Ninety-three per cent (14 of 15 students) achieved writing growth from .5 to 1.5 points on a scale of 6 points. Student response to both the ISR approach and specific ISR activities was assessed by teacher-created surveys administered at the middle-end of the course. One hundred per cent of the students at the end of this project agreed that the ISR activities, specifically the writing and reading activities, helped them better understand the course content. These responses differed from evaluations written by the same students at the middle of the course. The ISR approach fostered analysis and communication through active collaboration, behaviors cited as critical for effective participation of nurses in today's complex health care environment.
Adult↗
The frequency of item writing flaws in multiple-choice questions used in high stakes nursing assessments.
Multiple-choice questions are a common assessment method in nursing examinations. Few nurse educators, however, have formal preparation in constructing multiple-choice questions. Consequently, questions used in baccalaureate nursing assessments often contain item-writing flaws, or violations to accepted item-writing guidelines. In one nursing department, 2770 MCQs were collected from tests and examinations administered over a five-year period from 2001 to 2005. Questions were evaluated for 19 frequently occurring item-writing flaws, for cognitive level, for question source, and for the distribution of correct answers. Results show that almost half (46.2%) of the questions contained violations of item-writing guidelines and over 90% were written at low cognitive levels. Only a small proportion of questions were teacher generated (14.1%), while 36.2% were taken from testbanks and almost half (49.4%) had no source identified. MCQs written at a lower cognitive level were significantly more likely to contain item-writing flaws. While there was no relationship between the source of the question and item-writing flaws, teacher-generated questions were more likely to be written at higher cognitive levels (p<0.001). Correct answers were evenly distributed across all four options and no bias was noted in the placement of correct options. Further training in item-writing is recommended for all faculty members who are responsible for developing tests. Pre-test review and quality assessment is also recommended to reduce the occurrence of item-writing flaws and to improve the quality of test questions.
Bias↗
Critical thinking ability of associate, baccalaureate and RN-BSN senior students in Korea.
The purpose of this study was to compare the critical thinking ability of students enrolled in associate, baccalaureate, and Registered Nurse-Bachelor of Science in Nursing (RN-to-BSN) programs in Korea. The participants were 301 undergraduate nursing students. The instrument used for this study was the Watson & Glaser Critical Thinking Appraisal (WGCTA). The data were analyzed using descriptive statistics, t-test, and analysis of variance with Scheffe's multiple comparison. The average critical thinking ability score was 41.59. Bachelor of Science in Nursing (BSN) students scored significantly higher on critical thinking than the other 2 groups. Students < or = 22 years of age scored higher than the other age groups on critical thinking. This study provides preliminary evidence that the length and content of an educational program is as important as its focus on enabling students to develop their critical thinking abilities. This finding suggests a need to infuse critical thinking activities early in existing secondary school curricula as a way of encouraging students to develop their thinking abilities earlier.
Adult↗
Accreditation of prior learning: is it worth it? An evaluation of a pilot scheme.
Accreditation of Prior Learning (APL) is a relatively new process for both students and colleges of nursing and claims to offer many benefits (Open University 1990, Fox et al 1992). This paper describes the findings of a study undertaken to determine students' experiences of the APL process and their perceptions of how the APL process developed them. A sample of 14 students reported on the use of APL to obtain academic credit for a Level I Welsh National Board Framework Module. The results indicated both some difficulties and benefits associated with using the APL process. The majority of students experienced difficulty in reflecting on prior learning and practice. This seemed to be due in part to the students' reluctance to value their clinical learning experiences. Many of the sample also reported difficulty in maintaining motivation over the period of time allocated to complete the APL process. All the students undertook the process in their own time and had to submit the module summative assignment in addition to the APL evidence required. These factors may have further influenced motivational levels. Clear positive outcomes were that APL was felt to be a worthwhile process, even increasing self-esteem for some individuals. It also enabled students to develop reflective writing skills and to value clinical experience. Recommendations were made to both facilitate and enhance the APL experience for future students, and to promote critical reflection within the nursing profession as a whole.
Certification↗