[The effect of teaching critical thinking skills in an introductory nursing course]

This almost-experimental study utilized an education model to develop critical thought in a group of first year nursing students having as an objective to determine skills acquisition. Twelve weeks after its implementation the results showed the treatment statistical significance. Therefore, the instruction method utilized to promote critical thought skills produced the intended result in introductory nursing courses.

[Survey of the prevalence of smoking in Rumanian teachers]

214 teachers and headmasters of Bucharest high schools were questioned in respect of their smoking habits to find out how widespread smoking is among teachers and how this influences the pupils. 33% of the teachers and 38.9% of the headmasters smoked. 69.2% of the smokers belonged to the age group above 35 years, i.e. the majority, whereas the age group below 20 years included 56.9% smokers. Although 93.8% of the teachers and headmasters are convinced that smoking is harmful to health, 7.4% of them smoke in the classroom and 37% in the presence of pupils. The results of this investigation show that attention should be paid to the smoking habits of teachers since setting a good example for adolescents is as important in the case of teachers as it is in the case of physicians.

[The demand for health education among the teachers at nonuniversity teaching centers]

OBJECTIVE

To assess the demand for training in health education (HE) from non-university teachers, how it could be integrated into the school curriculum and other relevant items.

DESIGN

A descriptive study of a crossover type.

SETTING

Public, private and church schools in the city of Granada.

PATIENTS AND OTHER PARTICIPANTS

A sample chosen by random sampling of clusters, composed of 303 teachers at 36 private and public schools.

MEASUREMENTS AND MAIN RESULTS

The demand from teachers for HE courses was 94.2%. They considered it would be good to include HE in the school curriculum (89.1%). To give HE as a "complementary activity" was the most favoured method (38.2%). Public schools were more interested than private or church ones in teaching environmental health (p < 0.005). There was a close association between the teacher's qualifications, the level he/she teaches and greater concern about questions which directly affect the child or adolescent. Therefore EGB (basic) teachers are more interested in gambling (p < 0.0001) and BUP-COU and FP teachers in drugs (p < 0.015).

CONCLUSIONS

Among secondary (BUP-COU) and vocational training (FP) teachers there is considerable interest in Health education, although there is no one opinion on how to present it to their pupils. The close relationship between the HE aspects of most interest to the teacher and the level he/she teaches should be noted.

The role of the teacher in child accident prevention

A sample of 278 head teachers of children aged between three and 11 years in North Staffordshire were sent a postal questionnaire to determine the manner and extent to which they were involved in accident prevention. The majority of respondents agreed that accident prevention was a suitable subject to be taught in schools. However, a minority felt that they had enough background information or training on the subject. First-aid instruction was particularly requested. Levels of reporting and management of individual accident cases varied. It is desirable that guidelines are agreed on accident reporting, the role of the school medical service in accident prevention and the supervision of children during recreation periods.

Increasing minorities in higher education in nursing: faculty consultation as a strategy

This article describes some of the issues surrounding cultural diversity in higher education in nursing. The representation of minority faculty in higher education in general, and in nursing education in particular, is inadequate to support the needs of students, faculties, and the institutions. Examples of common concerns and dilemmas faced by minority faculty demonstrate the urgent need for change to enhance the academic environment for minorities. Because the numbers of minority faculty in higher education are unlikely to change substantially within the next few years, the authors present faculty consultation as a strategy to support the cultural diversity mission of the college.

Nurses and smoking: a comparative study of students of nursing and teaching

This exploratory study compared three student groups (n = 221)--college student nurses, hospital student nurses and student teachers--in terms of their smoking behaviour, factors influencing smoking and their beliefs and values. More student nurses, both hospital and college students, smoked than student teachers while more hospital student nurses were smoking than college student nurses. The majority of students who smoked started smoking before they started their nursing and teaching courses. The influence of friends was the most important factor in starting smoking while enjoyment was the main reason for continuing to smoke. The risks in smoking were acknowledged by all groups. Student nurses were more likely to believe that smoking reduces stress levels. Hospital student nurses and student teachers were unconvinced about the health promotion role of nurses.

Evaluation of novice home visitor preparation strategies

This descriptive, exploratory study examined student evaluation of home visit preparation methods in relation to personal learning style preference. Students (N = 33), who were enrolled in a public health nursing course, participated. These novice home visitors shared a high preference for detailed, organized course work; close and personal instructor contact; and learning by listening. Their evaluation of home visit preparation methods indicated that direct experience instructional strategies, such as observing a staff nurse's visits, were most helpful in preparing for the majority of home visit components. These results suggest that direct experience instructional strategies may be most useful for preparing students to make home visits and that learning style preference is not a strong influence on novice home visitor preparation.

Who meets the special health care needs of North Carolina schoolchildren?

In January 1991, 135 school districts and six specialty schools in North Carolina were surveyed to obtain data regarding the performance of specific health-related procedures in the school setting. Results indicate a patchwork approach to meeting the special health care needs of these children, and that a variety of school personnel as well as parents and health professionals are involved in coordinating and performing the procedures. Teachers and teacher assistants perform these health-related procedures 44% of the time. Registered nurses coordinate the care, including assessment, care planning, and supervision to assure continued competence of the care provider and safety for the student less than 45% of the time. Some 13 school districts reported having no school nurse services. Efforts have begun to legislate a statewide policy with appropriations for a registered nurse to provide an initial evaluation of the student's needs, develop care plan, and provide ongoing supervision of services to assure that safe, appropriate care is being provided to all students with special health-related needs in North Carolina.

Teachers' use of health curricula: implementation of growing healthy, project SMART, and the teenage health teaching modules

This quasi-experimental study assessed impact of factors associated with classroom implementation of health curricula by North Carolina teachers. School representatives selected and implemented one of three tobacco prevention curricula--Project SMART, Growing Healthy, or the Teenage Health Teaching Modules--in either sixth or seventh grades. Prior to implementation, experimental teachers and administrators received extensive curricula training. Implementation data were collected through teacher completed checksheets and classroom observations for two time periods--initial implementation (n = 69) and maintained implementation (n = 136). While training was associated significantly with whether teachers implemented a curriculum (p < .05), other factors also were important. Variables outside of teachers' direct control, such as supportive administrators, context in which health instruction is taught, and turbulence, affected quantity and quality of curricular implementation.

Dissemination and use of a school-based nutrition education program for secondary school students

Program dissemination and implementation represent critical components of effective school-based health promotion interventions. This study examined the dissemination and implementation of a nutrition teaching program, Nutrition For Life, in New York State secondary schools. Some 1,312 health, home economics, and physical education teachers in junior and senior high schools provided information through random sample mail surveys. Logistic regression procedures examined teacher and school characteristics associated with receipt and use of the program. Overall, 50% of junior high school and 33% of senior high school teachers received the program and three-quarters of these teachers used it. At both levels, home economics teachers were more likely to receive and use the program than health teachers. Peer-led teacher training workshops organized through an existing community-based network provide an effective and efficient mechanism for disseminating nutrition teaching programs.

An evaluation of comparative strategies for teaching breast self-examination

This study compared the effects of three alternative methods of breast self-examination (BSE) instruction (booklet, film and group discussion, individual teaching) on nurses' personal BSE practice. A pre-test and follow-up questionnaire were administered to a convenience sample of 166 nurses from Western Australian hospitals. The results demonstrated that each method of BSE instruction produced a significant improvement in the technique of BSE (P < 0.0001). However, the nurses involved in the film and discussion had the greatest improvement in BSE proficiency. Findings were analysed in terms of the Health Belief Model. The variables 'barriers to action' and 'perceived susceptibility' (in this case, to breast cancer) were found to be predictive of BSE practice; 'perceived barriers' at pre-test and 'perceived susceptibility' at follow-up. The incidence of BSE was significantly higher in the older nurses. A reminder to practise BSE was significantly associated with an effective BSE technique. Implications for nursing practice are discussed.

Expectations and ideals of the American teacher, 1992

As part of MetLife's series of annual surveys of the American teacher, a cohort of "new" teachers was identified in 1990 and followed over the first two years of their careers. Among these first-time teachers, the level of optimism associated with teaching and the educational environment decreased between 1990 and 1992. This was offset, however, by a fairly strong commitment to the teaching profession and to students as well as to a continued belief that teachers could positively affect the lives of their students. After two years of teaching, 70 percent of the teachers continued to be "very satisfied" with their work experience with students and almost 60 percent were as highly satisfied with their interactions with other teachers. Only 25 percent of the teachers were "very satisfied" with experiences with the parents of their students, however. High school teachers, teachers in inner-city schools and those with the largest proportion of minority and/or low-income students were consistently more negative than teachers in other settings about their ability to make a positive influence on their students' lives. Nineteen percent of teachers thought it likely that they would give up teaching within the next five years. Lack of support or help from students' parents was tied with lack of support from the school administrators as the major reason for leaving the profession.

[Medical-surgical nursing: a new teaching approach and its evaluation by the student]

This issue is about a teaching methodology developed by the Medical-Surgical subject of Nursing on Graduate Course at Universidade Estadual de Londrina. The teachers used the student-centered teaching process based on interpersonal relationship and problem solving method. The aim was to evaluate the last period of nursing students perception about developing of cognitive, affective and psychomotor abilities when compared with others subjects of nursing course since 1985 until 1990. This method of teaching supplied more integration among theory and practice, more ability in developing library search and oral exposition, besides more active student participation on his apprenticeship process.

[An alternative methodology for the teaching of anatomy in nursing studies at the University of Carabobo]

An alternative methodology for the teaching of Human Anatomy which contributes to improve academic yield by Nursing students at the Faculty of Health Sciences of the University of Carabobo is presented. A total of 50 first-year Nursing students who participated in the experiment were divided into 2 groups, control and experimental. This research project was of the almost-experimental type and the work methodology was experimental-evaluation. Three instruments were used to obtain data: an investigation of the Lickert school type consisting of 40 proposals related to the students attitude concerning the study of this discipline and in view of a teaching methodology (EAEAM), accompanied by the school of Interests of Thurstone and by the Psychometric Test of Raven, to determine relationships in accordance with the research objectives. In function of the empirical results of the experiment and of revision of the literature pertaining to this theme, a methodological proposal is presented for the teaching of Human Anatomy; its theoretical-practical nature demands: previous study, observation, discussion and, fundamentally, subdivision, as an alternative to improve academic yield by Nursing students.

Cardiac anatomy instruction by ultrafast computed tomography versus cadaver dissection

RATIONALE AND OBJECTIVES

This prospective study was designed to determine to what extent an ultrafast computed tomography (UFCT) videotape of the heart could enhance or substitute for cadaver dissection in teaching anatomy to first-year medical students.

METHODS

A student population (n = 180) was randomized into four groups. Group 1 (control) received no instruction, group 2 viewed the videotape, group 3 participated in cardiac dissection, and group 4 performed cardiac dissection and viewed the videotape. After randomized instruction, each group was tested with 10 UFCT static cardiac images and 8 cardiac cadaver specimens. A different population consisting of nonrandomized fourth-year medical students also was tested.

RESULTS

The results point to an interaction between instruction and the manner in which it was assessed. There was more carryover from the videotape-acquired knowledge to specimens than from dissection-acquired knowledge to UFCT images.

CONCLUSIONS

Cardiac UFCT instruction resulted in dramatically improved image testing performance. This image-acquired knowledge was not sufficiently transferred to cardiac specimen identification; thus, videotape instruction should not replace dissection for teaching cardiac anatomy. Video provided instruction benefits beyond that gained through general clinical experience.

Health and lifestyle of general practitioners and teachers

General practitioners (408) and secondary teachers (385) responded to a questionnaire about their health and lifestyle with a response rate of 48 and 45 per cent respectively. Their answers were corroborated by a separate questionnaire completed by their spouse or domestic partner. A sub-group of 50 general practitioners and 50 teachers were examined to assess their physical fitness and mental health. Half of each group was below average fitness compared to the general population. General practitioners were more likely than teachers to practise disease prevention. Ten per cent of general practitioners and 13 per cent of teachers were smokers; 8 per cent of general practitioners and 14 per cent of teachers reported an alcohol consumption that exceeded recommended limits. General practitioners took remarkably little sickness absence compared to teachers. Symptoms of anxiety and depression were more common in teachers: a need for alcohol, binge eating and sleep difficulties were frequently experienced in both groups. Medication taken by the two groups was similar and self-medication was common amongst the general practitioners. Less than half the general practitioners thought they would use an occupational health service if it were established.

Meeting the goals of academia: characteristics of emergency medicine faculty academic work styles

STUDY OBJECTIVES

Emergency medicine faculty have 24-hour clinical responsibilities in addition to the academic requirements of research and administration/teaching. This study was undertaken to determine the existing and ideal work style of such faculty by professional rank, administrative title, and/or tenure versus clinical track.

DESIGN

Data analysis from department or residency directors of Accreditation Council for Graduate Medical Education-approved emergency medicine residency programs.

SETTING

ACGME-approved emergency medicine residency programs.

TYPE OF PARTICIPANTS

Emergency medicine faculty.

RESULTS

Ninety-three percent of programs submitted appropriate data. Programs averaged 11 full- and four part-time faculty. Mean time ranged from 15 to 30 hours per week with an average mean of 23 hours (48% of total work week) for clinical responsibilities, from ten to 32 hours per week with an average mean of 19 hours per week (38%) for administrative/teaching efforts, and from three to 14 hours per week with an average mean of seven hours per week (15%) for research. Total time averaged between 44 and 51 hours per week. Ideal work style emphasized less clinical time and a shorter work week. Responsibilities varied by rank, administrative position, and clinical versus tenure track.

CONCLUSION

Emergency medicine faculty accomplish the clinical, research, and teaching/administrative demands of academia by increasing the number of faculty, varying the faculty responsibilities by rank and title, and shortening the total work week. Research time is extremely limited.

A national study of required family medicine clinical rotations

The authors collected information from each family medicine department with a required clinical rotation. Timing of such rotations are predominantly during the third year (56%), using a combination of family practice centers and community preceptor sites. Formal didactic instructions are offered for a mean of 28 hours. This instruction is offered in combinations of introductory, weekly, and terminal didactic blocks. Most programs (68%) assign reading from an article file, and 51% develop their own examinations. Clinical evaluations represent the largest portion (61%) of final grades, with 30% coming from examinations and lesser amounts from home visits, student presentations, etc. The implications of these findings are discussed.

Geriatrics faculty in the United States: who are they and what are they doing?

Despite increases in geriatrics training at all levels of medical education, there is a nationwide shortage of geriatrics faculty. This shortage may be due in part to demands for clinical responsibilities that preclude adequate time for teaching and research. To learn about the professional activities of geriatrics faculty, we conducted a national survey of a 50% sample of all medical schools and their affiliated residency programs that focused on physician and non-physician geriatrics faculty in internal medicine, family practice, psychiatry, neurology, and physical medicine and rehabilitation. Although we found minor differences across specialties, in general, approximately one-third of physician faculty time is spent in teaching, the majority of which is clinical teaching. Less than 15% of physician faculty time is spent in research, and fewer than 10% of physician geriatrics faculty devote over half of their time to research. The percentage of time that non-physician faculty (other than "Research Only" faculty) spend in research is only slightly higher. These findings suggest that efforts to increase geriatrics education at all levels and promote research advances will be limited unless geriatricians devote substantially more of their time to these responsibilities.

[The results of a questionnaire to determine needs (content, methods, technics) in continuing medical education]

A precodified questionnaire was applied to detect the needs of continuing medical education (CME) of 848 house officers; it covered personal background characteristics, identified needs as well as motivation and accessibility conditions to get involved in the process. After analyzing the data it was concluded that most of the physicians are interested in CME in order to avoid oblivion to keep, abreast of new scientific and technological advances and to increase self confidence. The detected needs were, in decreased order, as follows: pediatrics, general surgery, pediatric emergencies, orthopedics, traumatology and hospital administration. The most ashed areas wise therapeutics and pharmacology, diagnostic procedures and physiopathology. In relation to the teaching/learning activities they preferred courses, medical meetings and hospital sessions. Previously they had participated attending courses (79%), hospital sessions (54%), medical meeting (78%) and self study, mainly reading books and journals (98%).

[Incentives that aid training in the nursing laboratory: the opinion of professors and students]

The authors developed a survey on a population of 5 professors and 48 students on the reasons, that can to stimulate or to disfavour the voluntary attendance of the students to practice the psychomotor ability in the nursing laboratory. The results showed positive and negative reasons expected by professors and students to evaluate nursing laboratory training.