Domain specifications and content representativeness of the revised Value Orientation Inventory

Value orientations represent theoretical belief systems that guide teachers' curricular decision making. Research using the Value Orientation Inventory (VOI) to examine physical educators' value orientations in school settings found inconsistencies between the inventory findings, descriptions of class environments, and teachers' self-reports of their curricular goals. This article reports the VOI revision process that included (a) literature and research reviews resulting in domain specifications and new VOI item development and (b) item ratings that provide evidence of content representativeness for the revised items. The reviews supported four of five orientations that formed the original theoretical framework for the VOI: disciplinary mastery, learning process, self-actualization, and ecological integration. The fifth orientation, social reconstruction, was not supported by school-based research. Findings were more consistent with a social responsibility orientation. New items (K = 150) were written based on the literature reviews. The new items were sent to university and public school teachers (N = 298) to assess content representativeness. Eighty-one percent of the item means were > 4.0 on a 5-point scale. The social responsibility items were found to be domain representative and were included in the revised inventory.

Teachers' experiences of their role following the implementation of Project 2000: a qualitative approach

This study focuses upon the experiences of a group of six nurse teachers who experienced change in their role following the implementation of Project 2000 at their place of work. The teachers were interviewed using the informal interview method which allowed the researcher to obtain detailed information and get to know them as people. Qualitative analysis based on a modified grounded theory approach revealed four recurrent themes which were discussed in terms of the context of the study and existing theories. The study highlights the feasibility of the grounded theory approach and the informal interviews as a means of collecting detailed data and eliciting in-depth understanding of the participants' experience of their changed role from their perspective. The informal interviews and the researcher's knowledge of the participants and the context in which the study was conducted have proved to be helpful in generating categories which describe the teachers' experiences of the changes in their role.

Peer teaching among nursing students in the clinical area: effects on student learning

Substantial use of clinical peer teaching among students has been reported, but there is limited description of outcomes and no reports of the use of a theoretical framework. The purpose of this study was to investigate the effects of peer teaching on baccalaureate nursing students' clinical performance. It was hypothesized that students who were taught by peers will: (a) achieve significantly higher improvement scores than students taught by teachers alone; and (b) rate their preference for peer teaching equal to or higher than instructor teaching. Bandura's (1971) social learning theory provided the framework for the study. The experimental design involved 50 volunteer subjects on two surgical units, one for peer teaching and one for instructor teaching. Data were collected from pre- and post-psychomotor and cognitive tests of a surgical dressing procedure and from a Clinical Teaching Preference Questionnaire (CTPQ). Experimental subjects achieved significantly higher cognitive improvement scores (t = 1.67; P < 0.05) and moderately higher psychomotor improvement scores in support of hypothesis 1. Responses on the CTPQ showed support for hypothesis 2.

Diffusion of a school-based substance abuse prevention program: predictors of program implementation

BACKGROUND

The present study addresses diffusion of a psychosocial-based substance abuse prevention program, including: (a) teacher adoption, implementation, and maintenance; (b) teacher characteristics associated with implementation; (c) the relationship between integrity of program delivery and program outcomes; and (d) the effectiveness of teacher training and school principal involvement in increasing implementation.

METHODS

Participants were teachers (n = 60), school principals (n = 25), and fifth-grade students (n = 1147) from four Los Angeles area school districts. Districts were randomly assigned to an intensive or brief teacher training condition. Schools were randomly assigned to a principal-intervention or a no-principal-intervention condition. Assessments included teacher and principal self-reports, classroom observations of program delivery, and evaluation of immediate program outcomes.

RESULTS

During the first year, 78% of trained teachers implemented one or more program lessons. During the second year, only 25% maintained implementation of the program. Implementors reported fewer years of teaching experience and stronger self-efficacy, enthusiasm, preparedness, teaching methods compatibility, and principal encouragement than did nonimplementors. The principal intervention increased rates of implementation, but the intensive teacher training did not. Integrity of program delivery was positively associated with immediate program outcomes.

CONCLUSIONS

Program implementation was highly variable, suggesting that widespread teacher use of psychosocial-based programs cannot be taken for granted. Strategies for increasing implementation and maintenance need to be developed.

Developing community faculty. Principles, practice, and evaluation

Medical education is increasingly emphasizing outpatient experiences in community settings, and, concurrently, the development and assessment of the teaching skills of community faculty. These skills can be addressed through a faculty development program focusing on (1) issues relevant to community education, (2) adult learning principles, and (3) logistics that facilitate the participation of community medical faculty. Using a series of 1- to 3-day seminars, the program described focused on clinical precepting and brief presentations, used interactional teaching and practicums, and actively involved participants in the evaluation and planning fo the seminars. Evaluation of the program suggested that it was successful in increasing participants' knowledge and application of educational principles taught. Such programs can result in the development of an effective and potentially abundant resource of faculty members for the medical education of students and residents.

The emerging role of the British nurse teacher in Project 2000 programmes: a Delphi survey

The findings of a three-round Delphi survey, conducted to explore the role of the British nurse teacher as it emerges within Project 2000 programmes, are discussed. The panel of experts comprising 201 grade 2 nurse teachers was drawn from the 25 of the 28 colleges in England who had implemented Project 2000 between September 1989 and April 1991. The findings highlight the complex and multifaceted role of the nurse teacher and the changes which are occurring in the role. Currently, the main changes are related to teaching and learning activities. These emphasize the depth, level and specialist nature of the teaching, and teaching on a variety of courses at diploma and degree level. Assessment activities are given the highest overall rating as important, and recruitment activities the lowest, in both the current and future roles. Educational management and administrative activities are found to be numerous and currently do not appear to be declining. The few changes that have occurred to the administrative areas have been replaced with similar activities. Another important area for the future was perceived to be research activity. In view of the developing partnership with higher education in the United Kingdom, this is not a surprising finding.

Integrating Experienced and Novice Nurses into Graduate Home Health Education

Preparing master's-level professionals in home health nursing presents challenges because nurses come to graduate programs with varying degrees of home health experience. The purpose of this study was to examine how nurses with varying experience in home health nursing are integrated into graduate clinical practicum courses. Representations of 10 home health graduate programs were surveyed regarding how they adapt their clinical practicums to meet the special needs of their novice and experienced nurses. Respondents revealed that individualization was used to meet the individual needs of students. Individualization allows for creativity in developing learning experiences that are both challenging and satisfying for the student. However, lack of consistency in the advanced practice skills of graduates, and lack of time efficiency for faculty and agency personnel can also occur. Faculty members need to share creative ways of teaching students, to identify unique opportunities for clinical experiences, and to collaborate on research.

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.

[The organizational and methodological aspects of teaching student interns clinical nephrology]

The analysis is given to experience in teaching clinical nephrology to subinterns at a therapeutic chair. The initial knowledge in nephrology assessed in undergraduates proved unsatisfactory. Guidelines are presented for lecturers as well as results of questioning surveys of the students. The students answers showed that individual clinical tasks appeared most difficult for them. The mean score fr home tasks was 3.1, good marks being given in 21% only. Poor knowledge was reported in resolving diagnostic questions, treatment of renal failure, treatment of the kidneys in systemic disorders of the connective tissue. The post-study test control stated considerable gain of relevant knowledge.

Organization--the key for a successful presentation

Organizing a presentation that flows smoothly, logically, and creatively requires extensive preparation. Adequate preparation time gives you an opportunity to receive constructive criticism by having your colleagues critique your speech prior to public presentation. Continuous practice before a "friendly" audience helps to build confidence. Remember, after assessing your audience, knowing when and where your presentation will be given, how your speech will be presented, and attending to the above "tips," your presentation will be a winner.

Mentoring Students in Writing: "Gourmet Express" Versus "Fast Food Service"

Is writing a process or a product? To be an effective and an efficient mentor in the writing process, the answer must be "Both!" The final written manuscript is important, but the process by which the student learns to produce that manuscript is equally important. A graduate student recently remarked to one of the authors: "How did you learn to write? I don't remember anyone ever talking to me before about how to write. Professors seem to feel I should already know how." When writing is thought of as a cognitive process, rather than a static product, the benefits to be gained from coaching this process become evident. Many students are hungry for information about becoming better writers. Too often we offer them the "fast food service" approach, concentrating on the appearance of the final product, rather than the potential benefits to be gained in the preparation of the product. It is by mentoring students in both the process and product aspects of writing that nurse educators can realize the satisfaction of moving away from "fast food service" and investing their energies in the "gourmet express" approach, where the emphasis is not only on helping students learn to write, but also helping them use writing to learn.

[An integrated course in occupational medicine. A proposed teaching program based on the new organization of the degree course in medicine and surgery]

The curriculum of Italian Medical School of the Faculty of Medicine has been recently renewed at a national level. Considering the numerous innovations introduced, a new role has been attributed to the teaching of occupational health, particularly occupational medicine. Occupational Medicine is usually regarded as a part of community medicine and, despite the fact that occupational disease may be in decline in industrially developed countries, the increasing concern regarding environmental pollution related health effects, stress the relevance of the methodologies already formulated within the occupational health disciplines. Of all environmental factors, occupational medicine has contributed largely to the knowledge about the health effects of occupation and its role in the complex problem at work related to today's medical students as a way of introducing the appreciation of worldwide environmental effects and how to measure, monitor and modify them. In this article the content of the occupational health course is revised and according to the principles of modern medical pedagogy, the teaching is divided in primary and secondary objectives and organized to the resolution of real problems. The importance of the relevant evidences of clinical occupational medicine is discussed and their insertion into other clinical disciplines is proposed. The knowledge of distribution, recognition, management and prevention of the major occupational diseases is a final target of the teaching. The introduction of innovative teaching methods such as factory visits, case history discussion or role playing exercises is suggested as an integrated, multidisciplinary approach able to promote the preventive attitude of students. The efficacy of the teaching has to be evaluated with appropriate methods every time, to verify both informative and formative aspects.

[The integration of teaching and care in a teaching institution and in a teaching hospital of Porto Alegre: the experience of a working group]

This study presents the first stage of the work developed by teachers from The School of Nursing of Universidade Federal do Rio Grande do Sul and nurses from Hospital de Clínicas de Porto Alegre in order to elaborate a Project for Teaching-Assistance Integration. The authors explain their experience in a professional group, the methodology used as well the diagnostic of the reality in those Institutions related to teaching, assistance, research and administration.