			Home About us Contact

Learning Needs (learning + need)

Distribution by Scientific Domains

Medical Sciences	70%
Education	17%

Selected Abstracts

Deficient Knowledge Nursing Diagnosis: Identifying the Learning Needs of Patients With Cardiac Disease

INTERNATIONAL JOURNAL OF NURSING TERMINOLOGIES AND CLASSIFICATION, Issue 3 2010
Luzia Elaine Galdeano PhD
Assistência ao paciente; avaliação de processos; conhecimento; doença das coronárias; enfermagem OBJECTIVES., To identify the learning needs of patients with cardiac disease and the aspects of the disease and anesthetic and surgical procedures about which Brazilian patients have the greatest gaps in knowledge. METHODS., Eighty preoperative patients answered a General Evaluation Questionnaire, a Questionnaire to Evaluate Patient Knowledge, and the Mini-Mental State Exam. FINDINGS., Fifty-nine patients had learning needs. More than 50% of the patients were mistaken or unable to answer questions about the disease, and the goals of and type of surgery to be performed and anesthesia to be used. CONCLUSIONS., Most patients had poor performance on the questionnaire that assessed their knowledge about coronary artery disease and its treatment. PRACTICE IMPLICATIONS., This study can contribute to health professionals' assessment of patients' knowledge. OBJETIVOS., Identificar as necessidades de aprendizagem de pacientes com doença cardíaca e os aspectos da doença arterial coronariana e da revascularização do miocárdio do nos quais os pacientes brasileiros apresentam conhecimento deficiente. MÉTODO., Oitenta pacientes responderam o Questionário para avaliação geral, o Questionário para avaliar o conhecimento e o Mini-Exame do Estado Mental. RESULTADOS., Cinqüenta e nove pacientes apresentaram necessidade de aprendizagem. Mais de 50% dos pacientes erraram ou não souberam responder as questões referentes ao nome da doença, aos sinais e sintomas de complicação da doença, aos objetivos e tipo de cirurgia e anestesia. CONCLUSÃO., Muitos pacientes não apresentaram bom desempenho no questionário para medir conhecimento em relação à Doença Arterial Coronária e seu tratamento. IMPLICAÇÕES PRÁTICAS., Este estudo poderá contribuir para a avaliação do conhecimento dos pacientes por profissionais da saúde. [source]

Charity Basket or Revolution: Beliefs, Experiences, and Context in Preservice Teachers' Service Learning

CURRICULUM INQUIRY, Issue 4 2000
David M. Donahue
Given what one observer calls the "vast disparity of definitions that faculty can bring to service learning,from what is basically the charity basket approach to the revolutionary," service learning can varytremendously, from reading to elderly residents of a nursing home to organizing a boycott of a sneaker company. With such diversity before teachers, what influences them in the way they design service learning? How do preservice teachers, for whom so many ideas about teaching are emerging, make such choices? Two case studies suggest that preservice teachers' beliefs, experiences, and the context where they teach play an important role related to if and how they use service learning. Beliefs and experiences are especially important because, although service learning is often presented as supporting apolitical values,empowerment and responsibility, for example,for which broad consensus exists, such values are also ambiguous and open to interpretation. Teacher educators and advocates of service learning need to acknowledge the ambiguous political nature of service and service learning. By doing so, they have an opportunity to make the political context of teaching explicit for preservice teachers. Such education in service learning for new teachers goes beyond "training" in the logistical and technical details of implementing a new pedagogy to thoughtful reflection on the value-laden act of teaching. [source]

Seven issues to consider when designing training curricula

PERFORMANCE IMPROVEMENT, Issue 7 2010
Jennie Phillips MA
Most organizations focus on one-off training solutions to address a single workplace learning need at a single time rather than integrating learning and nonlearning interventions to help staff develop increasingly complex levels of expertise specific to their jobs. Curriculum is a long-term, integrated approach to training in which workers take several related courses over a period of time. This article presents seven design issues that distinguish curriculum design from course design. [source]

Learning Spaces: an ICT-enabled model of future learning in the Knowledge-based Society

EUROPEAN JOURNAL OF EDUCATION, Issue 2 2007
YVES PUNIE
This article presents elements of a future vision of learning in the knowledge-based society which is enabled by ICT. It is not only based on extrapolations from trends and drivers that are shaping learning in Europe but also consists of a holistic attempt to envisage and anticipate future learning needs and requirements in the KBS. The ,learning spaces' vision puts learners at the centre of learning, but, at the same time, conceives learning as a social process. The potential of ICT-enabled learning spaces can only be realised, however, if it is embedded in a social and institutional context that is open to innovation and supported by a favourable policy environment. [source]

Deficient Knowledge Nursing Diagnosis: Identifying the Learning Needs of Patients With Cardiac Disease

Genetics education in the nursing profession: literature review

JOURNAL OF ADVANCED NURSING, Issue 2 2006
Sarah Burke BA MA
Aim., This paper reports a literature review exploring genetics education for nursing professionals. The aim was to contribute to the debate about the future direction of such education. Background., Advances in genetics science and technology have profound implications for health care and the growing importance and relevance of genetics for everyday nursing practice is increasingly recognized. Method., A search was conducted in February 2005 using the CINAHL and Google Scholar databases and the keywords nurse, midwife, health visitor, education and genetics. Papers were included if they were published in English between 1994 and 2005 and included empirical data about genetics education in nursing. In addition, attempts were made to access the grey literature, with requests for information on research, for example, to members of the Association of Genetic Nurses and Counsellors and searches of relevant websites. Findings., Agreement on the relevance of genetics for nursing practice is extensive. Empirical evidence of the learning needs of practitioners highlights widespread deficits in knowledge and skills, and low confidence levels. Provision of nursing education in genetics is patchy and insubstantial across a number of countries, further hampered by lack of strategic development. Significant progress has been made in the identification of learning outcomes for nurses. Research on the delivery of genetics education is limited, but the role of skills-based training, use of clinical scenarios, and importance of assessment have all been identified as factors that can promote learning. Conclusion., Whilst areas of good performance were revealed, many studies identified gaps in professional competence and/or education. New initiatives are underway to support genetics education and its integration into professional practice, but further research is needed on the most effective forms of educational delivery, and an international collaborative approach to this should be considered. [source]

Exploratory factor analysis of the research and development culture index among qualified nurses

JOURNAL OF CLINICAL NURSING, Issue 9 2005
Bill Watson MSc
Aims and objectives., This paper presents the exploratory factor analysis of a rating instrument for assessing the strength of organizational Research and Development (R&D) culture. Background., Despite nursing's limited research capacity, the discipline is capitalising upon opportunities to become involved in research and is making strong progress. Within the context of the debate on nursing research capacity, the R&D Culture Index was developed as a means of appraising R&D culture within health care organizations. Design., Factor analysis was carried out on data collected from 485 nursing staff. The method of extraction was Principal Components Analysis with oblique rotation. Methods., The Index was developed from the findings of qualitative research conducted with NHS staff. Eighteen items, encompassing the main themes from the data, were initially included in the Index. This pilot instrument was distributed to nursing staff within three different types of NHS Trust. Factor analysis resulted in rejection of two items and the analysis was repeated using the remaining 16 items. Results., Three latent factors were extracted accounting for 58·0% of the variance in the data. The factors were: R&D Support, describing the perceived support within the working environment for R&D activity; Personal R&D Skills and Aptitude, describing an individual's perception of their ability towards R&D activity; and Personal R&D Intention, describing an individual's willingness to engage in R&D activity. Each factor had good internal reliability, as did the overall index. Conclusion., The R&D Culture Index provides an efficient means of assessing the strength of an organization's R&D culture in a way that captures the role of the individual practitioner and the organizational environment. Relevance to practice., These findings suggest that the continuing promotion of R&D within health care organizations is dependent upon a multi-faceted approach that addresses the learning needs of the organization as well as those of the individual practitioners. [source]

Perinatal nursing education for single-room maternity care: an evaluation of a competency-based model

JOURNAL OF CLINICAL NURSING, Issue 1 2005
Patricia A Janssen PhD
Aims and objectives., To evaluate the success of a competency-based nursing orientation programme for a single-room maternity care unit by measuring improvement in self-reported competency after six months. Background., Single-room maternity care has challenged obstetrical nurses to provide comprehensive nursing care during all phases of the in-hospital birth experience. In this model, nurses provide intrapartum, postpartum and newborn care in one room. To date, an evaluation of nursing education for single-room maternity care has not been published. Design., A prospective cohort design comparing self-reported competencies prior to starting work in the single-room maternity care and six months after. Methods., Nurses completed a competency-based education programme in which they could select from a menu of learning methods and content areas according to their individual needs. Learning methods included classroom lectures, self-paced learning packages, and preceptorships in the clinical area. Competencies were measured by a standardized perinatal self-efficacy tool and a tool developed by the authors for this study, the Single-Room Maternity Care Competency Tool. A paired analysis was undertaken to take into account the paired (before and after) nature of the design. Results., Scores on the perinatal self-efficacy scale and the single-room maternity care competency tool were improved. These differences were statistically significant. Conclusions., Improvements in perinatal and single-room maternity care-specific competencies suggest that our education programme was successful in preparing nurses for their new role in the single-room maternity care setting. This conclusion is supported by reported increases in nursing and patient satisfaction in the single-room maternity care compared with the traditional labour/delivery and postpartum settings. Relevance to clinical practice., An education programme tailored to the learning needs of experienced clinical nurses contributes to improvements in nursing competencies and patient care. [source]

Nurses' Tobacco-Related Knowledge, Attitudes, and Practice in Four Major Cities in China

JOURNAL OF NURSING SCHOLARSHIP, Issue 1 2007
Sophia S.C. Chan
Purpose: To (a) identify Chinese nurses' tobacco-related knowledge, attitude, and practice (KAP), including perception of competency in smoking-cessation interventions; (b) identify barriers and facilitators to smoking cessation interventions to patients; and (c) assess the learning needs and smoking status of nurses. Design: A cross-sectional survey was conducted in four major cities (Beijing, Shanghai, Guangzhou, and Chongqing) in China from November to December 2003. Methods: 2,888 registered nurses working in hospitals affiliated with five university schools of nursing in these cities were invited to complete a questionnaire. An instrument used to assess tobacco-related KAP in Hong Kong was translated into Chinese and pilot tested to ensure reliability and validity. Findings: 2,179 questionnaires were returned and after exclusion of the grossly incomplete questionnaires, 1,690 were included in the present analysis. Only 2% of participants were current and 1% were former smokers; most had not received training for smoking-cessation interventions as part of their nursing education program. Two-thirds recognized smoking as a leading cause of preventable death and that smoking cessation was the most cost effective intervention, but only a third routinely assisted patients' quit attempts. Nurses who received training reported greater competence in providing smoking-cessation intervention, and more frequent practice of cessation interventions. Conclusions: Chinese nurses had some knowledge about the health effects of tobacco use, but seldom practiced smoking-cessation interventions. Those who had prior training had greater competence and more practice. Including tobacco control, especially smoking cessation, in nursing curricula in China has the potential to save millions of lives. [source]

Emergency Preparedness and Disaster Response Core Competency Set for Perinatal and Neonatal Nurses

JOURNAL OF OBSTETRIC, GYNECOLOGIC & NEONATAL NURSING, Issue 4 2010
Anne M. Jorgensen
ABSTRACT A nationally derived consensus-based core competency set provides perinatal and neonatal nurses a template to guide emergency preparedness and disaster response educational and training activities. Moreover, this consensus-based core competency set allows for the identification and incorporation of measurable objectives that address the learning needs of nurses as well as the unique needs of pregnant women, new mothers, and infants during public health emergencies and disaster events. [source]

Teaching paediatric residents about learning disorders: use of standardised case discussion versus multimedia computer tutorial

MEDICAL EDUCATION, Issue 8 2005
Carolyn Frazer Bridgemohan
Background, We developed a standardised case-based educational exercise on the topic of childhood learning disorders, and a multimedia computerised adaptation of this exercise, as part of a national curriculum project based on the Bright Futures guidelines. Objective, To explore resident perceptions of the facilitated case discussion (FCD) and the computerised tutorial (CT). Design, Quasi-randomised comparison of two educational interventions. Setting, Preclinic teaching conferences at a large urban children's hospital. Participants, A total of 46 paediatric residents years 1,3 assigned to either FCD (n = 21) or CT (n = 25). Interventions, FCD residents met in groups of 8,12 with a trained facilitator for a structured case discussion, while CT residents worked in groups of 2,3 at a computer station linked to an interactive website. Outcome Measures, Participant responses during semistructured focus group interviews. Analysis, Focus group transcripts, field notes and computer logs were analysed simultaneously using qualitative grounded theory methodology. Results, Residents experienced CT as fun, offering flexibility, greater auditory and visual appeal and more opportunities for active learning. FCD allowed greater contact with expert faculty and made the material more relevant to clinical practice. FCD participants emphasised the clinical skills gleaned and stated that the learning experience would change their future patient management. Both groups reported that case discussion was more interactive than computer learning. Median time spent on learning was slightly shorter for the CT group. All groups of learners arrived at the correct final diagnosis. Conclusions, FCD and CT stimulate different types of learning among paediatric residents. Future studies are needed to determine how to integrate these two techniques to meet the learning needs of residents in diverse settings. [source]

Rural education for older adults

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 117 2008
Vivian W. Mott
Meeting the learning needs of older adults in rural areas is a critical and growing concern for adult and continuing education. This chapter addresses learning in a rural context for older adults. [source]

Using Research-Based Practices to Support Students With Diverse Needs in General Education Settings

PSYCHOLOGY IN THE SCHOOLS, Issue 8 2005
Erica S. Lembke
The purposes of this article are to underscore the importance of using research-based practices to support the needs of all learners in general education settings and to provide teachers with strategies for obtaining research-based practices. Students with diverse learning needs require that teachers utilize more effective and efficient practices in their teaching given that many are already behind academically, socially, or both. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 761,763, 2005. [source]

Teaching and evaluating point of care learning with an Internet-based clinical-question portfolio

THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2009
MSc Associate Professor of Medicine, Michael L. Green MD
Abstract Introduction: Diplomates in the American Board of Internal Medicine (ABIM) Maintenance of Certification (MOC) program satisfy the self-evaluation of medical knowledge requirement by completing open-book multiple-choice exams. However, this method remains unlikely to affect practice change and often covers content areas not relevant to diplomates' practices. We developed and evaluated an Internet-based point of care (POC) learning portfolio to serve as an alternative. Methods: Participants enter information about their clinical questions, including characteristics, information pursuit, application, and practice change. After documenting 20 questions, they reflect upon a summary report and write commitment-to-change statements about their learning strategies. They can link to help screens and medical information resources. We report on the beta test evaluation of the module, completed by 23 internists and 4 internal medicine residents. Results: Participants found the instructions clear and navigated the module without difficulty. The majority preferred the POC portfolio to multiple-choice examinations, citing greater relevance to their practice, guidance in expanding their palette of information resources, opportunity to reflect on their learning needs, and "credit" for self-directed learning related to their patients. Participants entered a total of 543 clinical questions, of which 250 (46%) resulted in a planned practice change. After completing the module, 14 of 27 (52%) participants committed to at least 1 change in their POC learning strategies. Discussion: Internists found the portfolio valuable, preferred it to multiple-choice examinations, often changed their practice after pursuing clinical questions, and productively reflected on their learning strategies. The ABIM will offer this portfolio as an elective option in MOC. [source]

Evaluating provider prescribing practices for the treatment of tuberculosis in Virginia, 1995 to 1998: An assessment of educational need

THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 3 2000
Nicole L. Richardson BA
Abstract Background: Although the use of epidemiologic studies to demonstrate learning needs appears to be infrequent, this study addressed the discrepancies in the prescribing practices for the initial treatment of tuberculosis in Virginia between public and private clinicians, comparing them with the treatment regimens recommended by the Centers for Disease Control and Prevention and the American Thoracic Society (CDC-ATS). Methods: Data examined were the 1995 to 1998 reported cases of tuberculosis within the Commonwealth of Virginia. The study population consisted of 770 laboratory-confirmed tuberculosis cases, living in Virginia, whose isolates were tested for isoniazid susceptibility and were prescribed an initial drug regimen. Prevalence rates, prevalence odds ratios, and logistic regression were used to determine the estimated risk for receipt of the CDC-ATS treatment regimen. Results: Of the 770 cases, 28.7% did not receive the CDC-ATS recommended drug regimen. Prevalence rates and odds for not receiving the recommended regimen were highest among persons of United States origin, Caucasians, females, persons under age 15, and persons from the southwest region of Virginia. Logistic regression indicated a slight increase in the estimated risk of not receiving the CDC-ATS regimen from a private physician (OR: 1.40; CI: 0.97, 2.04) when compared to a public physician. Findings: Private tuberculosis care providers were less compliant with CDC-ATS guidelines than public tuberculosis care providers. Because providers did not follow the recommended treatment guidelines universally, it is advised that all tuberculosis care providers in Virginia would benefit from increased education regarding adequate treatment regimens for tuberculosis and the prevention of multidrug-resistant tuberculosis. [source]

Do the learning needs of rural and urban general practitioners differ?

AUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 6 2005
James A. Allan
Abstract Introduction:,The challenges of rural general practice have given rise to a separate rural training stream and a separate rural professional body. The differences are characterised by the nature of the work undertaken by rural GPs and reflected in the continuing medical education topic choices made when surveyed. Methods:,In 2001 a survey was designed and distributed by the Royal Australian College of General Practitioners and Divisions of General Practice in South Australia and Northern Territory. The survey utilised a list of 104 topics. The topic choices of rural and urban GPs were compared. Results:,The survey was distributed to approximately 1762 GPs and yielded 578 responses (33%). Rural GPs were more likely to select the following topics: Anaesthetics, Aboriginal Torres Strait Islander health, Population Health, Renal medicine, Cardiology, Teaching skills, Obstetrics, Neonates, Arrhythmias, Fracture management, Tropical medicine and Therapeutics. Urban GPs were more likely to select Menopause, Travel medicine and Palliative care (P < 0.05). Discussion:,Many of the areas of difference reflected aspects of rural general practice. There were also many similarities in topic choices between these two groups. [source]

A self-directed fieldwork program to provide alternative occupational health placements for undergraduate occupational therapy students

AUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 2 2004
Carole James
Second-year students of undergraduate occupational therapy at the University of Newcastle, NSW, undertake a fieldwork placement in occupational health. However, sufficient placements are not always available. A new fieldwork program attempts to meet this need. Three groups of students conducted risk assessments throughout the academic year, with generally positive results. Students enjoyed the self-directed nature of the placement and the opportunity to learn generic and occupational health related skills. Although there were some limitations to the program, we believe that fieldwork placements met the learning needs of second-year students and offered them an excellent opportunity to gain practical experience related to occupational health practice in prevention. [source]