With the third wave of COVID-19 once again gripping the country, care home staff are under increa... more With the third wave of COVID-19 once again gripping the country, care home staff are under increasing pressure. Karen Hayes and Gail Beckett outline the introduction of a personal protective equipment buddy system that was well received by those working in a care home environment in their locality.
INTRODUCTION I want to thank the Awards Committee and Education Section for this tremendous honor... more INTRODUCTION I want to thank the Awards Committee and Education Section for this tremendous honor. I am truly humbled to have been recognized in this way. And I want to thank Polly's family for establishing this lectureship. I knew Polly only a little, but I respected her wisdom a lot. When I was informed of this lectureship, I was told to talk about anything I wanted related to professional education, so I decided that I would like to be a bit heretical. Early in my research career, I published papers that challenged some of our cherished clinical beliefs. Today, I would like to reflect a bit on some of our cherished educational beliefs. For some time, I have been struggling with the popular concept of student-centered learning and whether an inaccurate understanding of such a model could actually encourage inappropriate student behavior. This lectureship offers me an opportunity to try to get those thoughts to coalesce and to talk about some of the challenges our educational methods pose as we prepare our future colleagues. Let me say at the start that I do not mean to disavow student-centered learning, which is well supported by research. GOALS FOR STUDENT LEARNING Based on APTAs Core Values,1 Vision 2020,2 and the Generic Abilities,3 1 think we would agree that our goals for our students include some of those listed in Table 1, which is not an exhaustive list. We all want our students to develop the background knowledge and skills to be scholarly practitioners. We want them to use the best evidence available to strive to achieve the most positive patient outcomes.4 We want them to be prepared for lifelong learning and professional development.5 In addition, we want them to understand the culture of the profession and practice in a manner that upholds it. As part of the professional culture, we expect certain professional behaviors1,5,6 that reflect the core values of our profession1 as well as respectful interaction with others,6 critical thinking,5 critical self reflection,7,8 and personal balance.5 These goals will be difficult to achieve if students are not exposed to learning environments in which they have the opportunity and latitude to develop them. The studentcentered learning model is a popular effort to provide such a learning environment. This model is somewhat broader than student-directed learning or student-regulated learning, which I believe are included within student-centered learning. So, although there are some differences between these various models, I will refer to the more global model as student-centered learning. DEFINITION OF STUDENT-CENTERED LEARNING Beginning with the learning theory behind student-centered learning, constructivism9 is learner-centered, and, according to Baviskar and colleagues,10 there are 4 essential elements. First, knowledge is constructed based on existing mental models or prior knowledge. Second, these existing mental models are challenged by new information that creates a cognitive dissonance and stimulates learners to construct new mental models.10 The new knowledge is connected in the brain to the existing knowledge, not simply stored.11 The third element is that the new learning must then be applied, with feedback If students do not actually use information, they cannot remember it They learn to use information by trying to solve problems about which they care.11 Finally, there must be reflection on the learning process.10 Student-centered learning as a curricular model has grown out of constructivism. There are many definitions of student-centered learning, but they all have some common themes. First, it is learner-centered, as distinguished from teacher-centered. In teacher-centered models, the teacher is the sage on the stage, and student learning is assumed. Teachers have no sense of variation among students. Student failures are attributed to lack of motivation, attention, or ability.12 In contrast, in student-centered learning, it is the responsibility of the student to learn. …
Thk study examined whether pbysical therapists understand the meaning of m asurement error and wh... more Thk study examined whether pbysical therapists understand the meaning of m asurement error and whether information about measurement error affects their decisions. One of four versions of two physical therapy problems was mailed to 500 randomly selected pbysical therapists. Therapkts were asked to define reliability and m r of measurement, to estimate the m r of measurement of two assessments, and to make decisions about an internention based on spectjic measurements. Thty were also asked to rate their confidence in those decisiw. Problems varied on the presence or absence of measurement information and on the dtffience between an observed measurement and a criterion measurement against which the o b m e d measurement must be compared to make a decision. The response rate was 62%; resrespondents represented a typical profile of practicing physical therapists. The therap& u~o o d reliability, but they did not correctly describe the relationship between reliability and m r of measurement. Their estimates of the error of measurement of the two assessments were reasonable for only one procedure. The presence or absence of measurement information and dtfference between obsetved and criterion measurements affected their conjidence, albeit inappropiately, in only one problem. Confidence was not affected by the therap&sf level of apenpenence, type of reading, formal study, or degree earned. Therapists responded to the two problems dtfferently. The problems involved dtfferent measures, roles, utilities, and structures. The process of decision making does not generalize to all decision types. Measurement principles and strategies of use in decision making must be emphasized in pbysical therapy curricula so that pbysical therapkts can com'der the quality of their assessment data in making clinical deckions. [Hayes KW. l h effect of awareness of measurement m r o n pbysical thaapists' confdence in their deckions.
To the Editor: We were delighted to see Watts's recent paper on decision analysis ( Physical ... more To the Editor: We were delighted to see Watts's recent paper on decision analysis ( Physical Therapy , July 1989, pages 569–576) because we agree with Watts that this procedure is a useful one for difficult decisions. It requires practitioners to examine their beliefs and experiences and the research literature in a systematic way. Thus, it can be useful to clarify thinking and promote scientific practice. The way Watts has presented decision analysis, however, includes some errors that we feel should be corrected. The first error relates to the general structure of a tree. Watts states that “choice points and chance points alternate with each other as time progresses…” (page 571). Alternation is not necessarily the case, as can easily be seen in postsurgical situations. If a patient opts for surgery (as opposed to some other treatment), he can survive or die (chance).… [ ARTICLE][1] [1]: /lookup/volpage/69/569?iss=7
We explored the construct validity and test-retest reliability of the passive motion component of... more We explored the construct validity and test-retest reliability of the passive motion component of the Cyriax soft tissue diagnosis system. We compared the hypothesized and actual patterns of restriction, end-feel, and pain/resistance sequence (P/RS) of 79 subjects with osteoarthritis (OA) of the knee and examined associations among these indicators of dysfunction and related constructs of joint motion, pain intensity, and chronicity. Subjects had a mean age of 68.5 years (SD = 13.3, range = 28-95), knee stiffness for an average of 83.6 months (SD = 122.4, range = 1-612), knee pain averaging 5.6 cm (SD = 3.1, range = 0-10) on a 10-cm visual analogue scale, and at least a 10-degree limitation in passive range of motion (ROM) of the knee. Passive ROM (goniometry, n = 79), end-feel (n = 79), and P/RS during end-feel testing (n = 62) were assessed for extension and flexion on three occasions by one of four experienced physical therapists. Test-retest reliability was estimated for the 2-month period between the last two occasions. Consistent with hypotheses based on Cyriax's assertions about patients with OA, most subjects had capsular end-feels for extension; subjects with tissue approximation end-feels for flexion had more flexion ROM than did subjects with capsular end-feels, and the P/RS was significantly correlated with pain intensity (rho = .35, extension; rho = .30, flexion). Contrary to hypotheses based on Cyriax's assertions, most subjects had noncapsular patterns, tissue approximation end-feels for flexion, and what Cyriax called pain synchronous with resistance for both motions. Pain intensity did not differ depending on end-feel. The P/RS was not correlated with chronicity (rho = .03, extension; rho = .01, flexion). Reliability, as analyzed by intraclass correlation coefficients (ICC[3,1]) and Cohen's kappa coefficients, was acceptable (> or = .80) or nearly acceptable for ROM (ICC = .71-.86, extension; ICC = .95-.99, flexion) but not for end-feel (kappa = .17, extension; kappa = .48, flexion) and P/RS (kappa = .36, extension; kappa = .34, flexion). The use of a quantitative definition of the capsular pattern, end-feels, and P/RS as indicators of knee OA should be reexamined. The validity of the P/RS as representing chronicity and the reliability of end-feel and the P/RS are questionable. More study of the soft tissue diagnosis system is indicated.
In two phases, this study examined age-related changes in children's knowledge about two familiar... more In two phases, this study examined age-related changes in children's knowledge about two familiar domains and how these domains are organized in permanent memory. Forty 5-year-olds and 40 7-year-olds from a small academic community generated exemplars from the animal and cartoon character domains and provided information about sets of animals and cartoon characters. It was found that the production of exemplars increased with age, and children tended to report more animals than cartoons. Interpretations of clusters evident in children's protocols were similar for each age and reflected prior knowledge. The production of information also increased with age, and varied according to type of information an4 domain. It was concluded that the findings provide evidence of age changes in knowledge and serve as a critical base for future examinations of the influence of prior knowledge on memory.
This study examined faculty and student perceptions of the ethical climate of a College of Educat... more This study examined faculty and student perceptions of the ethical climate of a College of Education within a midwestern metropolitan university and its perceived importance in the retention of students within undergraduate academic programs. The Undergraduate Ethical Climate Index was used to survey 281 undergraduate students and 37 faculty members within three academic programs in the College of Education. Faculty members rated faculty to student interactions and relationships significantly more positive than students. Both faculty members and students perceived the ethical climate to be an important to very important factor in the retention of students within undergraduate academic programs. Based on the results, recommendations were made for enhancing the ethical climate of undergraduate academic programs. ********** A humane learning environment, which is characterized by a positive ethical climate, enhances undergraduate student retention (Heverly, 1999; Hyman, 1995; Volkwein & Carbone, 1994) and moral development (Jennings, Nelson, & Patens, 1996). Undergraduate students grow morally during their years at a university (Jennings et al., 1996). The direction of this growth is influenced by the intellectual and social environment of the institution: Yet, there is a lack of empirical data about a university's ethical climate and behavior (Counelis, 1993). The assessment of the ethical climate would enable university personnel to pinpoint areas that need improvement and focus activities in those areas to enhance the institution's ethical climate and undergraduate student development and retention. This study examined faculty and student perceptions of the ethical climate of a College of Education within a midwestern metropolitan university and its perceived importance in the retention of students within undergraduate academic programs. Ultimately, faculty members and students are responsible for establishing a humane learning environment (Banning, 1997; Brown, 1985; Heverly, 1999: Hyman, 1995; Linksz, 1990; Wilcox & Ebbs, 1992). In Heverly's (1999) study, returning students gave significantly more positive responses than non-returning students to the following items: "college advisors are helpful, my instructors show respect for me as an individual, and my instructors seem concerned with my success" (p. 8). To assess the ethical climate of undergraduate academic programs, this study examined faculty to student, student to faculty, and student to student interactions and relationships through the application of five ethical principles (Brown & Krager, 1985). The ethical principles include respect for autonomy or respecting the right of an individual to act independently, nonmaleficence or doing no harm to others, beneficence or benefiting others, justice or treating others fairly, and fidelity or being loyal and trustworthy (Kitchener, 1984, 1985). The research questions posed by this study included: 1. What are undergraduate faculty and student perceptions of the ethical climate in a College of Education within a midwestern metropolitan university? 2. Is there a difference between undergraduate faculty and student perceptions of the ethical climate within academic programs? 3. Is there a difference between undergraduate faculty and student perceptions of the importance of the ethical climate in the retention of students within academic programs? Method The methods used in this study represent a replication of the methods used in a previous study conducted with graduate students and faculty members at the same university (Schulte, in press). Thus, some of the information contained in the method section of this study is also found in the previous article by Schulte (in press). Design and Subjects The study used a survey procedure to collect information from undergraduate students and faculty members at a midwestern metropolitan university. …
The purpose of this study was to determine 1) individual student achievement, 2) teacher mobility... more The purpose of this study was to determine 1) individual student achievement, 2) teacher mobility rates, 3) perceptions of safety at school, and 4) student enrollment patterns, over time, in two recently renovated, same city, urban, No Child Left Behind compliant, Title I elementary school buildings located in close proximity neighborhoods one with improving the other with declining economic conditions. Achievement results indicated that fifth-grade students (n = 18) who attended a renovated school second-grade through fifth-grade in a neighborhood with improving economic conditions compared to fifth-grade students (n = 15) who attended a renovated school second-grade through fifth-grade in a neighborhood with declining economic conditions had statistically greater high stakes Reading Total and Math Total but not Language Total achievement test score improvement frequencies over time and statistically greater posttest-posttest Normal Curve Equivalent high stakes achievement test score comparisons for Reading Total, Math Total, and Language Total. Differing neighborhood economic conditions had no statistical effect on reported teacher, student, and parent perceptions of school safety or teacher mobility rates, however, enrollment in the renovated school in the neighborhood with declining economic conditions dropped significantly. We conclude that declining neighborhood economic conditions trumped hoped for school renovation renewal benefit. School closing policy and student open enrollment transfer options are discussed.
Objective: This project incorporated an electronic tracking system to improve diabetic outcomes a... more Objective: This project incorporated an electronic tracking system to improve diabetic outcomes and patient self-management in one rural health clinic. Methods: Chronic Disease Electronic Management System (CDEMS) is a database application that is organized into three program modules: (1) data entry, (2) reports, and (3) data storage for individual and clinic data. In this project the CDEMS system was used for diabetic patient care by addressing four of the six essential elements of the Chronic Care Model (Bodenheimer et al.) as a concrete guide to improve practice: Ø Delivery System – a summary progress note of the current state of diabetic care was printed upon arrival of the patient. Data from the current visit were entered into the system following the visit. Ø Decision Support – CDEMS progress note displayed all medical conditions, medications, services, and laboratory work. This served as a reminder for providers during the clinic visit. Ø Self-Management – CDEMS generated a v...
I began teaching first-year composition in the fall of 1990 as a new convert. For the first time,... more I began teaching first-year composition in the fall of 1990 as a new convert. For the first time, I had begun to understand the concept of "difference" in the classroom as something to be promoted, rather than suppressed or politely ignored. For many writing teachers, this is a ...
Clinical excellence for nurse practitioners : the international journal of NPACE, 2000
The nurse practitioner is responsible for providing the patient and family with understandable wr... more The nurse practitioner is responsible for providing the patient and family with understandable written information before discharge from the emergency department (ED) following an acute event. Patients are more likely to adhere to their treatment regimen and follow-up if they have a clear understanding of their instructions. Patients cannot correctly interpret information they cannot read. This study describes the ability of two age groups of rural ED patients or caregivers to read health information. The literacy level of 91 younger adults and 104 elderly adults from three rural hospitals was assessed at discharge with the Rapid Estimate of Adult Literacy in Medicine (REALM). While there was no difference in the REALM scores (t = 0.608) of the two age groups, there was a significant difference in the education levels. The REALM scores placed the reading level of the sample at between seventh and eighth grade. The preprinted discharge instruction forms used by the three rural hospit...
UMI. ProQuest® Dissertations & Theses The world's most comprehensive collection of dissertati... more UMI. ProQuest® Dissertations & Theses The world's most comprehensive collection of dissertations and theses. Learn more... ProQuest. Accuracy of the TeacherInsight Online Perceiver Tool in Determining the Effectiveness ...
Patient adherence to immunosuppressive medications adherence is crucial to survival of the patien... more Patient adherence to immunosuppressive medications adherence is crucial to survival of the patient and a transplanted kidney, yet adherence is variable. Using a prospective, descriptive design, immunosuppressive medication adherence of 44 renal transplant recipients was followed for 6 months at a Midwestern transplant center using electronic monitoring. Four medication adherence patterns emerged from a hierarchical cluster analysis: those who took medications on time, those who took medications on time with late/missed doses, those who rarely took medications on time and who were late with morning and/or evening doses, and those who missed doses. This study is a step toward developing and implementing interventions targeted to specific patterns of poor adherence.
Journal of the American Academy of Nurse Practitioners, 2005
The purpose of this study was twofold: (a) to examine the effectiveness of two interactive online... more The purpose of this study was twofold: (a) to examine the effectiveness of two interactive online learning modules for advanced practice nurses (APNs) and (b) to examine the participants' demographic characteristics and their perceptions of the strengths and weaknesses of online learning. A purposive sample of 73 registered nurses and APNs enrolled in graduate study or continuing education completed an online learning course. These participants were pretested and post-tested using a knowledge test developed by the authors. Participants were also surveyed for demographic characteristics and perceptions toward online learning. The findings of this study support case-based online learning as a successful method in the education of APNs. The evaluation of the online modules and the enthusiasm from students indicated success of this teaching/learning method. The majority of learners responded positively toward the online method of learning and included comments that indicated they enjoyed learning using this method, would like to have the site available at their practice locations for reference, and would like to have other courses designed and delivered in this manner. IMPLICATIONS FOR PRACTICE AND EDUCATION: The effectiveness and quality of the online instruction ultimately matter most to student satisfaction in online courses. The future of online education is dependent on well-structured, interactive, and substantive programs. Educators are challenged to continually assess and evaluate the changing learning needs of APNs.
Page 1. The Journal of Social Psychology, 1980, 110, 203-210. THE PSYCHOLOGICAL IMPACT OF NAMES* ... more Page 1. The Journal of Social Psychology, 1980, 110, 203-210. THE PSYCHOLOGICAL IMPACT OF NAMES* Guilford College and Wesleyan University RICHARD L. ZWEIGENHAFT, KAREN N. HAYES, AND c. HESS HAAGEN ...
The 'Picture Gramophone' multimedia program and the Editor for making individual Picture Gramopho... more The 'Picture Gramophone' multimedia program and the Editor for making individual Picture Gramophones ... 3. Design of the assessment studies in four countries: procedure and data collection.
With the third wave of COVID-19 once again gripping the country, care home staff are under increa... more With the third wave of COVID-19 once again gripping the country, care home staff are under increasing pressure. Karen Hayes and Gail Beckett outline the introduction of a personal protective equipment buddy system that was well received by those working in a care home environment in their locality.
INTRODUCTION I want to thank the Awards Committee and Education Section for this tremendous honor... more INTRODUCTION I want to thank the Awards Committee and Education Section for this tremendous honor. I am truly humbled to have been recognized in this way. And I want to thank Polly's family for establishing this lectureship. I knew Polly only a little, but I respected her wisdom a lot. When I was informed of this lectureship, I was told to talk about anything I wanted related to professional education, so I decided that I would like to be a bit heretical. Early in my research career, I published papers that challenged some of our cherished clinical beliefs. Today, I would like to reflect a bit on some of our cherished educational beliefs. For some time, I have been struggling with the popular concept of student-centered learning and whether an inaccurate understanding of such a model could actually encourage inappropriate student behavior. This lectureship offers me an opportunity to try to get those thoughts to coalesce and to talk about some of the challenges our educational methods pose as we prepare our future colleagues. Let me say at the start that I do not mean to disavow student-centered learning, which is well supported by research. GOALS FOR STUDENT LEARNING Based on APTAs Core Values,1 Vision 2020,2 and the Generic Abilities,3 1 think we would agree that our goals for our students include some of those listed in Table 1, which is not an exhaustive list. We all want our students to develop the background knowledge and skills to be scholarly practitioners. We want them to use the best evidence available to strive to achieve the most positive patient outcomes.4 We want them to be prepared for lifelong learning and professional development.5 In addition, we want them to understand the culture of the profession and practice in a manner that upholds it. As part of the professional culture, we expect certain professional behaviors1,5,6 that reflect the core values of our profession1 as well as respectful interaction with others,6 critical thinking,5 critical self reflection,7,8 and personal balance.5 These goals will be difficult to achieve if students are not exposed to learning environments in which they have the opportunity and latitude to develop them. The studentcentered learning model is a popular effort to provide such a learning environment. This model is somewhat broader than student-directed learning or student-regulated learning, which I believe are included within student-centered learning. So, although there are some differences between these various models, I will refer to the more global model as student-centered learning. DEFINITION OF STUDENT-CENTERED LEARNING Beginning with the learning theory behind student-centered learning, constructivism9 is learner-centered, and, according to Baviskar and colleagues,10 there are 4 essential elements. First, knowledge is constructed based on existing mental models or prior knowledge. Second, these existing mental models are challenged by new information that creates a cognitive dissonance and stimulates learners to construct new mental models.10 The new knowledge is connected in the brain to the existing knowledge, not simply stored.11 The third element is that the new learning must then be applied, with feedback If students do not actually use information, they cannot remember it They learn to use information by trying to solve problems about which they care.11 Finally, there must be reflection on the learning process.10 Student-centered learning as a curricular model has grown out of constructivism. There are many definitions of student-centered learning, but they all have some common themes. First, it is learner-centered, as distinguished from teacher-centered. In teacher-centered models, the teacher is the sage on the stage, and student learning is assumed. Teachers have no sense of variation among students. Student failures are attributed to lack of motivation, attention, or ability.12 In contrast, in student-centered learning, it is the responsibility of the student to learn. …
Thk study examined whether pbysical therapists understand the meaning of m asurement error and wh... more Thk study examined whether pbysical therapists understand the meaning of m asurement error and whether information about measurement error affects their decisions. One of four versions of two physical therapy problems was mailed to 500 randomly selected pbysical therapists. Therapkts were asked to define reliability and m r of measurement, to estimate the m r of measurement of two assessments, and to make decisions about an internention based on spectjic measurements. Thty were also asked to rate their confidence in those decisiw. Problems varied on the presence or absence of measurement information and on the dtffience between an observed measurement and a criterion measurement against which the o b m e d measurement must be compared to make a decision. The response rate was 62%; resrespondents represented a typical profile of practicing physical therapists. The therap& u~o o d reliability, but they did not correctly describe the relationship between reliability and m r of measurement. Their estimates of the error of measurement of the two assessments were reasonable for only one procedure. The presence or absence of measurement information and dtfference between obsetved and criterion measurements affected their conjidence, albeit inappropiately, in only one problem. Confidence was not affected by the therap&sf level of apenpenence, type of reading, formal study, or degree earned. Therapists responded to the two problems dtfferently. The problems involved dtfferent measures, roles, utilities, and structures. The process of decision making does not generalize to all decision types. Measurement principles and strategies of use in decision making must be emphasized in pbysical therapy curricula so that pbysical therapkts can com'der the quality of their assessment data in making clinical deckions. [Hayes KW. l h effect of awareness of measurement m r o n pbysical thaapists' confdence in their deckions.
To the Editor: We were delighted to see Watts's recent paper on decision analysis ( Physical ... more To the Editor: We were delighted to see Watts's recent paper on decision analysis ( Physical Therapy , July 1989, pages 569–576) because we agree with Watts that this procedure is a useful one for difficult decisions. It requires practitioners to examine their beliefs and experiences and the research literature in a systematic way. Thus, it can be useful to clarify thinking and promote scientific practice. The way Watts has presented decision analysis, however, includes some errors that we feel should be corrected. The first error relates to the general structure of a tree. Watts states that “choice points and chance points alternate with each other as time progresses…” (page 571). Alternation is not necessarily the case, as can easily be seen in postsurgical situations. If a patient opts for surgery (as opposed to some other treatment), he can survive or die (chance).… [ ARTICLE][1] [1]: /lookup/volpage/69/569?iss=7
We explored the construct validity and test-retest reliability of the passive motion component of... more We explored the construct validity and test-retest reliability of the passive motion component of the Cyriax soft tissue diagnosis system. We compared the hypothesized and actual patterns of restriction, end-feel, and pain/resistance sequence (P/RS) of 79 subjects with osteoarthritis (OA) of the knee and examined associations among these indicators of dysfunction and related constructs of joint motion, pain intensity, and chronicity. Subjects had a mean age of 68.5 years (SD = 13.3, range = 28-95), knee stiffness for an average of 83.6 months (SD = 122.4, range = 1-612), knee pain averaging 5.6 cm (SD = 3.1, range = 0-10) on a 10-cm visual analogue scale, and at least a 10-degree limitation in passive range of motion (ROM) of the knee. Passive ROM (goniometry, n = 79), end-feel (n = 79), and P/RS during end-feel testing (n = 62) were assessed for extension and flexion on three occasions by one of four experienced physical therapists. Test-retest reliability was estimated for the 2-month period between the last two occasions. Consistent with hypotheses based on Cyriax's assertions about patients with OA, most subjects had capsular end-feels for extension; subjects with tissue approximation end-feels for flexion had more flexion ROM than did subjects with capsular end-feels, and the P/RS was significantly correlated with pain intensity (rho = .35, extension; rho = .30, flexion). Contrary to hypotheses based on Cyriax's assertions, most subjects had noncapsular patterns, tissue approximation end-feels for flexion, and what Cyriax called pain synchronous with resistance for both motions. Pain intensity did not differ depending on end-feel. The P/RS was not correlated with chronicity (rho = .03, extension; rho = .01, flexion). Reliability, as analyzed by intraclass correlation coefficients (ICC[3,1]) and Cohen's kappa coefficients, was acceptable (> or = .80) or nearly acceptable for ROM (ICC = .71-.86, extension; ICC = .95-.99, flexion) but not for end-feel (kappa = .17, extension; kappa = .48, flexion) and P/RS (kappa = .36, extension; kappa = .34, flexion). The use of a quantitative definition of the capsular pattern, end-feels, and P/RS as indicators of knee OA should be reexamined. The validity of the P/RS as representing chronicity and the reliability of end-feel and the P/RS are questionable. More study of the soft tissue diagnosis system is indicated.
In two phases, this study examined age-related changes in children's knowledge about two familiar... more In two phases, this study examined age-related changes in children's knowledge about two familiar domains and how these domains are organized in permanent memory. Forty 5-year-olds and 40 7-year-olds from a small academic community generated exemplars from the animal and cartoon character domains and provided information about sets of animals and cartoon characters. It was found that the production of exemplars increased with age, and children tended to report more animals than cartoons. Interpretations of clusters evident in children's protocols were similar for each age and reflected prior knowledge. The production of information also increased with age, and varied according to type of information an4 domain. It was concluded that the findings provide evidence of age changes in knowledge and serve as a critical base for future examinations of the influence of prior knowledge on memory.
This study examined faculty and student perceptions of the ethical climate of a College of Educat... more This study examined faculty and student perceptions of the ethical climate of a College of Education within a midwestern metropolitan university and its perceived importance in the retention of students within undergraduate academic programs. The Undergraduate Ethical Climate Index was used to survey 281 undergraduate students and 37 faculty members within three academic programs in the College of Education. Faculty members rated faculty to student interactions and relationships significantly more positive than students. Both faculty members and students perceived the ethical climate to be an important to very important factor in the retention of students within undergraduate academic programs. Based on the results, recommendations were made for enhancing the ethical climate of undergraduate academic programs. ********** A humane learning environment, which is characterized by a positive ethical climate, enhances undergraduate student retention (Heverly, 1999; Hyman, 1995; Volkwein & Carbone, 1994) and moral development (Jennings, Nelson, & Patens, 1996). Undergraduate students grow morally during their years at a university (Jennings et al., 1996). The direction of this growth is influenced by the intellectual and social environment of the institution: Yet, there is a lack of empirical data about a university's ethical climate and behavior (Counelis, 1993). The assessment of the ethical climate would enable university personnel to pinpoint areas that need improvement and focus activities in those areas to enhance the institution's ethical climate and undergraduate student development and retention. This study examined faculty and student perceptions of the ethical climate of a College of Education within a midwestern metropolitan university and its perceived importance in the retention of students within undergraduate academic programs. Ultimately, faculty members and students are responsible for establishing a humane learning environment (Banning, 1997; Brown, 1985; Heverly, 1999: Hyman, 1995; Linksz, 1990; Wilcox & Ebbs, 1992). In Heverly's (1999) study, returning students gave significantly more positive responses than non-returning students to the following items: "college advisors are helpful, my instructors show respect for me as an individual, and my instructors seem concerned with my success" (p. 8). To assess the ethical climate of undergraduate academic programs, this study examined faculty to student, student to faculty, and student to student interactions and relationships through the application of five ethical principles (Brown & Krager, 1985). The ethical principles include respect for autonomy or respecting the right of an individual to act independently, nonmaleficence or doing no harm to others, beneficence or benefiting others, justice or treating others fairly, and fidelity or being loyal and trustworthy (Kitchener, 1984, 1985). The research questions posed by this study included: 1. What are undergraduate faculty and student perceptions of the ethical climate in a College of Education within a midwestern metropolitan university? 2. Is there a difference between undergraduate faculty and student perceptions of the ethical climate within academic programs? 3. Is there a difference between undergraduate faculty and student perceptions of the importance of the ethical climate in the retention of students within academic programs? Method The methods used in this study represent a replication of the methods used in a previous study conducted with graduate students and faculty members at the same university (Schulte, in press). Thus, some of the information contained in the method section of this study is also found in the previous article by Schulte (in press). Design and Subjects The study used a survey procedure to collect information from undergraduate students and faculty members at a midwestern metropolitan university. …
The purpose of this study was to determine 1) individual student achievement, 2) teacher mobility... more The purpose of this study was to determine 1) individual student achievement, 2) teacher mobility rates, 3) perceptions of safety at school, and 4) student enrollment patterns, over time, in two recently renovated, same city, urban, No Child Left Behind compliant, Title I elementary school buildings located in close proximity neighborhoods one with improving the other with declining economic conditions. Achievement results indicated that fifth-grade students (n = 18) who attended a renovated school second-grade through fifth-grade in a neighborhood with improving economic conditions compared to fifth-grade students (n = 15) who attended a renovated school second-grade through fifth-grade in a neighborhood with declining economic conditions had statistically greater high stakes Reading Total and Math Total but not Language Total achievement test score improvement frequencies over time and statistically greater posttest-posttest Normal Curve Equivalent high stakes achievement test score comparisons for Reading Total, Math Total, and Language Total. Differing neighborhood economic conditions had no statistical effect on reported teacher, student, and parent perceptions of school safety or teacher mobility rates, however, enrollment in the renovated school in the neighborhood with declining economic conditions dropped significantly. We conclude that declining neighborhood economic conditions trumped hoped for school renovation renewal benefit. School closing policy and student open enrollment transfer options are discussed.
Objective: This project incorporated an electronic tracking system to improve diabetic outcomes a... more Objective: This project incorporated an electronic tracking system to improve diabetic outcomes and patient self-management in one rural health clinic. Methods: Chronic Disease Electronic Management System (CDEMS) is a database application that is organized into three program modules: (1) data entry, (2) reports, and (3) data storage for individual and clinic data. In this project the CDEMS system was used for diabetic patient care by addressing four of the six essential elements of the Chronic Care Model (Bodenheimer et al.) as a concrete guide to improve practice: Ø Delivery System – a summary progress note of the current state of diabetic care was printed upon arrival of the patient. Data from the current visit were entered into the system following the visit. Ø Decision Support – CDEMS progress note displayed all medical conditions, medications, services, and laboratory work. This served as a reminder for providers during the clinic visit. Ø Self-Management – CDEMS generated a v...
I began teaching first-year composition in the fall of 1990 as a new convert. For the first time,... more I began teaching first-year composition in the fall of 1990 as a new convert. For the first time, I had begun to understand the concept of "difference" in the classroom as something to be promoted, rather than suppressed or politely ignored. For many writing teachers, this is a ...
Clinical excellence for nurse practitioners : the international journal of NPACE, 2000
The nurse practitioner is responsible for providing the patient and family with understandable wr... more The nurse practitioner is responsible for providing the patient and family with understandable written information before discharge from the emergency department (ED) following an acute event. Patients are more likely to adhere to their treatment regimen and follow-up if they have a clear understanding of their instructions. Patients cannot correctly interpret information they cannot read. This study describes the ability of two age groups of rural ED patients or caregivers to read health information. The literacy level of 91 younger adults and 104 elderly adults from three rural hospitals was assessed at discharge with the Rapid Estimate of Adult Literacy in Medicine (REALM). While there was no difference in the REALM scores (t = 0.608) of the two age groups, there was a significant difference in the education levels. The REALM scores placed the reading level of the sample at between seventh and eighth grade. The preprinted discharge instruction forms used by the three rural hospit...
UMI. ProQuest® Dissertations & Theses The world's most comprehensive collection of dissertati... more UMI. ProQuest® Dissertations & Theses The world's most comprehensive collection of dissertations and theses. Learn more... ProQuest. Accuracy of the TeacherInsight Online Perceiver Tool in Determining the Effectiveness ...
Patient adherence to immunosuppressive medications adherence is crucial to survival of the patien... more Patient adherence to immunosuppressive medications adherence is crucial to survival of the patient and a transplanted kidney, yet adherence is variable. Using a prospective, descriptive design, immunosuppressive medication adherence of 44 renal transplant recipients was followed for 6 months at a Midwestern transplant center using electronic monitoring. Four medication adherence patterns emerged from a hierarchical cluster analysis: those who took medications on time, those who took medications on time with late/missed doses, those who rarely took medications on time and who were late with morning and/or evening doses, and those who missed doses. This study is a step toward developing and implementing interventions targeted to specific patterns of poor adherence.
Journal of the American Academy of Nurse Practitioners, 2005
The purpose of this study was twofold: (a) to examine the effectiveness of two interactive online... more The purpose of this study was twofold: (a) to examine the effectiveness of two interactive online learning modules for advanced practice nurses (APNs) and (b) to examine the participants' demographic characteristics and their perceptions of the strengths and weaknesses of online learning. A purposive sample of 73 registered nurses and APNs enrolled in graduate study or continuing education completed an online learning course. These participants were pretested and post-tested using a knowledge test developed by the authors. Participants were also surveyed for demographic characteristics and perceptions toward online learning. The findings of this study support case-based online learning as a successful method in the education of APNs. The evaluation of the online modules and the enthusiasm from students indicated success of this teaching/learning method. The majority of learners responded positively toward the online method of learning and included comments that indicated they enjoyed learning using this method, would like to have the site available at their practice locations for reference, and would like to have other courses designed and delivered in this manner. IMPLICATIONS FOR PRACTICE AND EDUCATION: The effectiveness and quality of the online instruction ultimately matter most to student satisfaction in online courses. The future of online education is dependent on well-structured, interactive, and substantive programs. Educators are challenged to continually assess and evaluate the changing learning needs of APNs.
Page 1. The Journal of Social Psychology, 1980, 110, 203-210. THE PSYCHOLOGICAL IMPACT OF NAMES* ... more Page 1. The Journal of Social Psychology, 1980, 110, 203-210. THE PSYCHOLOGICAL IMPACT OF NAMES* Guilford College and Wesleyan University RICHARD L. ZWEIGENHAFT, KAREN N. HAYES, AND c. HESS HAAGEN ...
The 'Picture Gramophone' multimedia program and the Editor for making individual Picture Gramopho... more The 'Picture Gramophone' multimedia program and the Editor for making individual Picture Gramophones ... 3. Design of the assessment studies in four countries: procedure and data collection.
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Papers by Karen Hayes