Using Computers in Nurse Education, Staff Development, and Patient Education

1998 ◽  
pp. 581-587
Author(s):  
Bill McGuiness
Keyword(s):  
Patient Education ◽  
Staff Development ◽  
Nurse Education

Educational coordinator — staff development — what is their impact on patient education?

1985 ◽  
Vol 7 (1) ◽  
pp. 17-31 ◽  
Author(s):  
Marietta P. Stanton ◽  
Barbara Kirsner Berg
Keyword(s):  
Patient Education ◽  
Staff Development

Staff development in pharmacist-conducted patient education and counseling

1998 ◽  
Vol 55 (17) ◽  
pp. 1792-1798 ◽  
Author(s):  
Audrey J. Lee ◽  
Azah Borham ◽  
Nancy E. Korman ◽  
Beth E. Keeney ◽  
E. Dennis Mock
Keyword(s):  
Patient Education ◽  
Staff Development

Computer Applications for Staff Development and Patient Education

1989 ◽  
Vol 28 (04) ◽  
pp. 261-266 ◽  
Author(s):  
Kathryn Hannah ◽  
Paula Conley-Price ◽  
Daryl Fenty ◽  
Elaine McKiel ◽  
Dana Soltes ◽  
...  
Keyword(s):  
Patient Education ◽  
Staff Development ◽  
Professional Growth ◽  
Teaching Method ◽  
Computer Applications ◽  
Theoretical Frameworks ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Instructional Computing ◽  
Economic Constraints

Abstract:The changing and evolving profession of nursing necessitates extensive staff development activities on the part of nursing management. This ongoing responsibility is essential to maintaining the currency and competence of practicing nurses and facilitating their professional growth. Simultaneously there are economic constraints coinciding with increased consumer demands for patient education. The purpose of this paper is to explore an innovative teaching method, the use of instructional computing for staff development and patient education programs. The theoretical frameworks for this instructional modality are identified and general advantages and disadvantages of instructional computing applications are described. Specific examples of programs from the literature are briefly discussed.

scholarly journals Improving Quality and Efficiency of Postpartum Hospital Education

2012 ◽  
Vol 21 (4) ◽  
pp. 238-247 ◽  
Author(s):  
Barbara L. Buchko ◽  
Connie H. Gutshall ◽  
Elizabeth T. Jordan
Keyword(s):  
Patient Education ◽  
Registered Nurses ◽  
Clinical Pathway ◽  
Nurse Education ◽  
Evidence Based ◽  
New Mothers ◽  
Comprehensive Education ◽  
Before And After ◽  
Education Process

The purpose of this study was to investigate the implementation of an evidence-based, streamlined, education process (comprehensive education booklet, individualized education plan, and integration of education into the clinical pathway) and nurse education to improve the quality and efficiency of postpartum education during hospitalization. A one-group pretest–posttest design was used to measure the quality of discharge teaching for new mothers and efficiency of the education process for registered nurses before and after implementation of an intervention. Results indicated that a comprehensive educational booklet and enhanced documentation can improve efficiency in the patient education process for nurses.

Writing Funding Proposals for Speech-Language Staff Development Projects

1982 ◽  
Vol 13 (3) ◽  
pp. 163-171
Author(s):  
Carol A. Esterreicher ◽  
Ralph J. Haws
Keyword(s):  
Staff Development ◽  
Development Project ◽  
Project Manager ◽  
State Funding ◽  
Service Needs ◽  
School Environments ◽  
Speech Language Pathologists ◽  
Service Programs ◽  
Speech Language Pathologist ◽  
Special Programs

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.

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