scholarly journals Psycho-Educational Program to Improve Knowledge and Performance for Nurses Working with Schizophrenic Patients

2021 ◽  
Vol 2 (2) ◽  
pp. 304-320
Author(s):  
Fatma Attia Metwaly ◽  
Ghada Mohamed Mourad ◽  
Shewikar Tawfek El Bakry ◽  
Fathyea Said Sayed
10.28945/3756 ◽  
2017 ◽  
Author(s):  
Clara A. Nkhoma ◽  
Mathews Nkhoma ◽  
Irfan ulhaq ◽  
Sang Q Mai

Aim/Purpose: Development of a conceptual model linking early class preparation to improve class participation and performance. Background: Class preparation and class participation are precursors for the students’ performance. Methodology: Literature review. Findings: In a student-centered class environment, class preparation remains essential for the successful collaboration and participation. The literature review in this stream reveals that little attention has been paid to undergraduate class levels. Recommendation for Researchers: The literature review shows that there is a need for more research using undergraduate classes. Future Research: Validation and application of model in different educational program and discipline settings


1995 ◽  
Vol 166 (4) ◽  
pp. 501-506 ◽  
Author(s):  
Robin Emsley ◽  
Mimi Roberts ◽  
Roger Smith ◽  
Judora Spangenberg ◽  
Derek Chalton

BackgroundA possible association between disordered water homeostasis and cerebral ventricular size in patients with schizophrenia was investigated.MethodIn a cross-sectional study of hospitalised patients, cerebral ventricular size was measured in 16 schizophrenic patients with disordered water homeostasis and 16 matched schizophrenic controls by magnetic resonance imaging.ResultsVentricle to brain ratio, third ventricular index, bicaudate index and bifrontal index tended to be greater in those with schizophrenia with disordered water homeostasis, although differences were significant only for the bifrontal index (P<0.05). Strong negative correlations were found between ventricular size and performance on neuropsychological testing in the disordered water homeostasis group.ConclusionThese results provide evidence for an association between structural brain abnormality and disordered water homeostasis in a subset of schizophrenic patients.


1993 ◽  
Vol 9 (2-3) ◽  
pp. 186
Author(s):  
D.W. Purcell ◽  
J.A.J. Schwartz ◽  
L.A. Flashman ◽  
S.A. Butler ◽  
R.J. Brookshire ◽  
...  

Author(s):  
Wei-Chih Lien ◽  
Wei-Ming Wang ◽  
Hui-Min David Wang ◽  
Feng-Huei Lin ◽  
Fen-Zhi Yao

Environmental factors are crucial determinants of disability in schizophrenic patients. Using data from the 2014–2018 Certification of Disability and Care Needs dataset, we identified 3882 adult patients (46.78% females; age, 51.01 ± 13.9 years) with schizophrenia. We found that patients with severe schizophrenia had lower capacity and performance than those with moderate schizophrenia. The chances of having an access barrier to environmental chapter 1 (e1) products and technology in moderate schizophrenic patients and in severe schizophrenic patients were 29.5% and 37.8%, respectively. Logistic regression analyses demonstrated that the performance score was related to accessibility barriers in the categories described in e1, with adequate fitness of models in category e110 for personal consumption, e115 for personal usage in daily living activities, and e120 for personal outdoor and indoor mobility and transportation. Furthermore, the capacity-performance discrepancy was higher in moderate schizophrenic patients with accessibility barriers in the e110, e115, and e120 categories than that in moderate schizophrenic patients without accessibility barriers. However, severe schizophrenic patients with category e120 accessibility barriers were prone to a lower discrepancy, with institutional care a potentially decreasing factor. In conclusion, providing an e1 barrier-free environment is necessary for patients with schizophrenia to decrease their disability.


Author(s):  
Christina Marie Steier

The chapter will synthesize concepts of human performance improvement/human performance technology (HPI/HPT) in the development of curricula that are competency-based. HPT-related curriculum elements are traced backwards from impact to input using the W. K. Kellogg foundation logic model to ensure alignment with the goals of the educational program. The use of learning and performance objectives along with timely and corrective feedback will be instrumental in the design and delivery of the competency-based curriculum. The competency-based curriculum is discussed in reference to principles of andragogy and aligned to accepted learning theories. Evaluation of the curriculum or educational program is instrumental to aligning for student success and is discussed in detail.


Sign in / Sign up

Export Citation Format

Share Document