Anthony J Frisby

Development and Evaluation of an Interactive Multimedia Clinical Skills Teaching Program Designed for the Pediatric Clerkship

Background and Purpose: We evaluated the physical-examination section of a multimedia program developed to teach infant history and physical-examination skills. Methods: A total of 71 students participated: one group viewed only the physical-examination section (PX), one the history section (HX), one none of the program (CX). We assessed physical-examination skills by direct observation of medical students performing an abdominal exam and scored using a checklist at baseline, immediately after intervention, and at the end of the pediatric clerkship. We analyzed results using analysis of variance with repeated measures. Results: Baseline scores were PX = 2.5, HX = 2.8. The PX group scored significantly higher immediately postintervention at 6.8 compared to the HX group (3.1). At the end of the clerkship, significant differences between the groups remained. Final group mean scores were PX = 5.5, HX = 4.4, and CX = 2.7. Conclusion: The program improved examination skills with attenuation over 6 weeks.

Multimethod teaching strategies to integrate selected QSEN competencies in a Doctor of Nursing Practice distance education program

The Quality and Safety Education for Nurses (QSEN) initiative identified 6 competencies for the education of nurses (patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics) and the related knowledge, skills, and attitudes (KSAs) for each competency. The initial QSEN focus was on competency development during prelicensure nursing education, with subsequent attention on adapting the KSAs for graduate programs that prepare advanced practice nurses for clinical roles. Description of successful QSEN competency integration in Doctor of Nursing Practice (DNP) programs is limited. Although the ultimate goal is executing DNP programs where quality and safety is thoroughly integrated throughout the curricula, the focus of this article is on multimethod teaching strategies to integrate selected QSEN KSAs into an existing online post-masters DNP quality and safety course.

The initiation of distance learning at Thomas Jefferson University: the library as integral partner.

ABSTRACT In 1998 Thomas Jefferson University offered its first entirely online course. Librarians and library staff were integral in the development, support, evaluation, and refinement of this course. While staff members may have taken non-traditional roles in this effort, their roles generally fell within the broad guidelines of assisting University faculty with information and knowledge management. The development and support of distance course offerings will continue to be a focus at Scott Memorial Library.

Computer-based learning for ESRD patient education: current status and future directions.

Computer use in everyday life has expanded human potential in virtually every possible arena. In health care, computer technology affects direct clinical care through diagnostics, treatment, monitoring, and documentation processes. Patient care systems use computer technology to manage billing, scheduling, and multiple other administrative functions. Computer technology for education of health care professionals has been primarily in selected undergraduate, graduate, and professional degree programs. Computer-based continuing education for health care professionals has been available for at least a decade, but computer-based patient education is just now beginning to emerge as a learning option. This article describes examples of patient education programs using different types of hardware and software and explores potential areas for further development of this area for end-stage renal disease patients and families. Computer technology is not a replacement for professional involvement in patient education, but rather offers a new arena of media to enhance and expand current teaching and learning resources. Computer-based learning is characterized by features representative of many highly regarded principles of adult education. Further, instructional design concepts used for program development are fundamentally sound for patient education.

A teaching-learning initiative with tablet computing.

DOI: 10.1097/NXN.0b013e31826ac8de technology with teaching-learning strategies in the undergraduate nursing curriculum. Tablet computing has the potential to enhance educational experiences by providing a delivery option for teaching and learning practices that enable learners to interact with content, and each other, in immediate and seamless ways. The literature that exists on integrating tablet computers in the health professions focuses on the use of tablet computing for teaching medical students and enhancing resident clinical rotations. This article describes the stages of a tablet computing integration initiative in a school of nursing including (1) creating the infrastructure, (2) planning technology requirements, (3) designing faculty development sessions focused on curricular integration, and (4) building ongoing communication and support for students.