Current Teaching Materials Research Articles

TELEPHONE UP-TITRATION OF MEDICATIONS IN THE HF CLINIC

The purpose of this quality improvement project is to assess and improve the effectiveness of patient education materials and informed consent processes. Step 1: An environment survey was administered to 70 patients in an interview format by a registered nurse in the cardiac investigationunit (CIU).The survey included patients’ demographic information and 14 multiple choice questions. Step 2: Current educationmaterials will be revised and updated based on survey results and patients expressed needs. An education-based video will be created to supplement written education materials. Step 3: Patients will be resurveyed. Results for this project are unknown as the research is in progress. This project will provide nurses in the CIU with appropriate and effective tools to teach patients. It will improve the overall safety and quality of care to patients undergoing sameday discharge cardiac catheterization intervention procedures.

USING THE TEACH-BACK METHOD TO EVALUATE HF PATIENT EDUCATION: DOES IT WORK?

The purpose of this quality improvement project is to assess and improve the effectiveness of patient education materials and informed consent processes. Step 1: An environment survey was administered to 70 patients in an interview format by a registered nurse in the cardiac investigationunit (CIU).The survey included patients’ demographic information and 14 multiple choice questions. Step 2: Current educationmaterials will be revised and updated based on survey results and patients expressed needs. An education-based video will be created to supplement written education materials. Step 3: Patients will be resurveyed. Results for this project are unknown as the research is in progress. This project will provide nurses in the CIU with appropriate and effective tools to teach patients. It will improve the overall safety and quality of care to patients undergoing sameday discharge cardiac catheterization intervention procedures.

A multiliteracies approach to materials analysis

Multiliteracies pedagogy is an approach to literacy education emphasising the diverse ways in which people make meanings and communicate their understandings to others. Within this view of literacy teaching and learning, the construal and expression of meaning is considered a result of people engaging in various knowledge processes as they interact with texts. An initial move for teachers interested in adopting a multiliteracies approach is an assessment of how their current teaching practices and materials offer learners opportunities to engage in different knowledge processes. To that end, this article describes a procedure for English Language Teaching (ELT) materials analysis based upon a concept from multiliteracies pedagogy: the knowledge process (KP) framework. With a view to improving the English language curriculum at a Japanese university, the framework was used to identify which knowledge processes are anticipated in teacher-generated literacy materials. The results of the study reveal that the majority of the analysed materials target the knowledge process of experiencing, while few materials require students to conceptualise or analyse information. Through a discussion of these results, the authors contend that the KP framework can be effectively employed as a specialised materials analysis instrument for revealing the meaning-making opportunities presented to learners by ELT literacy materials.

The construction of gan zhu shuxie (liver controlling conveyance and dispersion), as viewed from the contemporary teaching material of basic theory of Traditional Chinese Medicine

In current teaching material of basic theory of Traditional Chinese Medicine (TCM), the theory of "liver controlling conveyance and dispersion" covers the functional adjustment of many aspects, including the overall human physiology, digestion, mental activity, blood circulation, water metabolism and reproduction. Through the research of the teaching material of TCM basic theory since the establishment of the People's Republic of China, it can be considered that there are 3 stages for the construction of the theory of "liver controlling conveyance and dispersion". From the 1950s to 1970s, this theory was not mentioned in any teaching materials; from the 1970s to the mid 1980s, different views about this theory can be seen in the teaching materials; after the mid 1980s, this theory in the teaching materials became gradually basically identical.

유아교육 현장에서의 유아용 교재 · 교구 활용에 대한 품질인식과 인증평가제도 적용에 대한 연구

본 연구는 유아교육 현장에서의 유아용 교재 교구 활용에 대한 품질인식과 인증평가 제도적용에 대한 실태를 알아보는데 목적을 갖고, 2013년 4월 20일부터 30일까지 충남, 대전지역 어린이집에 종사하는 3년차 이상된 영유아반 지도교사 150명을 대상으로 설문조사를 하였다. 분석결과 첫째, 교재 교구 활용실태는 유아와의 상호작용에서 교재 교구의 질 중요성은 전체 96.1%가 중요하다고 생각하고, 대다수 교사가 교육, 보육과정을 고려한 교재 교구사용시 수량과 품질에 대한 높은 인식을 보였다. 또한 현장에서 유아교사와 교구간의 사용시 가장 불편한 점으로는 발달의 적합성(47.3%)이 가장 높고, 유아에 대한 사용의 편리성은 평균 3.54점으로 나타났다. 이 외에 놀이와 교구의 사용시 유아들의 교구활용에 대해 평균 3.89점으로 유익하다고 나타났으며, 현재 유아교육 현장에서 사용되는 유아 교구에 대해 평균 3.29점으로 보통 수준으로 나타났다. 둘째, 교재 교구에 대한 교사의 인식은 평균 3.99점으로 비교적 긍정적이었다. 이같은 결과는 유아의 어린이집에서의 교재 교구활용에 따른 교재 교구의 질이 매우 중요시 되고 있음을 입증시켜 주었다. 이는 교재 교구의 중요성과 유용성을 고려할 때 품질기준과 시설평가와 함께 교재 교구도 평가인증제도를 도입하여 품질이 보증된 제품의 공급으로 유아들의 안전과 사용에 따른 편익성을 보장할 수 있는 제도적 정책의 도입이 요구됨을 시사해 준 것이라 평가할 수 있다. The purpose of this study is to figure out the application of perceived quality and authentication evaluation system of teaching materials and implements for children in the early childhood education field. To achieve this, a survey was carried out from April 20 to April 30, 2013 on 150 guidance teachers who teach children classes for more than 3 years at kindergartens in Daejeon area, Chungnam. The results of the analysis are as follows. First, for the use of teaching materials and implements, 96.1% of teachers thought the quality of teaching materials and implements in their interaction with children was important. Most of them had a high perception of the quantity and quality when using teaching materials and implements with early childhood curriculum. For the most inconvenience when using teaching implements, developmental appropriateness was the highest by 47.3%. And the convenience of the application to children was 3.54 points on average. Above this, the application of teaching implements to children when using play and teaching implements was useful by 3.89 points on verage. The current teaching materials and implements for children in the early childhood education field was normal by 3.29 points on average. Second, teachers' perception of teaching materials and implements was relatively positive by 3.99 points on average, proving that the quality of teaching materials and implements based on the application of teaching materials and implements to early children in kindergartens was very important. Consequently, considering the importance and usefulness of teaching materials and implements, it is necessary to introduce institutional policies that teaching materials and implements with quality standard and institution evaluation can introduce the evaluation authentication system to guarantee the convenience of children' safety and use by the supply of quality-guaranteed products.

Humanities quality education in college English teaching at medical colleges and universities

Based on the analysis of the medical students＇ humanities quality and current college English teaching, this paper explored four strategies including pre-class lead-in activity, making full use of current teaching materials, reforming present college English teaching method and developing extracur- ricular practical activities in order to foster humanities quality in college English teaching and to improve medical students＇ humanities quality. Key words: Medical university; College students; Humanities quality; College Englishteaching

Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning Youths' Perspectives of Inclusive School-Based Sexuality Education

Sexuality education is perceived as one way to prevent unhealthy sexual behaviors. However, current sexuality education materials are not tailored to fit the needs of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth, and many have been critiqued for disenfranchising these populations. This study solicited the perspectives of LGBTQ youth on their experiences with school-based sexuality education in order to create a framework of LGBTQ-inclusive sexuality education. Five semistructured focus groups (N = 30 LGBTQ participants) were conducted to investigate the sexuality education experiences of LGBTQ youth and to solicit youth suggestions for improving the inclusiveness of sexuality education curricula. Results indicate that LGBTQ youth perceive current sexuality education as primarily “exclusive,” although examples of “inclusive” sexuality education were provided. In addition, participants provided suggestions for creating a more inclusive experience, such as directly discussing LGBTQ issues, emphasizing sexually transmitted infection (STI) prevention over pregnancy prevention, and addressing healthy relationships. Educators and policymakers can use these ideas to help improve the quality of sexuality education—not only to make it more inclusive for LGBTQ youth but to make sexuality education more inclusive for all young people.

Narrative Skills and Genre Based Literacy Pedagogy Teaching Material: The Case of Greek Upper Elementary School Pupils One Year after the Implementation of the Current Teaching Material

Narrative Skills and Genre Based Literacy Pedagogy Teaching Material: The Case of Greek Upper Elementary School Pupils One Year after the Implementation of the Current Teaching Material

A job analysis of care helpers

The aim of this study was to examine the roles of care helpers through job analysis. To do this, this study used the Developing A Curriculum Method (DACUM) to classify job content and a multi-dimensional study design was applied to identify roles and create a job description by looking into the appropriateness, significance, frequency, and difficulty of job content as identified through workshops and cross-sectional surveys conducted for appropriateness verification. A total of 418 care helpers working in nursing facilities and community senior service facilities across the country were surveyed. The collected data were analyzed using PASW 18.0 software. Six duties and 18 tasks were identified based on the job model. Most tasks were found to be "important task", scoring 4.0 points or above. Physical care duties, elimination care, position changing and movement assistance, feeding assistance, and safety care were identified as high frequency tasks. The most difficult tasks were emergency prevention, early detection, and speedy reporting. A summary of the job of care helpers is providing physical, emotional, housekeeping, and daily activity assistance to elderly patients with problems in independently undertaking daily activities due to physical or mental causes in long-term care facilities or at the client's home. The results of this study suggest a task-focused examination, optimizing the content of the current standard teaching materials authorized by the Ministry of Health and Welfare while supplementing some content which was identified as task elements but not included in the current teaching materials and fully reflecting the actual frequency and difficulty of tasks.

Using technology to deliver healthcare education to rural patients

The prevalence of chronic disease in the US population is increasing. Projections indicate that half the US population will live with at least one chronic disease by the year 2030. Statistics indicate that chronic illnesses account for 70% of all deaths. Developing healthy self-management behaviors can lower the risk of developing chronic disease and also minimize the magnitude of subsequent morbidity and disability. Individuals need access to reliable information in order to learn successful self-management skills. Delivering healthcare information in rural areas is difficult. Geography, distance, inclement weather and/or the lack of financial resources are barriers that can prevent individuals from accessing health care and health education. Likewise, rural health clinics often lack the financial resources to provide the most current patient education materials. However, the internet allows remote and immediate access to this type of information if individuals know how and where to search for it. An internet portal, My Health Education & Resources Online (MyHERO) was created to facilitate locating current, non-commercial, reliable, evidence-based health information. The authors sought to assess the impact of a publically accessible internet information portal on diabetes knowledge, quality of life (QOL) measures, and self-management behaviors in a US rural area. Participants (n=48) with type 2 diabetes in one clinic received regularly scheduled, one-on-one individualized diabetes-related health education and hands-on instructions on how to use an internet portal from a nurse educator. Each health clinic was supplied with a laptop computer for participants to use if they lacked internet access. Control participants (n=50) in a second clinic received a pamphlet describing how to access the portal. All participants completed baseline and end-of-study surveys. Disease knowledge was measured with the BASICS test developed by the International Diabetes Center. Problem Areas In Diabetes (PAID), developed by the Joslin Diabetes Center, was utilized to measure diabetes QOL. All participants completed a behavior modification survey at the conclusion of the study. Intervention participants were asked to complete a satisfaction survey at the conclusion of the study. Demographic and relevant laboratory values (eg serum glucose, HbA1c, lipids) were collected via chart review at baseline, 3, and 6 months. Demographic and baseline scores were similar between groups. At 6 months, the intervention group showed significant increases in disease knowledge and self-blood glucose monitoring behavior. There were no differences in QOL between the groups at 6 months. Participants in the intervention group were highly satisfied with the nurse educator, but not with the internet as a resource. Disease knowledge and self-blood glucose monitoring improved with one-on-one education. High attrition and a short study period were limitations of this study. The researchers speculate that the age of the participants and low internet penetration affected satisfaction scores. Future recommendations include a longer data collection period, more widespread publically accessible internet kiosks (grocery stores, malls, churches etc), other chronic disease states, and younger participants.

Community nutrition education and service learning: a unique model program

We began a service learning program at Iowa State University with the goal of providing professional experience for students and dispersal of educational materials to the community. With funding from the American Cancer Society Midwest and Lance Armstrong Foundation, undergraduate nutrition, dietetics and kinesiology students, and dietetic interns developed educational materials on topics in nutrition, exercise and cancer prevention. In the first phase, students created toolkits for educators and organized monthly workshops for cancer survivors recruited through Bliss Cancer Center‐Mary Greeley Medical Center (MGMC) in Ames. However, given the limited population this approach was unsustainable. Hence, in the second phase students enroll in a 1 credit course for which they develop presentations on a nutrition topic. The students give their presentation to the MGMC wellness program for employees. The presentation is then recorded and posted to a free‐access website: http://www.fshn.hs.iastate.edu/necp/home.html. Unique aspects of the site are a public page with flash presentations on nutrition topics, and a professional page with lesson plans, references and editable materials. The latter provides a resource for the health professional. This approach provides sustainable, current educational materials for the public and health professionals while instilling career enhancing skills in students.

The English Language and Cultural Appropriateness

ABSTRACT : English language acquisition needs to be taught from a multi-ethnic and multi-cultural perspective, with the right teaching materials, when pursuing cultural sensitivity and equality. After a brief historical overview and an explanation of the various definitions associated with English language acquisition, English is described in its multiple varieties. It is increasingly contended that non-native English speakers outnumber native speakers in a rapidly globalising world. Case studies are used to justify the need for culturally appropriate teaching materials and the challenges that exist. Change has been slow in addressing the inadequacies in current teaching materials and this paper concludes by suggesting some bottom-up approaches will transform the teaching pedagogy and teachers’ attitudes. The professional development of teachers, together with the support of enlightened linguistic researchers can perhaps lead to an educational philosophy that cuts across colour, creed and race to bring about success to language learners. Thus, creating a better understanding of the English language in the context of cultural appropriateness. Key words : English language, non-native English speakers, bottom-up approaches, and better understanding of the English language. About the Authors: Dr. Vannessa Misso and Dr. Nina Maadad are Lecturers at the School of Education UOA (University of Adelaide), Australia. One of them, for academic purposes, can be reached at: nina.maadad@adelaide.edu.au How to cite this article? Misso, Vannessa & Dr. Nina Maadad. (2011). “The English Language and Cultural Appropriateness” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan , Vol.4, No.1 [Mei], pp.111-128. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-0112. Chronicle of article: Accepted (March 27, 2011); Revised (April 29, 2011); and Published (May 20, 2011).

Applying cognitive linguistics to instructed L2 learning

This paper reports the results of a quasi-experimental effects-of-instruction study examining the efficacy of applying a Cognitive Linguistic (CL) approach to L2 learning of the semantics of English modals. In spite of their frequency in typical input, modal verbs present L2 learners with difficulties, party due to their inherent complexity — modals typically have two divergent senses — a root1 sense and an epistemic sense. ELT textbooks and most grammar books aimed at L2 teachers present the two meanings as homophones, failing to address any systematic semantic patterning in the modal system as a whole. Additionally, ELT texts tend to present modals from a speech act perspective. In contrast, CL analyses (e. g., Langacker 1991; Nuyts 2001; Sweetser 1990; Talmy 1988) offer both a systematic, motivated representation of the relationship between the root and epistemic meanings and a rather precise representation of the semantics of each modal. To test the pedagogical effectiveness of a CL account of modals, an effects-of-instruction study was conducted with three groups of adult, high-intermediate ESL learners: a Cognitive treatment group, a Speech Acts2 treatment group, and a Control group. Results of an ANCOVA indicated that the Cognitive treatment group demonstrated significantly more improvement than the Speech Acts treatment group. The experiment thus lends empirical support for the position that CL, in addition to offering a compelling analytical account of language, may also provide the basis for more effective grammar instruction than that found in most current ELT teaching materials.

管理栄養士養成課程における国際栄養に関する市販のテキストの検討

近年，途上国における栄養問題とその解決に向けた取り組みへの関心は以前よりも増し，管理栄養士養成課程で学ぶ学生等で国際協力に携わりたいと考える者など国際栄養の学び手のニーズは高まっている。しかし，ガイドラインで定められている内容と講義等で使用される市販のテキストの内容，そして学び手のニーズとの間で必ずしも合致していない可能性が示唆されている。本研究では，管理栄養士養成課程で用いられている栄養教育論及び公衆栄養学の市販のテキスト21冊を整理し，国際栄養に関する市販のテキストの現状を把握することを目的とした。いずれの科目においても，ガイドラインを満たしていない市販のテキストが確認された。また，「諸外国の食事ガイド」及び「諸外国の食生活指針」などの資料の紹介にとどまっている市販のテキストが多くみられ，途上国の事例は少なかった。しかし，国際協力に携わりたいと考える者が勤務する場所は，多くの場合，開発途上国であることが多いことから，それらの国の健康・栄養問題を理解することが必要である。今後は，栄養問題を示すと同時にその問題を解決するための各国の方策や事業，またその視点について情報を提供していくことが求められているのではないかと考えられる。（オンラインのみ掲載）

Language Teaching from a Discourse-based Perspective

Despite the major shift in the teaching methodology from a grammar-based approach to a communication-based approach over the last several decades, a noncommunicative classroom-learning tendency has still been found to be prevalent until recently. Moreover, recent communicative approaches have suggested that classroom discourse should approximate natural discourse. That is, classroom activities should simulate, as much as possible, the processes of natural communication so that L2 learners can develop communicative competence. This requires a closer examination of natural discourse, and for this purpose, Goffmans (1976) framework of universal constraints is useful in that it provides crucial tools for gaining important insights into L2 teaching. This paper aims to discuss the importance of both Goffmans (1976) framework of universal constraints and a discourse-based approach to language teaching The paper further intends to incorporate these perspectives into language teaching activities. First, Goffmans set of universal constraints is introduced, and natural discourse is compared with classroom discourse. Second, how the current teaching materials present language is discussed. Finally, some language teaching activities are suggested to help L2 learners develop pragmatic awareness and communicative competence.

Development of educational materials about inherited breast cancer in black women

1536 Background: Current educational materials about inherited breast and ovarian cancer (HBOC) have not been culturally tailored for the Black community, which may contribute to lower levels of awareness about this topic. Through an academic and community partnership, realized through a Community Advisory Panel (CAP) comprised of breast cancer survivors, advocates, community leaders, and health care providers, this need was identified. Methods: Utilizing a phased approach implemented through this academic and community partnership, a culturally tailored brochure and booklet about HBOC for the Black community were developed and reviewed. To evaluate the brochure, three focus groups were conducted by race-concordant moderators. HBOC was discussed with Black women from diverse backgrounds, including those with and without breast cancer (n = 46). Summaries were created from audiotapes and handwritten notes and content was analyzed based on Grounded Theory, after which the brochure was revised. Similarly, revisions to the booklet were made based on feedback obtained about the brochure. Materials were then presented to the CAP for re-review. Results: From this iterative process, the key content identified as areas for improvement were: (1) Inclusion of breast cancer information specific to Black women; (2) Use of the term “Black”; (3) Inclusion of African American flag colors; (4) Clarification of the concept of genetic counseling; and (5) Enhancing relevance of information for young women. Conclusions: The CAP and study participants recognized the need for culturally relevant educational materials addressing HBOC in the Black community. Their feedback identified important areas for improvement which have been implemented in the design of a culturally tailored brochure that is available for widespread dissemination. Further evaluation of the booklet is currently in progress. No significant financial relationships to disclose.

IMPROVING NUTRITION EDUCATION OF LOW-INCOME FAMILIES USING CULTURALLY RELEVANT PATIENT MATERIALS.

Purpose of Study The Community Health Center in Auburn, Washington, is witnessing a growing number of obese and overweight patients. This trend is consistent with the growing number of cases of diabetes, hypertension, and other chronic illnesses. Current educational materials directed at preventing obesity through diet and exercise are not designed for Spanish-speakers or people of low socioeconomic status, which account for the majority of patients served by the clinic. Methods An interview with a nutritional counselor was conducted to gather information about current dietary recommendations and strategies for successful diets. Patients were consulted as part of an educational needs assessment to learn about issues affecting eating habits. Results Convenience and cost were the primary factors influencing the types of foods people eat. Additionally, lack of knowledge about labeling and ingredients affects people9s ability to choose healthy foods. For Spanish-speaking patients, language and unfamiliarity with American food affect their eating habits. As a result of these findings, culturally appropriate flashcards were created for English- and Spanish-speaking low-income households to assist them in eating healthfully and economical. Flashcards were distributed during Kids Fair, an event offering free well-child examinations to kids less than 18 years of age. Patients and their parents were educated about nutrition and exercise in Spanish and English and were encouraged to bring the cards to the supermarket for help in choosing cheap and healthy foods. Additional flashcards were left in the clinic waiting room for future distribution. Conclusion Patient feedback is a valuable resource for developing and improving educational materials. Culturally relevant materials that address the specific needs of a community can facilitate behavioral changes and improve health.

The NASPGHAN Ethics Committee Activities

The NASPGHAN Ethics Committee Activities

Best Practices: Supporting Clinicians in the Development of Best Practice Innovations in Education

Best Practices: Supporting Clinicians in the Development of Best Practice Innovations in Education

Verbesserung der Sonographieausbildung durch Schulung am Ultraschallsimulator

Ultrasound education is complicated by varying quantities and qualities of specific pathologies resulting from distinct patient collectives. Furthermore, under current clinical conditions ultrasound educators as well as trainees frequently lack the time necessary for a sufficient ultrasound education. Finally, current ultrasound education materials including "gold standard" images are not ideally suited for teaching scanning three-dimensional pathologies. An improvement of ultrasound education is feasible by training ultrasound trainees on an ultrasound simulator we developed. By using this simulator as well in the classical beginner and advanced level courses as in focused courses of abdominal emergencies or general practice for instance, ultrasound trainees are able to practice scanning of numerous well defined pathologies under realistic conditions.