A study of university nursing students tested the effect of computer conference designs and advance organizers on critical thinking skills. Critical thinking, although not significantly different ...between three conference groups, was evident for groups in all three conference designs. Those conferences designed to facilitate critical inquiry showed higher critical thinking means. No significant differences in critical thinking were found between groups receiving advance organizers and those not receiving advance organizers. Critical thinking dispositions and critical thinking skills of conference participants were positively correlated (r = .26, p < .05).
This study tested the Adult Distance Study Through Computer Conferencing (ADSCC) model developed by Eastmond (1994), to determine if learner readiness, online features, and CMC-related learning ...approaches are associated with learner satisfaction in an academic computer conference. All three variables were correlated with learner satisfaction and online features emerged as the best predictor of learner satisfaction. Results indicate interrelationships between the three variables. The ADSCC model was a good predictor of learner satisfaction. It provided a useful framework for understanding learner satisfaction by showing how to categorise the different components that influence satisfaction in an academic computer conference.
Using survey data from a stratified, random sample of New Mexico nurses, Hood and Duphorne examine why some nurses choose informal rather than formal reporting strategies when confronted with ...substance-abusing co-workers.
Following the review and discussion of alternative measures in the use of four-point restraints and seclusion on an acute psychiatric inpatient unit, the staff increased the use of "least ...restrictive" measures with aggressive patients. This involved increased attention to escalating behavior and using alternatives. Although early recognition did not guarantee success in every situation, patients were included in making choices and being in control of which option to take. When staff became more knowledgeable about the use of alternatives, they were more comfortable offering patients choices and did not wait until restraints and seclusion were necessary. It was beneficial to review the rationale for the use of seclusion and restraints with both patients and staff. Specific approaches for early recognition and intervention focused on verbal control, limit setting, and decreased stimulation. It is important that staff have a clear understanding of their range of treatment strategies from most to "least restrictive" measures during stressful times when patients become confused, angry, or frightened and may lose control. Patients must be made aware of their choices during this cycle and understand the consequences of their behavior. Planning educational inservice programs for staff to address this content and share approaches to specific situations can be effective. Staff debriefing following an incident is crucial to discuss reactions to the use of restraints and seclusion and to plan for the use of alternative measures in the future. All patients need a chance to express themselves. As staff we must take time to stop, look, and listen. We must be aware of our own thoughts and feelings and think of choices. What are the ¿least restrictive¿ measures? We need to work with patients in considering a range of measures without taking unnecessary risks or disregarding issues. We must work with our patients so that we all can learn a valuable lesson. Why not give our patients a chance?
