A medical-surgical nursing course was reorganized using seven key concepts (chronicity, mobility, body image, rehabilitation, acuteness, invasiveness, and depression of function) as a teaching base. Emphasis was given to nursing roles, interventions, and learning transfer to varied nursing situations. (EA)

A pilot program is outlined which explored one possible way by which teachers in small schools might have access to quality in-service education. The use of the amplified telephone and the conference bridge technique is described. A general description of the course (a cooperative effort of the Western States Small Schools Project and the…

The use of a telemedicine system (live, color microwave television transmission with two-way auditory and visual communication capability) to teach a course in critical care nursing from an urban university medical center to staff members in rural southeastern Ohio hospitals is described. (MS)

In order to meet the pharmaceutical health care needs of the elderly, pharmacy schools must better prepare students. A course developed by the American Association of Colleges of Pharmacy and the Health Sciences Consortium to provide pharmacy schools with a model for developing and revising other courses is described. (MLW)

The authors designed two courses which had as their core a common audiovisual package but which differed in the type of presentation used. One maximized face-to-face teaching, the other was conducted by telephone. Performance data and course evaluation are discussed. (BD)

Describes an experiment conducted with students learning computer programing through an extension program. Concludes that both students and instructors are very interested in and motivated toward designing the length and frequency of class meetings to meet their particular needs. (Author/WM)

A description is provided of a course, "Pathophysiology 220," designed to provide junior nursing students at the University of Michigan's School of Nursing with theoretical knowledge of a broad range of pathophysiological conditions. Section I discusses the place of the course in the curriculum, the allotment of class time, course requirements,…

Specific consultation problems that arise during the instructional development process in determining the nature of instructional products are considered, and clients' characteristics and projects are assessed along with a model for working with different types of clients. A list of skills needed by instructional developers to determine the…

Although humanities courses in secondary schools can be used to introduce valuable curricular and pedagogical reforms, certain dangers are inherent in such courses: (1) the superficiality of the "Great Works" course organization which stresses broad coverage rather than depth of understanding, (2) the neglect or loss of distinctions between…

A recent study of doctoral programs in ten prestigious universities by Ann Heiss found that graduate students tend to be committed to their academic fields, attracted to the world of ideas, independent-minded, and concerned about the relevance of their disciplines to social problems. The study also found that graduate schools tend to be a…

A graduate course in educational philosophy, having a uniform number of hours and the same instructor, was taken by eight different groups over three different periods of time: 15 weeks, 7-8 weeks, or 4 weekends. No significant differences were found in final examination scores among any of the groups. (GDC)

"A lot of what passes for thinking in schools is simply fluent talking." So says Edward de Bono, author of several books on thinking, and developer of Cognitive Research Trust (CoRT), who thinks children can and should be taught "thinking skills." (Editor/RK)

Unstructured and structured evaluation modes were used to probe teacher perceptions of a socially-oriented chemistry course for non-science majors. Students' assessments reinforced teacher perceptions. This procedure yielded information concerning course content, societal relevance, motivation, interest, laboratory and demonstration exercises,…

Museums and art galleries have potential for exciting learning programs for adult students. Courses must be consciously constructed to meet adult learners' expectations for personal growth, and detailed planning is required for complex logistical details of courses offered locally or abroad. However, good programs will have a growing audience.…