Placing wireless tablets in clinical settings for patient education     

Judy C. Stribling  Joshua E. Richardson 《Journal of the Medical Library Association》2016,104(2):159-164

Objective

The authors explored the feasibility and possible benefit of tablet-based educational materials for patients in clinic waiting areas.

Methods

We distributed eight tablets preloaded with diagnosis-relevant information in two clinic waiting areas. Patients were surveyed about satisfaction, usability, and effects on learning. Technical issues were resolved.

Results

Thirty-seven of forty patients completed the survey. On average, the patients were satisfied in all categories.

Conclusions

Placing tablet-based educational materials in clinic waiting areas is relatively easy to implement. Patients using tablets reported satisfaction across three domains: usability, education, and satisfaction.  相似文献   

A New Bridge Between Research and Practice in College Counseling and Mental Health     

Joshua C. Watson  Alan M. Schwitzer 《Journal of College Counseling》2011,14(2):99-100

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How Exemplar Counselor Advocates Develop Social Justice Interest: A Qualitative Investigation          下载免费PDF全文

Melissa Robinson Swartz  Dodie Limberg  Joshua Gold 《Counselor Education & Supervision》2018,57(1):18-33

The authors examined the experiences of 10 peer‐nominated exemplar counselor advocates using grounded theory methodology (Strauss & Corbin, 1998 ). Analysis by the authors yielded a model of how exemplar counselor advocates develop a social justice interest and provided key insights on how counselor educators can enhance social justice interest in their students. Implications for supervisors and scholars are presented.  相似文献   

ADHD: a psychological response to an evolving concept. (Report of a Working Party of the British Psychological Society)   总被引：1，自引：0，他引：1  

Reason R;Working Party of the British Psychological Society 《Journal of learning disabilities》1999,32(1):85-91

The British Psychological Society is the only national organization of psychologists within the United Kingdom representing all aspects of psychology and all subspecialisms within psychology. It is both a learned scientific society and a professional association. To address the concept of attention-deficit/hyperactivity disorder (ADHD), the Professional Affairs Board of the Society convened a Working Party, consisting of individuals nominated by subsystems of the Society because of their recognized professional and academic expertise. They covered a range of specialisms, including educational, clinical, criminological, neurological, and cognitive psychology. A report by the Working Party was published in September 1996. It had two main aims: first, to outline the research that was relevant to current understanding of the notion of ADHD from an historical, psychological, and biological perspective, and, second, to consider implications for practice in the light of the information obtained. The focus was predominantly on children, although it was recognized that problems could persist into adulthood. The intention was to write a report for professionals that also would be accessible to a wider audience. This article is a highly abridged version of the report. It omits the references to research reviews and research studies contained in the full account. Selected extracts are included in order to justify the conclusions and the recommendations that are made and to inform a North American audience of developments in the United Kingdom.  相似文献   

Enlightenment and Education in Eighteenth Century America: A Platform for Further Study in Higher Education and the Colonial Shift     

Joshua Owens 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):527-544

The prolific educational discussions of America's founding generation have led to extensive treatments surrounding the nature of early-national education in recent scholarship. Republican educational models Jefferson, Rush, and Webster have been scrutinized and praised as the forerunners to modern American higher education. Where these treatments are remiss, however, is in clearly identifying the fundamental shift in educational purpose between 1740 and 1780. Higher education classrooms were inundated with both Enlightenment and Evangelical literature, resulting in new arenas of student autonomy, thus radically departing from the traditional model of higher education carried over from England. An analysis of this transformation will highlight how the highly regarded republican educational ideas on education did not necessarily illustrate a thoroughly new model of higher education. Rather, it gave new definition to an already existing paradigm.  相似文献   

Discourses of Affirmation in the Spatialization of Whiteness     

Joshua F. Hoops 《Journal of International and Intercultural Communication》2014,7(3):193-215

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Educational gaps in medical care and health behavior: Evidence from US Natality data     

Joseph Price  Joshua PriceKosali Simon 《Economics of Education Review》2011,30(5):838-849

The US Natality files provide information on medical procedures and health related behavior during pregnancy and childbirth. The data set represents nearly the universe of mothers who give birth in the US, providing the most complete coverage possible of medical care and health behavior among a specific patient population. We document gaps in outcomes by education of the mother and the changes in these educational gaps during 1989-2002.  相似文献   

Case studies: 100 years behind the scenes at the Science Museum     

Joshua Nall 《Endeavour》2011,35(1):1-2

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Beginning Science Teachers’ Use of a Digital Video Annotation Tool to Promote Reflective Practices     

Justin McFadden  Joshua Ellis  Tasneem Anwar  Gillian Roehrig 《Journal of Science Education and Technology》2014,23(3):458-470

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Dual Enrollment,Community Colleges,and Baccalaureate Degree Attainment     

Joshua Pretlow 《Community College Journal of Research & Practice》2014,38(2-3):264-269

This study examines baccalaureate attainment by a cohort of 2004 Virginia high school graduates who enrolled in a minimum of one dual enrolled course while high school seniors. Results of the logistic regression analyses indicate that students who began their postsecondary education at community colleges were significantly less likely to earn a baccalaureate degree when compared to students who began directly in four-year institutions. Minority students, though more likely to enroll directly in a four-year institution, were less likely to earn a baccalaureate degree than their White counterparts. Implications for research, policy, and practice are discussed.  相似文献