Subject: CINHALL andragogy Date: Wed, 1 Mar 2000 21:32:04 -0600 From: ovid@tioga.lso.missouri.edu To: rpvstl@logan.edu *************************** Database: CINAHL <1982 to December 1999> Search Strategy (Your Citations from Set 2): ----------------------------------------------------------------------------- 1 "ANDRAGOGY".mp. 33 2 from 1 keep 2-8,10-11,13,15-20,22-23,25-28,30-33 26 *************************** <1> Accession Number 1998070915. Special Fields Contained Fields available in this record: abstract. Authors Schroeder BJ. Title Commentary on Poster presentations: a tool for evaluating nursing students [corrected] [published erratum appears in NURSE EDUC 1994 Mar-Apr;19(2):44] [original article by Handron DS appears in NURSE EDUC 1994;19(1):17-9]. Source ONS Nursing Scan in Oncology. 3(5):19, 1994 Sep-Oct. Abbreviated Source ONS NURS SCAN ONCOL. 3(5):19, 1994 Sep-Oct. Document Delivery NLM Serial Identifier: SR0074569. Journal Subset Nursing Journals. USA Journals. Special Interest Category Oncologic Care Cinahl Subject Headings *Critical Thinking/ed [Education] *Education, Nursing, Baccalaureate *Posters *Research, Nursing/ed [Education] *Student Performance Appraisal Students, Nursing, Baccalaureate Abstract A poster presentation was piloted in an undergraduate nursing research course as a means of evaluating students. This method of learning encompassed several significant adult learning principles. A poster presentation supports Malcolm Knowles's theory of andragogy by encouraging students to be self-directive and work at their own pace. The poster presentation encourages students to relate theoretical knowledge about the research process to specific questions of interest. Posters were graded via peer review and selected criteria. [Original article accession number: 1994182824] ISSN 1062-5720 Publication Type Journal Article. Brief Item. Commentary. Language English. Entry Month 199811 <2> Accession Number 1998051365. Special Fields Contained Fields available in this record: abstract. Authors Bice-Stephens WM. Title Hospitals as teaching sites: converging theory and practice through clinical application programs based upon adult learning principles. Source PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY ** 1994 ED.D. (384 p). Abbreviated Source PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY ** 1994 ED.D. (384 p). Document Delivery UMI Order #PUZ9511430. Cinahl Subject Headings Adult *Adult Education/ev [Evaluation] Chi Square Test Conceptual Framework Descriptive Statistics *Education, Clinical *Education, Nursing *Hospitals, Military Interviews Kruskal-Wallis Test *Learning Methods/ev [Evaluation] Learning Theory Naturalistic Inquiry Nonparametric Statistics Pilot Studies Qualitative Studies Quantitative Studies Questionnaires Abstract This study examined the role of clinical application programs in converging theory and practice within hospitals functioning as teaching sites. The review of literature explored practica-type programs, including preceptorships, apprenticeships, fellowships, residencies, internships, externships, and model programs, utilizing andragogical principles for a conceptual framework. This background provided guidance for gathering data from 19 program participants, five preceptors, and two faculty from a pilot study of Adult Health Practicum II students in the School of Nursing, Vanderbilt University Medical Center, and a primary study focused upon 30 preceptees, 28 preceptors, and two facilitators of the Army Nurse Corps Preceptorship Program, Fitzsimons Army Medical Center. Domain referencing guided reliability and content validity of instrumentation, which included quantitative scaled questionnaires and qualitative structured surveys triangulated into an overview of the civilian and military programs. Inquiry focused upon: (a) the perceived effectiveness of practica-type programs as clinical application teaching strategies, particularly regarding achievement of andragogical learning principles, and (b) the inherent program variables that influence clinical application experiences, particularly within hospitals functioning as teaching sites. Interviews were categorized according to naturalistic inquiry guidelines. Descriptive statistics were applied to questionnaires as mean, median, mode, and standard deviation. Percentages were included when appropriate. Chi-square was utilized for the pilot study; non-parametric measures of Bartlett's test for homogeneity and the Kruskal-Wallis H test were applied to the primary study. Results indicated the Army Nurse Corps Preceptorship is indeed perceived as a valid clinical application teaching strategy which promotes principles of andragogy, plus socialization and integration, into the corps. Needs assessments, teaching strategies, and learning contracts were found to be positive influences, along with other variables such as personality "fit," flexibility, and one-on-one precepting ratios. Implications for nursing education and related disciplines include potential standardization of clinical application teaching strategies based on a proposed model for academically aligned andragogy. Recommendations include: (a) implementation of the proposed model as a professional bridge between theory and practice for adult learners; (b) control of program variables, such as the teaching environment; and (c) ongoing evaluation of clinical application program design and outcomes. Publication Type Doctoral Dissertation. Research. Language English. Entry Month 199809 <3> Accession Number 1998036769. Special Fields Contained Fields available in this record: abstract, cited references. Authors Milligan F. Institution Department of Community and Mental Health Care, Faculty of Health Care and Social Studies, University of Luton, Britannia Road, Bedford MK42 9DJ, UK. Title In defence of andragogy. Part 2: an educational process consistent with modern nursing's aims. Source Nurse Education Today. 17(6):487-93, 1997 Dec. (43 ref) Abbreviated Source NURSE EDUC TODAY. 17(6):487-93, 1997 Dec. (43 ref) Document Delivery NLM Serial Identifier: N34370000. Journal Subset Nursing Journals. Peer Reviewed Journals. UK & Ireland Journals. Cinahl Subject Headings *Adult Education *Education, Nursing *Educational Theory *Learning Environment Life Experiences *Self Directed Learning Abstract In 1987 the English National Board (1987) made it clear that it supported a move towards an andragogical approach to nurse education. Recently such moves have been questioned as has the validity of andragogy (Darbyshire 1993). In response to such challenges this paper extends some of the arguments made in the article 'In defence of andragogy' (Milligan 1995). It is argued that andragogy provides a framework within which care and other crucial aspects of the nurse-patient/client relationship can be mirrored and thereby facilitated in future practitioners. In the socialization processes inherent in nurse education, care is surely difficult to teach or facilitate unless the philosophy and methods are consistent with such ends. Furthermore, it is frequently argued that as educationalists we need to be consistent in our approach to students with that which we hope to see in their future practice (Bevis & Murray 1990). Andragogy offers a medium through which this can be facilitated. It is essentially a humanistic educational process that values the individual. The power relationship between the educator and student is much more horizontal than is found in the historically common hierarchical educational relationship. An educational process based upon andragogy therefore mirrors important parts of the nurse-patient/client relationship. It offers a theory of education consistent with the aims of modern day nursing practice. We should seek to improve our understanding of andragogy and no longer conceptualize it as one end of a false dichotomy with pedagogy. (43 ref) ISSN 0260-6917 Publication Type Journal Article. Language English. Entry Month 199806 Cited References Bevis E O, Murray J P. The essence of the curriculum revolution: emancipatory teaching. Journal of Nurse Education 1990; 29 (7): 326-331. Boud D, Keogh R, Walker D (eds). Reflection: turning experience into learning. Kogan Page, London; 1988. Boykin A, Schoenhofer S. Caring in nursing: analysis of extant theory. Nursing Science Quarterly 1990; 3 (4): 149-155. Burke J (ed). Competency based education and training. Falmer Press, London; 1989. Burnard P. Learning human skills. 2nd edn. Butterworth Heinemann, Guildford; 1991. Carper B. Fundamental patterns of knowing in nursing. Advances in Nursing Science 1978; 1(1): 13-23. Chandler T. Planning for teaching. In: Hinchliff S M (ed) The practitioner as teacher. Scutari Press, Oxford; 1992. Crawford K. A history of the Right: the battle for control of National Curriculum history 1989-1994. British Journal of Educational Studies 1995; 43(4): 433-456. Dale R. The background and inception of the technical and vocational education initiative. In: Dale R (ed) Education, training and employment; towards a new vocationalism. Open University/Pergamon Press, Oxford; 1985. Darbyshire P. In defence of pedagogy: a critique of the notion of andragogy. Nurse Education Today 1993; 13: 328-335. Darbyshire P. Reality bites. Nursing Times 1994; 90(40): 31-33. De La Haye BL, Limerick DC, Hearn G. The relationship between andragogical and pedagogical orientations and the implications for adult learning. Adult Education Quarterly 1994; 44(4): 187-200. Dennison B, Kirk R. Do, review, learn, apply: a simple guide to experiential learning. Blackwell Education, Wiltshire; 1990. Dunlop MJ. Is a science of caring possible. Journal of Advanced Nursing 1986; 11(6): 661-670. ENB. Managing change in nurse education. ENB, Milton Keynes; 1987. Grow G O. Teaching learners to be self-directed. Adult Education Quarterly 1991; 41 (3): 125-149. Freire P. Pedagogy of the oppressed. Pelican, Suffolk 1985. Heron J. The facilitators' handbook. Kogan Page, Guildford; 1989. Heron J. Assessment revisited. In: Boud D (ed) Developing student autonomy in learning. 2nd edn. Kogan Page, Chippenham; 1993. Higgs J. Planning learning experiences to promote autonomous learning. In: Boud D (ed) Developing student autonomy in learning. 2nd edn. Kogan Page, Chippenham; 1993. Jarvis P. Andragogy - a sign of the times. Studies in the Education of Adults 1984; 4: 32-39. Jarvis P. The sociology of adult and continuing education. Croom Helm, London; 1985. Johns C. Framing learning through reflection within Carper's fundamental ways of knowing in nursing. Journal of Advanced Nursing 1995; 22: 226-234. Knowles M. Andragogy in action. Jossey-Bass, USA; 1985. Knowles M. The adult learner; a neglected species. 4th edn. Gulf, USA; 1990. McPherson R B, Lorenz J A. The pedagogical and andragogical principle - the consummate teacher. NASSP Bulletin 1985; 55-60. Mezirow J. A critical theory of adult learning and education. In: Tight M (ed) Education for adults; adult learning and education. Croom Helm, London; 1983. Milligan F J. In defence of andragogy. Nurse Education Today 1995; 15: 22-27. Moore T W. Philosophy of education: an introduction. Routledge and Kegan Paul, London; 1986. Nottingham Andragogy Group. Towards a developmental theory of andragogy. Department of Adult Education, University of Nottingham 1983. Nurses, Midwives and Health Visitors Approval Order Statutory Instruments. The nurses midwives and health visitors (Registered fever nurses amendment rules and training amendment rules) approval order 1989. Statutory Instruments No. 1456. HMSO, London; 1989. Peters R S. Ethics and education. Unwin, London; 1974. Quicke J. The `new Right' and education. In: Moon B, Murphy P, Raynor J (eds) Policies for the curriculum. Hodder and Stoughton, Suffolk; 1989. Richardson M. Innovating andragogy in a basic nursing course: an evaluation of the self directed independent study contract with basic nursing students. Nurse Education Today 1988; 8: 315-324. Richardson M, Lane K. Andragogical concepts for teachers of adults. Catalyst for Change 1993; 22: 16-18. Rogers C. Freedom to learn for the 80s. Charles Merrill, USA; 1983. Savicevic D M. Modern conceptions of andragogy: a European framework. Studies in the Education of Adults 1991; 23(2): 179-201. Schon D A. Educating the reflective practitioner. Jossey Bass, San Francisco; 1988. Sidorsky D. John Dewey: the essential writings. Harper and Row, New York; 1977. Slevin O D'A, Lavery M C. Self-directed learning and student supervision. Nurse Education Today 1991; 11: 368-377. United Kingdom Central Council for Nursing, Midwifery and Health Visiting. Project 2000: the final proposals: project paper 9. UKCC, London; 1987. United Kingdom Central Council for Nursing, Midwifery and Health Visiting. PREP and you: maintaining your registration. Standards for education following registration. UKCC, London; 1995. Watts A G. Education and employment: the traditional bonds. In: Dale R (ed) Education, training and employment; towards a new vocationalism. Open University/Pergamon Press, Oxford; 1985. <4> Accession Number 1997047594 NLM Unique Identifier: 97031666. Special Fields Contained Fields available in this record: abstract. Authors Blair PG. Templeton E. Sachdeva AK. Institution Division of Surgical Education, Department of Surgery, MCP, Hahneman School of Medicine, 3300 Henry Ave., Philadelphia, PA 19129. Title Scientific investigations. An adult education model for training third-year medical students in use of the Physician Data Query (PDQ) system. Source Journal of Cancer Education. 11(3):137-43, 1996 Fall. (24 ref) Abbreviated Source J CANCER EDUC. 11(3):137-43, 1996 Fall. (24 ref) Document Delivery NLM Serial Identifier: SR0055864. Journal Subset Biomedical Journals. Health Promotion/Education Journals. Peer Reviewed Journals. USA Journals. Special Interest Category Oncologic Care Cinahl Subject Headings Adult Adult Education Behavioral Objectives *Computerized Literature Searching *Education, Medical *Full-Text Databases, Health Information Retrieval Learning Models, Theoretical *Neoplasms/ed [Education] Neoplasms/th [Therapy] Outcomes of Education Self Directed Learning Student Performance Appraisal Students, Medical Teaching Methods United States Abstract BACKGROUND AND METHODS: An adult education model was developed to familiarize third-year medical students with the Physician Data Query (PDQ) system, a computerized, full-text database of state-of-the-art cancer information developed by the National Cancer Institute. The educational model was designed in collaboration with a medical librarian and was implemented within the context of a busy surgery clerkship using only modest resources that were readily available within the medical school. RESULTS: During three years, 275 medical students participated in the exercise and evaluated both the PDQ system and the educational model. Overall, 87% of the students considered the PDQ system to be a valuable source of information, and 84% anticipated using PDQ after completing their surgical rotations. Ninety-six percent of the students agreed that the objectives of the exercise were met. CONCLUSIONS: This article provides a description of the educational model and discusses the principles of adult education and andragogy on which it was developed. The importance of emphasizing the process of learning as well as the content is described relative to self-directed and life-long learning. (24 ref) ISSN 0885-8195 Publication Type Journal Article. Research. Tables/Charts. Language English. Entry Month 199712 <5> Accession Number 1997041767. Special Fields Contained Fields available in this record: abstract. Authors Merriam SB. Institution Department of Adult Education, Tucker Hall, The University of Georgia, Athens, GA 30602. Title Updating our knowlege of adult learning. Source Journal of Continuing Education in the Health Professions. 16(3):136-43, 1996 Summer. (36 ref) Abbreviated Source J CONTIN EDUC HEALTH PROF. 16(3):136-43, 1996 Summer. (36 ref) Document Delivery NLM Serial Identifier: SR0060878. Journal Subset Canada Journals. Peer Reviewed Journals. Cinahl Subject Headings Adult *Adult Education Cognition Critical Thinking Education, Continuing *Learning Learning Environment *Learning Methods *Learning Theory Psychology, Educational Abstract Whether one is involved in undergraduate, graduate, or continuing professional education, the learning transaction can be enhanced by understanding how adults learn and the conditions under which adults learn best. Andragogy, self-directed learning, and transformational learning, three major contributions to the growing knowledge base of adult learning theory, are first reviewed in this article. The second half of the article introduces readers to several new perspectives on adult learning; in particular, consciousness and learning, situated cognition, and feminist pedagogy are examined for what they can offer adult learning theory. Several conclusions are advanced about the state of adult learning theory, and implications are drawn for continuing education in the health professions. (36 ref) ISSN 0894-1912 Publication Type Journal Article. Language English. Entry Month 199711 <6> Accession Number 1996016080 NLM Unique Identifier: 96317362. Special Fields Contained Fields available in this record: abstract, cited references. Authors Balsamo D. Martin IS. Institution Chester College of Higher Education, Cheyney Road, Chester, UK. Title Developing the sociology of health in nurse education: towards a more critical curriculum -- part 1: andragogy and sociology in Project 2000. Source Nurse Education Today. 15(6):427-32, 1995 Dec. (22 ref) Abbreviated Source NURSE EDUC TODAY. 15(6):427-32, 1995 Dec. (22 ref) Document Delivery NLM Serial Identifier: N34370000. Journal Subset Nursing Journals. Peer Reviewed Journals. UK & Ireland Journals. Cinahl Subject Headings Adult Education *Curriculum *Education, Nursing *Health *Learning Methods Project 2000 *Sociological Theory United Kingdom Abstract This paper examines the potential for developing a more critical and reflexive curriculum around the sociology of health in nurse education. In Part One a review of the literature on Project 2000 to date suggests that insufficient attention has been paid to the scope for linking methodological and epistemological issues. It is argued that the status of "andragogy" as a strategy of teaching and learning is ill-defined and that the nature of sociological theory in nurse education remains too crude and dichotomous to produce the "knowledgeable doer", a qualitatively different kind of professional nurse practitioner. (22 ref) ISSN 0260-6917 Publication Type Journal Article. Language English. Entry Month 199605 Cited References Althusser L. For Marx. London: Allen Lane; 1969. Armstrong P. L'rdine nuovo: the legacy of Antonio Gramsci and the education of adults. International Journal of Lifelong Education 1988; 7(4). Bauman Z. Thinking sociologically. Oxford: Blackwell; 1990. Bilton T, Bonnett K, Jones P, Stanworth M, Sheard K, Webster A. Introductory sociology. 2nd edn. London: Macmillan; 1987. Craib I. Modern social theory: from Parsons to Habermas. Sussex: Harvester; 1984. Cuff E, Sharrock W, Francis D. Perspectives in sociology. London: Unwin; 1990. Davenport J. Is there any way out of the andragogy morass? In: Thorpe M, Edwards R, Hanson A (eds). Culture and process of adult learning. London: Routledge/Open University Press; 1993: 109-117. Dolan B (ed). Project 2000: reflection and celebration. London: Scutari Press; 1993. Durkehim E. The division of labour in society. New York: Free Press; 1964. Easthope G. British post-structuralism since 1968. London: Routledge; 1991. French P, Cross M. An interpersonal epistemological curriculum model for nurse education. Journal of Advanced Nursing 1992; 17: 83-89. Giddens A. Profiles and critiques in social theory. London: Macmillan; 1982. Griffin C. Curriculum theory in adult and lifelong education. London: Croom Helm; 1983. Groeman N, Slevin O, Buckenham M. Social and behavioural science for nurses. Edinburgh: Campion Press; 1992. Knowles M. The modern practice of adult education: andragogy versus pedagogy. New York: Association Press; 1970. Layder D. Understanding social theory. London: Sage; 1994. Parsons T. The social system. Illinois: Free Press; 1951. Rogers C. Freedom to learn in the 80s. Columbus, Ohio: Charles E Merrill; 1983. Schon D. The reflective practitioner. New York: Basic Books; 1983. Slevin O. Knowledgeable doing: the theoretical basis for practice. In: Slevin O, Buckenham M (eds). In: Slevin O, Buckenham M (eds). 1992: 26-41. Slevin O, Buckenham M (eds). Project 2000: the teachers speak. Edinburgh: Campion Press; 1992. Taylor S, Ashworth C. Durkheim and social realism: an approach to health and illness. In: Scambler G (ed). Sociological theory and medical sociology. London: Tavistock; 1987: 37-58. <7> Accession Number 1995013025 NLM Unique Identifier: 95223279. Special Fields Contained Fields available in this record: abstract, cited references. Authors Milligan F. Title In defence of andragogy. Source Nurse Education Today. 15(1):22-7, 1995 Feb. (36 ref) Abbreviated Source NURSE EDUC TODAY. 15(1):22-7, 1995 Feb. (36 ref) Document Delivery NLM Serial Identifier: N34370000. Journal Subset Nursing Journals. Peer Reviewed Journals. UK & Ireland Journals. Cinahl Subject Headings *Adult Education *Education, Nursing *Educational Theory *Problem-Based Learning *Teaching Methods/td [Trends] United Kingdom Abstract This paper supports the continued use of the term andragogy in Project 2000 nurse education programmes. It is argued that the theory of andragogy, and its supporting philosophy, methods, and research, are consistent with both the means and ends of contemporary nurse education. Some of the recent pressure felt in relation to use of alternative terms, such as critical pedagogy, are linked to wider socio-political influences and it is argued that it is essentially a sign of the times that andragogy has now come under threat. The call, from some, for a return to pedagogy is also seen as an attempt to reassert an increased degree of control over the student by those educationalists. This article is also a response to the article by Philip Darbyshire (1993) which questions the viability and relevance of the term andragogy. (36 ref) ISSN 0260-6917 Publication Type Journal Article. Tables/Charts. Language English. Entry Month 199505 Cited References Ashworth P, Morrison P. Problems of competence-based nurse education. Nurse Education Today 1991; 11: 256-260. Bayntun-Lees D. Reviewing the nurse, patient partnership. Nursing Standard 1992; 6(42): 36-40. Bevis EO, Murray JP. The essence of the curriculum revolution: emancipatory teaching. Journal of Nursing Education 1990; 29(7): 326-331. Boykin A, Schoenhofer S. Caring in nursing: analysis of extant theory. Nursing Science Quarterly 1990: 149-155. Burnard P. Learning human skills. 2nd ed. Guildford: Butterworth Heinemann; 1991. Cohen B. Means and ends in education. London: Allen & Unwin; 1983. Cohen JA. Caring perspectives in nursing education: liberation, transformation and meaning. Journal of Advanced Nursing 1993; 18: 621-626. Cook SH. Mind the theory/practice gap in nursing. Journal of Advanced Nursing 1991; 16: 1462-1469. Darbyshire P. In defence of pedagogy: a critique of the notion of andragogy. Nurse Education Today 1993; 13: 328-335. Dennison WF, Kirk R. Do, review, learn, apply: a simple guide to experimental learning. Oxford: Blackwell; 1990. English National Board. Managing change in nursing education. Pack 1. Milton Keynes: English National Board; 1987. Freire P. Pedagogy in process: the letters to Guinea-Bissau. New York: Writers and Readers Publishing Cooperative; 1978. Freire P. Pedagogy of the oppressed. Suffolk: Pelican; 1985. Freire P. A pedagogy for liberation: dialogues on transforming education. Macmillan: Basingstoke; 1987. French P, Cross D. An interpersonal-epistemological curriculum model for nurse education. Journal of Advanced Nursing 1992; 17: 83-89. Heron J. The facilitators handbook. Guildford: Kogan Page; 1989. Ho E. Towards an epistemological basis for andragogy in midwifery education. Nurse Education Today 1991; 11: 153-156. Jarvis P. Andragogy -- a sign of the times. Studies in the Education of Adults 1984; 4: 32-39. Jarvis P. The sociology of adults and continuing education. Worcester: Routledge; 1985. Knowles M. Andragogy in action. USA: Jossey-Bass; 1985. Knowles M. The adult learner; a neglected species. 4th ed. USA: Gulf; 1990. Lawton D. Curriculum studies and educational planning. Suffolk: Hodder & Stoughton; 1983. Mayo P. When does it work? Freire's pedagogy in context. Studies in the Education of Adults 1993; 25(1): 11-30. Mezirow J. A critical theory of adult learning and education. In: Tight M, Education for adults: adult learning and education. London: Croom Helm; 1983. Moore TW. Philosophy of education: an introduction. Padstow: Routledge Kegan Paul; 1986. National Foundation for Educational Research. Implementing Project 2000: an interim report. Berkshire: NFER; 1992. Nielson BB. Applying andragogy in nursing continuing education. Journal of Continuing Education 1992; 23(4): 148-151. Nottingham Andragogy Group. Towards a developmental theory of andragogy. University of Nottingham, Department of Adult Education; 1983. Paterson B, Crawford M. Caring in nursing education: an analysis. Journal of Advanced Nursing 1994; 19: 164-173. Quicke J. The "New Right" and education. In: Moon B, Murphy P, Raynor J, eds. Policies for the curriculum. Suffolk: Hodder & Stoughton; 1989. Savicevic DM. Modern conceptions of andragogy: a European framework. Studies in the Education of Adults 1991; 23(2): 179-201. Styler WE. Adult education and political systems. Department of Adult Education, University of Nottingham; 1984. Sweet E, Slevin O, Buckenham M, eds. Project 2000, the teachers speak. Oxford: Campion Press; 1992. Sweeney JF. Nurse education: learner-centred or teacher centred? Nurse Education Today 1986; 6: 257-262. UKCC. Project 2000: a new preparation for practice. London: UKCC; 1986. Webb C. Classification and framing: a sociological analysis of task-centred nursing and the nursing process. Journal of Advanced Nursing 1981; 6(5): 369-376. <8> Accession Number 1995007596. Special Fields Contained Fields available in this record: abstract. Authors Nealand SC. Title The interface of technology and andragogy: a case study. Source PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY ** 1992 ED.D. (153 p). Abbreviated Source PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY ** 1992 ED.D. (153 p). Document Delivery UMI Order #PUZ9311135. Cinahl Subject Headings Cross Sectional Studies *Education, Non-Traditional/ev [Evaluation] *Education, Nursing, Graduate Interviews Teaching Methods/ev [Evaluation] *Television Abstract This case study, using naturalistic inquiry, followed the process of a graduate level nursing seminar course, Ethical Issues in Health Care, offered over the Interactive TV (ITV) network of the Community College of Maine (CCM), summer of 1991. The literature of adult teaching and learning and evaluative research on distance education undergird the study. The reports of 15 of the 38 students enrolled in the course and their instructor present logical, rational, and consensual results of the investigation. Eleven of the students interviewed, eight at sites alone, received the course via two-way video and one-way video. Four of the 17 students in the origination classroom discussed issues which arose for students taking a seminar which was technologically encumbered. All students interviewed claimed they met the course goals and enjoyed the process. The reports of the interviewees present a picture of a successful seminar course, in which students learned in depth, applied theory to practice, and made real learning choices, attributes of any effective adult education course. The instructor creatively reconstructed the connections broken by geographical distance employing techniques to reduce fear of the technology and to rebuild the learning community. Students at a distance called in each class period to practice using the technology and to be heard by other students. All students, including distance students, were offered the option of making an oral presentation. Students believed a skillful professor and a topic of interest held the keys to success. Important attributes of the instructor included a sense of humor, positive regard and acceptance for students, and a theatrical sense of timing. She prepared well and offered clearly outlined options for learning. The course touched students' lives and held their interest. Broken connections frustrated students. Suggestions to improve connections included changes in camera work, providing students with class rosters, having pictures of distance students, and providing for communication between sites. Students also noted shortcomings of the origination classroom and safety problems at distance sites. Publication Type Doctoral Dissertation. Case Study. Research. Language English. Entry Month 199503 <9> Accession Number 1994179355 NLM Unique Identifier: 94053226. Authors Morrall P. Title The beginning of the end of andragogy... a part-time course for community psychiatric nurses. Source Senior Nurse. 13(5):42-4, 1993 Sep-Oct. (10 ref) Abbreviated Source SENIOR NURSE. 13(5):42-4, 1993 Sep-Oct. (10 ref) Document Delivery NLM Serial Identifier: S19450000. Journal Subset Nursing Journals. Peer Reviewed Journals. UK & Ireland Journals. Cinahl Subject Headings *Adult Education *Community Mental Health Nursing/ed [Education] *Course Evaluation United Kingdom ISSN 0265-9999 Publication Type Journal Article. Language English. Entry Month 199403 <10> Accession Number 1994176811 NLM Unique Identifier: 94049501. Special Fields Contained Fields available in this record: abstract. Authors Darbyshire P. Institution Dept Health Nurs Studies, Glasgow Caledonian Univ, City Campus, Cowcaddens Rd, Glasgow G4 OBA UK. Title In defence of pedagogy: a critique of the notion of andragogy. Source Nurse Education Today. 13(5):328-35, 1993 Oct. (35 ref) Abbreviated Source NURSE EDUC TODAY. 13(5):328-35, 1993 Oct. (35 ref) Document Delivery NLM Serial Identifier: N34370000. Journal Subset Nursing Journals. Peer Reviewed Journals. UK & Ireland Journals. Cinahl Subject Headings *Adult Education Education, Nursing *Educational Theory Abstract Malcolm Knowles' theory of andragogy has gained increasing acceptance among nurse educators. Andragogy is espoused as a progressive educational theory, adopted as a theorectical underpinning for curricula and is even considered to be synonymous with a variety of teaching techniques and strategies such as "problem-based" and "self-directed" learning. This paper offers a critique of the notion of andragogy which maintains that the distinction created between andragogy and pedagogy is spurious and based upon assumptions which are untenable. It is argued that andragogy has been uncritically accepted within nursing education in much the same way that the nursing process and models of nursing were in their day. Finally, it is claimed that true pedagogy has far more radical, powerful and transformative possibilities for nursing education. (35 ref) ISSN 0260-6917 Publication Type Journal Article. Language English. Entry Month 199402 <11> Accession Number 1992147643. Special Fields Contained Fields available in this record: abstract. Authors Nielsen BB. Title Applying andragogy in nursing continuing education... reprinted from The Journal of Continuing Education in Nursing, March/April 1989. Source Journal of Continuing Education in Nursing. 23(4):148-51, 1992 Jul-Aug. (13 ref) Abbreviated Source J CONTIN EDUC NURS. 23(4):148-51, 1992 Jul-Aug. (13 ref) Document Delivery NLM Serial Identifier: J17840000. Journal Subset Core Nursing Journals. Nursing Journals. Peer Reviewed Journals. USA Journals. Cinahl Subject Headings Adult *Adult Education *Education, Nursing, Continuing *Learning Nursing Practice Oncologic Nursing/ed [Education] *Philosophy Teaching Methods Abstract Andragogy, a philosophical orientation for adult education, receives little attention in the nursing continuing education (CE) literature. Yet, the tenets of andragogy form the organizing framework for programming. This article defines andragogy and provides selected results of a research study designed to test andragogical concepts in long-term oncology nursing CE programs. The results of the study suggest a new way of viewing the goals of nursing continuing education activities. (13 ref) ISSN 0022-0125 Publication Type Journal Article. Language English. Entry Month 199210 <12> Accession Number 1992142779 NLM Unique Identifier: 92167934. Special Fields Contained Fields available in this record: abstract. Authors Mander R. Institution Dept Nurs Studies Univ Edinburgh, Adam Ferguson Bldg, 40 George Square, Edinburgh EH8 9LL UK. Title See how they learn: experience as the basis of practice. Source Nurse Education Today. 12(1):11-8, 1992 Feb. (22 ref) Abbreviated Source NURSE EDUC TODAY. 12(1):11-8, 1992 Feb. (22 ref) Document Delivery NLM Serial Identifier: N34370000. Journal Subset Nursing Journals. Peer Reviewed Journals. UK & Ireland Journals. Cinahl Subject Headings Adoption/pf [Psychosocial Factors] Adult Adult Education Comparative Studies *Education, Nurse Midwifery *Experiential Learning Female Field Studies Interviews *Job Experience Male Multimethod Studies *Nurse Midwives/pf [Psychosocial Factors] Qualitative Studies Abstract Personal accounts of nurses' and midwives' experiences of health problems feature not infrequently in the nursing press, with different points being made. The contribution of experience to learning is examined in relation to data collected during a study of midwives' care of relinquishing mothers. The extent to which there is a conflict between experiential learning, valued as a component of andragogy, and aspirations to being a research-based profession is examined. (22 ref) ISSN 0260-6917 Publication Type Journal Article. Language English. Entry Month 199207 <13> Accession Number 1992140313 NLM Unique Identifier: 92166150. Special Fields Contained Fields available in this record: abstract. Authors French P. Cross D. Institution Dept Health Community Studies Teesside Polytechnic, Borough Rd, Middlesbrough, Cleveland TS1 3BA England. Title An interpersonal-epistemological curriculum model for nurse education. Source Journal of Advanced Nursing. 17(1):83-9, 1992 Jan. (17 ref) Abbreviated Source J ADV NURS. 17(1):83-9, 1992 Jan. (17 ref) Document Delivery NLM Serial Identifier: J10680000. Journal Subset Core Nursing Journals. Nursing Journals. Peer Reviewed Journals. UK & Ireland Journals. Cinahl Subject Headings *Adult Education *Curriculum Development *Education, Nursing/mt [Methods] Faculty-Student Relations *Learning Styles Learning Theory *Nursing Models, Theoretical Paradigms *Self Directed Learning *Students, Nursing Abstract This paper proposes a curriculum model for nurse education which holds forms of knowledge and interpersonal relationships as key issues if nurse education is to develop autonomous, reflective, critical practitioners. By adopting areas of cognitive interest, principles of andragogy and the concept of reflection-in-action, the model provides a heuristic tool which attempts to enable the provision of a nurse education which is devoted to adult learning processes and relevent to the development of education in the practice setting. The technical, practical and emancipatory areas of cognitive interest provide an understanding of learning domains which require different knowledge bases, methods of learning and forms of assessment to each other. The pedagogy/andragogy dichotomy is presented to reflect two teaching paradigms. The former approach is derived from the activity of teaching children and provides for passive dependence. The latter is more appropriate to adult learning and student self-direction. The model attempts to promote the transitional dynamic which moves the student nurse toward a state of greater self-direction. Finally, the concept of reflection-in-action is discussed in an attempt to ensure that the areas of cognitive interest and the learning strategies are inextricably linked to the practice component of a professional nurse education. All three dimensions are combined to show how each should develop in unison as the professional education of the nurse proceeds along a chronological dimension. (17 ref) ISSN 0309-2402 Publication Type Journal Article. Tables/Charts. Language English. Entry Month 199205 <14> Accession Number 1991132122 NLM Unique Identifier: 91351162. Special Fields Contained Fields available in this record: abstract. Authors Janhonen S. Title Andragogy as a didactic perspective in the attitudes of nurse instructors in Finland. Source Nurse Education Today. 11(4):278-83, 1991 Aug. (23 ref) Abbreviated Source NURSE EDUC TODAY. 11(4):278-83, 1991 Aug. (23 ref) Document Delivery NLM Serial Identifier: N34370000. Journal Subset Nursing Journals. Peer Reviewed Journals. UK & Ireland Journals. Cinahl Subject Headings *Adult Education/ev [Evaluation] Curriculum/ev [Evaluation] *Faculty Attitudes/ev [Evaluation] *Faculty, Nursing/pf [Psychosocial Factors] Finland Learning Methods/ev [Evaluation] Peer Review Pilot Studies Self Directed Learning/ev [Evaluation] Abstract In this article the didactic perspectives of nurse instructors (NIs) is examined with the help of andragogy defined by the concepts of self-directed learning, learning as a process and lifelong learning. The results of a pilot study of ongoing research on the educational perspective of NIs, are used as examples to discuss how far NIs have accepted the features of andragogy as their didactic perspective both in their public stance and in their actions as described by NIs themselves. (23 ref) ISSN 0260-6917 Publication Type Journal Article. Research. Language English. Entry Month 199111 <15> Accession Number 1991125277 NLM Unique Identifier: 91211672. Special Fields Contained Fields available in this record: abstract. Authors Ho E. Title Towards an epistemological basis for andragogy in midwifery education. Source Nurse Education Today. 11(2):153-6, 1991 Apr. (12 ref) Abbreviated Source NURSE EDUC TODAY. 11(2):153-6, 1991 Apr. (12 ref) Document Delivery NLM Serial Identifier: N34370000. Journal Subset Nursing Journals. Peer Reviewed Journals. UK & Ireland Journals. Cinahl Subject Headings Adult *Adult Education *Education, Nurse Midwifery *Faculty, Nursing Learning *Role Abstract In designing the curriculum for pre and post registration midwifery courses, the author has utilised an andragogical model. This term refers to the art and science of teaching adults (Knowles 1978). The ideas that Knowles (1978) put forward about andragogy while not new, have been implemented in adult education and are certainly relevant to the modern practice of midwifery education. The aim of this paper is to examine the two extreme philosophical views about the nature of man and to provide an epistemological basis for andragogy in midwifery education. (12 ref) ISSN 0260-6917 Publication Type Journal Article. Language English. Entry Month 199107 <16> Accession Number 1991125276 NLM Unique Identifier: 91211671. Special Fields Contained Fields available in this record: abstract. Authors Happs SJ. Title Problem posing vs problem solving. Source Nurse Education Today. 11(2):147-52, 1991 Apr. (10 ref) Abbreviated Source NURSE EDUC TODAY. 11(2):147-52, 1991 Apr. (10 ref) Document Delivery NLM Serial Identifier: N34370000. Journal Subset Nursing Journals. Peer Reviewed Journals. UK & Ireland Journals. Cinahl Subject Headings Adult *Adult Education/ev [Evaluation] Education, Nursing/ev [Evaluation] Learning Models, Theoretical *Problem Solving Thinking Abstract This paper addresses the notion of adult education and places it within the context of the literature on adult development. Emphasis is placed on the work of Klaus Riegel (1973) who suggested a different interpretation of adult development. Dialectic operations is perceived to be the final stage of cognitive development, as opposed to formal operational thought, the traditional interpretation. Dialectic operations is a way of thinking which seeks to discover a whole new series of questions to be asked, rather than in finding 'once and for all' answers. The concepts put forward by Riegel are used as the foundation for a different interpretation of andragogy, based on the work of the Nottingham Andragogy Group (1983). The educational approach suggested to a large extent is diametrically opposed to the much criticised `traditional' training of nurses. The view is expressed that although this is a different approach it is nonetheless worthwhile and should be embraced, particularly when nurse education is undergoing such major change. (10 ref) ISSN 0260-6917 Publication Type Journal Article. Language English. Entry Month 199107 <17> Accession Number 1991122730. Special Fields Contained Fields available in this record: abstract. Authors Sweeney JF. Title The learner-centredness of two registered general nursing and two registered mental nursing courses as perceived by third-year nursing students. Source Journal of Advanced Nursing. 15(10):1208-19, 1990 Oct. (79 ref) Abbreviated Source J ADV NURS. 15(10):1208-19, 1990 Oct. (79 ref) Document Delivery NLM Serial Identifier: J10680000. Journal Subset Core Nursing Journals. Nursing Journals. Peer Reviewed Journals. UK & Ireland Journals. Cinahl Subject Headings Adult Age Factors Analysis of Variance *Conceptual Framework Construct Validity Convenience Sample Correlation Coefficient Descriptive Research *Education, Nursing *Faculty, Nursing *Faculty-Student Relations Female *Learning *Learning Environment, Clinical *Learning Methods Male Middle Age *Psychiatric Nursing/ed [Education] Questionnaires Reliability Reliability and Validity Research Instruments *Self Directed Learning Sex Factors Spearman's Rank Correlation Coefficient *Students, Nursing/pf [Psychosocial Factors] United Kingdom Abstract Using the conceptual framework of the Nottingham Andragogy Group, two first-level British courses in general nursing and two in psychiatric nursing were studied to investigate their degree of perceived learner-centredness. Boydell's Scale for Measuring the Learner-Centredness of a Course was administered to a non-random sample of all 172 third-year students at three schools of nursing. Preference for learner-centred nursing education was investigated using Boydell's Preferred Teaching Style Rating Scale with the student sample and by 31 nurse teachers. Results indicated that first-level nursing courses were perceived to be highly teacher-centred in terms of planning, direction, sequence, pace and evaluation of learning. The climate of learning proved to be moderately learner-centred though teacher-student relationships were perceived as formal. Variety of learning approach was seen as limited with a tendency towards positivism rather than relativism of knowledge. Both students and teachers of nursing expressed a slight preference for teacher-centred courses despite the former's dissatisfaction with lack of participation in determining learning objectives. Significantly greater perceived learner-centredness of a psychiatric course was attributed to variations in the philosophy of learning within a particular school rather than to the course per se. (79 ref) ISSN 0309-2402 Publication Type Journal Article. Research. Statistics. Tables/Charts. Language English. Entry Month 199105 <18> Accession Number 1990116846. Special Fields Contained Fields available in this record: abstract. Authors Burnard P. Title The student experience: adult learning and mentorship revisited. Source Nurse Education Today. 10(5):349-54, 1990 Oct. (29 ref) Abbreviated Source NURSE EDUC TODAY. 10(5):349-54, 1990 Oct. (29 ref) Document Delivery NLM Serial Identifier: N34370000. Journal Subset Nursing Journals. Peer Reviewed Journals. UK & Ireland Journals. Cinahl Subject Headings *Adult Education/ev [Evaluation] *Education, Nursing/ev [Evaluation] Humanism Learning Theory *Mentorship/ev [Evaluation] Nursing Theory/ed [Education] Preceptorship Role Student Attitudes/ev [Evaluation] Supervisors and Supervision Abstract Nursing education is being cited frequently as an example of adult education. Mentorship is also a concept that has been adopted as an approach to enhancing learning in the clinical setting. This paper examines, critically, the notions of adult learning, andragogy and mentorship and explores their relationship to modern nursing educational practice. (29 ref) ISSN 0260-6917 Publication Type Journal Article. Language English. Entry Month 199012 <19> Accession Number 1990105640. Special Fields Contained Fields available in this record: abstract. Authors Padberg RM. Padberg LF. Title Strengthening the effectiveness of patient education: applying principles of adult education. Source Oncology Nursing Forum. 17(1):65-9, 1990 Jan-Feb. (21 ref) Abbreviated Source ONCOL NURS FORUM. 17(1):65-9, 1990 Jan-Feb. (21 ref) Document Delivery NLM Serial Identifier: O06740000. Journal Subset Core Nursing Journals. Nursing Journals. Peer Reviewed Journals. USA Journals. Cinahl Subject Headings *Adult Education *Human Development *Learning *Patient Education Abstract In spite of the recognized significance of patient education, many factors contribute to difficulties in providing effective patient teaching: diminished time from reduced hospital stays, the shortage of nursing personnel, and often, the patient's compromised physical and emotional status. With these constraints, teaching must be effective and efficient. In reviewing the literature, primary emphasis was found on providing sound clinical information with little attention to the techniques of effective methods for teaching adults. This article draws upon the principles of andragogy -- the methods of teaching adults delineated by Malcolm Knowles -- to provide a conceptual framework for developing effective patient education practice. Examples of both effective and ineffective practice are provided from the nursing literature. The information provided should assist nurses in understanding how adults learn and provide them with a structure to use in tailoring their teaching to meet the individual needs of their patients. (21 ref) ISSN 0190-535X Publication Type Journal Article. Tables/Charts. Language English. Entry Month 199005 <20> Accession Number 1990103729. Special Fields Contained Fields available in this record: abstract. Authors Burnard P. Title Experiential learning and andragogy -- negotiated learning in nurse education: a critical appraisal. Source Nurse Education Today. 9(5):300-6, 1989 Oct. (41 ref) Abbreviated Source NURSE EDUC TODAY. 9(5):300-6, 1989 Oct. (41 ref) Document Delivery NLM Serial Identifier: N34370000. Journal Subset Nursing Journals. Peer Reviewed Journals. UK & Ireland Journals. Cinahl Subject Headings *Education, Nursing/mt [Methods] Faculty, Nursing Knowledge *Learning Methods/ev [Evaluation] Negotiation Self Directed Learning Teaching Methods/ev [Evaluation] Abstract Andragogy and experiential learning have frequently been cited as recommended approaches to aspects of nurse education. This paper offers a critical appraisal of the two approaches and offers suggestions as to how a negotiated nursing curriculum may be developed. (41 ref) ISSN 0260-6917 Publication Type Journal Article. Language English. Entry Month 199003 <21> Accession Number 1989090872. Special Fields Contained Fields available in this record: abstract. Authors Nielsen BB. Title Applying andragogy in nursing continuing education. Source Journal of Continuing Education in Nursing. 20(2):86-90, 1989 Mar-Apr. (13 ref) Abbreviated Source J CONTIN EDUC NURS. 20(2):86-90, 1989 Mar-Apr. (13 ref) Document Delivery NLM Serial Identifier: J17840000. Journal Subset Core Nursing Journals. Nursing Journals. Peer Reviewed Journals. USA Journals. Cinahl Subject Headings *Adult Education *Education, Nursing, Continuing *Learning Oncologic Nursing/ed [Education] *Philosophy Teaching Methods Abstract Andragogy, a philosophical orientation for adult education, receives little attention in the nursing continuing education literature. Yet, the tenets of andragogy form the organizing framework for programming. This article defines andragogy and provides selected results of a research study designed to test andragogical concepts in long-term oncology nursing continuing education programs. The results of the study suggest a new way of viewing the goals of nursing continuing education activities. (13 ref) ISSN 0022-0125 Publication Type Journal Article. Language English. Entry Month 198905 <22> Accession Number 1988074643. Special Fields Contained Fields available in this record: abstract. Authors Phillips AP. Title Reducing nursing students' anxiety level and increasing retention of materials... modified group testing. Source Journal of Nursing Education. 27(1):35-41, 1988 Jan. (19 ref) Abbreviated Source J NURS EDUC. 27(1):35-41, 1988 Jan. (19 ref) Document Delivery NLM Serial Identifier: J32180000. Journal Subset Core Nursing Journals. Nursing Journals. Peer Reviewed Journals. USA Journals. Cinahl Subject Headings *Anxiety/pc [Prevention and Control] Descriptive Research *Education, Nursing, Associate *Group Processes *Learning *Students, Nursing Teaching Methods *Test Taking Abstract The purpose of this descriptive study is to examine the effects active learning, collaboration and modified group testing have on reducing students' anxiety and increasing learning and retention of material. Subjects consist of 34 associate degree nursing students enrolled in the Advanced Adult Health nursing class at North Georgia College. Most of the students are married, have children and work part time. A self-reporting questionnaire suggests a reduction of the students' anxiety during the quarter. The attitudinal questionnaire reveals an atmosphere of collaboration among peers. Data evaluating learning and retention of materials were analyzed using the parametric (T-test) and nonparametric (Wiley Rank Sum test) methods. Examination of the Null Hypotheses I and II suggests there were increased learning and retention of materials as evidenced by higher grades on the comprehensive final examination than on the quizzes given after presentation of content. Principles of andragogy as defined by Knowles (1980) and cooperation with peers as described by Johnson, and Maruyama (1983), and Johnson and Johnson (1975) form the theoretical foundation. (19 ref) ISSN 0148-4834 Publication Type Journal Article. Research. Language English. Entry Month 198805 <23> Accession Number 1987061409. Special Fields Contained Fields available in this record: abstract. Authors Sweeney JF. Title Nurse education: learner-centred or teacher-centred? Source Nurse Education Today. 6(6):257-62, 1986 Dec. (54 ref) Abbreviated Source NURSE EDUC TODAY. 6(6):257-62, 1986 Dec. (54 ref) Document Delivery NLM Serial Identifier: N34370000. Journal Subset Nursing Journals. Peer Reviewed Journals. UK & Ireland Journals. Cinahl Subject Headings *Education, Nursing Philosophy, Nursing United Kingdom Abstract Although the characteristics of an ideal "ward learning climate" have been well documented, nurse educationalists have devoted less attention to the learning climate in schools of nursing. Several commentators have noted the profession's failure to treat students of nursing as adult learners. The contrasts between learner-centred and teacher-centred approaches are explored in the context of differing ideologies of education. Major themes from adult education such as self-directed learning, student-centred learning and andragogy, are discussed in relation to learner-centred education. Teacher-centred learning, implicit in many schools of nursing, stressing a role-based, asymmetrical power relationship between teacher and student, provides a poor role model for empathic nurse-patient interactions. Its emphasis on treating nursing students as a passive homogeneous group conflicts with the philosophy of individualisation inherent in the nursing process. The consequences for nursing of maintaining a teacher-centred approach to learning include failure to develop critical thinking, in its students research mindedness and a positive attitude to change and a self-directed attitude to continuing education. (54 ref) ISSN 0260-6917 Publication Type Journal Article. Language English. Entry Month 198703 <24> Accession Number 1985039362. Authors Knowles MS. Title Applications in continuing education for the health professions... chapter five of Andragogy In Action. Source Mobius: the Journal of Continuing Education for Health Science Professional. 5(2):80-100, 1985 Apr. Abbreviated Source MOBIUS. 5(2):80-100, 1985 Apr. Document Delivery NLM Serial Identifier: M41130000. Journal Subset USA Journals. Cinahl Subject Headings *Health Occupations/ed [Education] *Learning *Self Directed Learning ISSN 0272-3425 Publication Type Journal Article. Language English. Entry Month 198507 <25> Accession Number 1985036064. Authors Ubaldi SE. Title Beyond andragogy... synergogy goes beyond pedagogy and andragogy. Source Radiologic Technology. 56(3):146-50, 1985 Jan-Feb. (6 ref) Abbreviated Source RADIOL TECHNOL. 56(3):146-50, 1985 Jan-Feb. (6 ref) Document Delivery NLM Serial Identifier: R01540000. Journal Subset Allied Health Journals. Peer Reviewed Journals. USA Journals. Cinahl Subject Headings *Adult Education *Education, Continuing (Credit) Education, Radiologic Technology *Learning *Teaching Methods ISSN 0033-8397 Publication Type Journal Article. CEU. Language English. Entry Month 198505 <26> Accession Number 1984027735. Authors Galbraith MW. Simon-Galbraith JA. Title Radiologic technology educators and andragogy. Source Radiologic Technology. 55(5):147-51, 1984 May-Jun. (16 ref) Abbreviated Source RADIOL TECHNOL. 55(5):147-51, 1984 May-Jun. (16 ref) Document Delivery NLM Serial Identifier: R01540000. Journal Subset Allied Health Journals. Peer Reviewed Journals. USA Journals. Cinahl Subject Headings *Adult Education *Education, Continuing (Credit) Education, Radiologic Technology ISSN 0033-8397 Publication Type Journal Article. Language English. Entry Month 198409