Subject: CINHALL andragogy
Date: Wed, 1 Mar 2000 21:32:04 -0600
From: ovid@tioga.lso.missouri.edu
To: rpvstl@logan.edu
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Database: CINAHL <1982 to December 1999>
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<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
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1984.
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1990.
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learning. London: Routledge/Open University Press; 1993: 109-117.
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1991.
French P, Cross M. An interpersonal epistemological curriculum model for
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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.
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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