Increasing functional communication through relaxation training and neuromuscular feedback.

The following research examined the effects of behavioural relaxation training and biofeedback on ataxic tremor of an adult with acquired brain injury. The participant was taught relaxation techniques before biofeedback was introduced. Once he was proficient in relaxation, these skills were then used as a foundation for biofeedback training. Specific skills, facilitating the use of a letter board, were taught when the participant was able to relax the appropriate musculature to criterion. The results demonstrated that the participant learned how to significantly decrease the severity of tremor. As a result, he became more proficient at communicating via his letter board. Collateral effects were increased attempts at communication and fewer episodes of anger.

Do students' attitudes toward women change during medical school?

BACKGROUND: Medical school has historically reinforced traditional views of women. This cohort study follows implementation of a revitalized curriculum and examines students' attitudes toward women on entry into an Ontario medical school, and 3 years later. METHODS: Of the 75 students entering first year at Queen's University medical school 70 completed the initial survey in September 1994 and 54 were resurveyed in May 1997. First-year students at 2 other Ontario medical schools were also surveyed in 1994, and these 166 respondents formed a comparison group. Changes in responses to statements about sex-role stereotypes, willingness to control decision-making of female patients, and conceptualization of women as "other" or "abnormal" because they are women were examined. Responses from the comparison group were used to indicate whether the Queen's group was representative. RESULTS: Attitudinal differences between the primary group and the comparison group were not significant. After 3 years of medical education students were somewhat less accepting of sex-role stereotypes and less controlling in the doctor-patient encounter. They continued, however, to equate adults with men and to see women as "not adult" or "other." Female students began and remained somewhat more open-minded in all areas studied. INTERPRETATION: A predicted trend toward conservatism was not seen as students became older, more aware and closer to completion of medical training, although they continued to equate adults with male and to see women as "other." Findings may validate new curricular approaches and increased attention to gender issues in the academic environment.

Influential factors in choosing adult/mental health nursing.

This paper describes a comparative survey to investigate the factors influencing twenty undergraduate nursing students on a 'Project 2000 style' course, in their choice of either the adult or mental health branch. The course was structured such that choice of branch was made at the end of the Common Foundation Programme, following experience of each type of nursing. Findings revealed that those choosing the mental health branch were more likely to have made their choice later in the course, and to have changed their mind. Students appeared to have been strongly influenced by positive experiences in mental health placements, both in relation to the work itself, and to the attitudes of ward staff and general atmosphere. These were compared favourably to their experiences in general wards. Reasons for choosing the adult branch included always having wanted to do general nursing and preferring a practically oriented career. Several students were influenced by future career plans for which an RGN qualification was necessary. Both groups had found decision making difficult, especially the mental health branch students who had changed their minds since they began the course. Many students felt that more information and experience, particularly in mental health nursing was needed in the Common Foundation Programme. Suggestions are made in relation to future recruitment to this and other mental health nursing courses.

Integrating what is taught with what is practised in the nursing curriculum: a multi-dimensional model.

The discrepancy between nursing as it is taught in the classroom (theory) and nursing as it is experienced by students in the clinical setting (practice) has long been a source of concern to teachers, practitioners and learners. This paper provides an overview of the literature on the theory-practice gap, exploring some of the many reasons cited for its existence as well as suggested ways of bridging the gap. Drawing upon the findings, a comprehensive and multi-dimensional model designed to integrate theory and practice of nursing is proposed for use by curriculum planners. Fundamental to the model is the notion of collaboration between education and service staff at all stages of the curriculum process. The model highlights eight key areas for the curriculum team to consider: the curriculum model to be used, sequencing of taught content and clinical practice, the content of the course, teaching methods to be used, assessment criteria, the role of tutors in the learning process, the contribution of service staff, and the influence of the hidden curriculum. It is argued that only through such a comprehensive model can integration of theory and practice within the curriculum be achieved. Adoption of the model, however, will require considerable individual and organizational commitment.