Problem-based learning in a new Canadian curriculum.

Problem-based learning (PBL) is a method of group learning that uses true-to-life problems as a stimulus for students to learn problem-solving skills and acquire knowledge about the basic and clinical sciences. This article documents the design and implementation of PBL in a second year course in the new curriculum of the University of Ottawa School of Nursing's Generic Program. The learning and teaching experiences of students and facilitators in this PBL course are described. As a way to determine students' perception of their learning using PBL, they were asked to respond to four questions. The most frequently described thinking processes were problem solving, nursing process and group process. When asked to describe the learning they derived from PBL, as differentiated from other instructional methods, students identified group process and problem solving most often. The most frequently identified factors that influenced performance and learning in PBL were positive attitude and group effort. The factors that affected the facilitators' performance of their role were large group size, insufficient practice of facilitator skills and PBL preparation. To enhance group process, facilitators modelled and shared roles. They fostered student motivation and development through formative evaluation. PBL produced clear benefits for students, such as increased autonomous learning, critical thinking, problem solving and communication. For facilitators, PBL was a liberation from the traditional role of 'content expert and super consultant'.

Transcultural mentoring: an experience in perspective transformation.

This article describes the phases of a transcultural mentoring relationship between Chinese nurses and Canadian nursing professors. Mezirow's adult learning theory of perspective transformation was used to guide this educational experience. An understanding of this learning process sensitized the mentors to the disorienting dilemma and culturally induced behaviors of their protégés. The aims of this article are to provide a description of the mentoring process using Mezirow's framework, describe how this process differed from the traditional mentoring relationship, identify the major factors that influenced the relationship, describe what was learned from the experience and to make recommendations based on the authors' experiences.

Applicability of Orem's conceptual framework: a cross-cultural point of view.

Orem's conceptual framework for nursing is analysed and evaluated for its applicability in Chinese nursing practice. The appropriateness of Orem's nursing theory for application in Chinese nursing practice is determined through an examination of its completeness, compatibility, practicality and feasibility. Some insights and recommendations are offered for consideration.

Implementing the Roy model: challenges for nurse educators.

The experience of selecting and implementing a nursing model appropriate to the nursing course in the first year of the generic baccalaureate programme of the University of Ottawa School of Nursing is described. Many challenges surfaced for the professors in year one as this curriculum change was implemented. Four challenges: (1) adapting the course to be congruent with the Roy model, (2) developing teaching tools suitable for student learning, (3) sequencing of content for student learning, and (4) obtaining competent role models, and how they were met, are discussed.

Comparative analysis of the perceptions of patients and nurses about the importance of nursing activities in a postpartum unit.

The perceptions of patients and nurses about the importance of nursing activities in a postpartum unit were measured by questionnaire. This pilot study examined the following aspects: how important particular nursing activities are to the consumer in a postpartum unit; the importance assigned to particular nursing activities by the nurse in actual practice compared to the importance the nurse would like to give to these nursing activities; the reasons for the difference between the importance ratings assigned to the nursing activities by the nurse in actual practice and what the nurse would like to give. It was hypothesized that there would be no significant difference between the importance ratings assigned by the patients and the nurses. It was also hypothesized that there would be no significant difference between importance ratings assigned by the nurse in actual practice from what she would like to assign. The null hypothesis was rejected relevant to several nursing activities in both cases. The reasons given by the nurses for the difference in ratings is discussed. The observations of patients are reviewed and possible explanations for the incongruence between importance ratings are examined. Results provide some direction for improving nursing care in the postpartum area.

The effects of long-term psychotherapy on patients' self-perception.

A review of the literature regarding the effects of long-term psychotherapy indicates that it has rarely been examined purely from the standpoint of the patient. This study attempts to determine how the patients perceive attitudinal change in themselves and their therapists during the treatment process. Twenty patients who received dynamically oriented psychotherapy in excess of one year in a typical outpatient clinic participated. These patients were randomly assigned a therapist who was either a Clinic staff member or senior resident in psychiatry. Slightly more than half the patients included in the study had a diagnosis of psychoneurosis, while the remainder were viewed as possessing characterological or psychotic disturbances. Evaluation of patient attitudes was achieved through the use of a modified version of Osgood's Semantic Differential Scale. It was determined that patients perceived themselves as becoming significantly more like their therapists after one year of psychotherapy. They saw themselves as more active, independent, dominant, outgoing, realistic and happy. This "psychic shift" is discussed in terms of identification, transference and counter-transference phenomena.

Issues in treatment efficacy research with alcoholics.

A variety of therapeutic strategies have been used in the treatment of alcoholic patients. Within this context, behavioral techniques have been widely employed with varying degree of effectiveness. This paper attempts to explore theoretically 2 widely used behavioral therapeutic methods, systematic desensitization and covert sensitization, along with traditional insight-oriented therapy. Possible merits and limitations of applying these treatment approaches to alcoholic patients are explored.