Application of the case management model to a trauma patient.

Alternative models and patterns of health care delivery have emerged in order to decrease institutional costs and maintain quality of care. The case management model, an alternative health care delivery model, serves as a framework for the delivery of care to trauma patients with multiple injuries. In this article, we review delivery of care, the role of the case manager, and components of the case management model: selection of patient, health assessment, planning and coordination of care, monitoring, and evaluation of outcomes.

The effects of interactive video on cognitive achievement and attitude toward learning.

The purpose of this experimentally designed study was to determine the effects of an interactive videodisc program, entitled "Diabetic Health Assessment," versus traditional lecture on cognitive learning and affective behaviors of baccalaureate nursing students. It was hypothesized that: 1) there would be no significant difference in the cognitive achievement scores between those students taught by an interactive videodisc program (experimental group) compared to those students taught by a traditional lecture method (control group), and 2) there would be a statistically significant difference in student attitude toward learning between those students taught by an interactive videodisc program compared to students taught by a traditional lecture method. Eighty-three third-year baccalaureate nursing students at a major urban university served as subjects and were randomly assigned to either a control (n = 41) or an experimental group (n = 42). The multivariate analysis of covariance with two criteria and the pretest as the covariate was significant (p = .000, df = 4, 140) indicating that the adjusted posttest scores on the two measures were significantly different for the experimental group compared to the control group. The univariate F for the cognitive measure was nonsignificant (p = .283, df = 2, 72) indicating that students' achievement under interactive video is not significantly different than under traditional lecture. The univariate F for the affective measure was significant (p = .000, df = 2, 72) indicating that the students learning by interactive video possessed a more positive attitude toward learning than those learning by traditional lecture method of instruction.

An appraisal process for classroom teaching in higher education.

An appraisal process was presented which encompassed four major phases: preoperational, immediate, intermediate and product stages. Evaluation tools for the immediate and intermediate stages, with classroom teaching behaviors cited from the literature, were formulated. The Pre-operational (CV) and Immediate Stages could serve as a baseline for an individual faculty member to assess self improvement. Once these norms have been established, the faculty person could begin to compile a dossier for Promotion and Tenure. The forms presented in this article are but one facet of the evaluation process and other areas, such as research and scholarly activities, should be incorporated into any total evaluation process. The most pertinent use of this system is for the faculty member to assess herself in classroom teaching.