Thesis (M.S.)--University of Wisconsin, School of Nursing. / eContent provider-neutral record in process. Description based on print version record.

The purpose of this study was to explore the question: does the use of a videotaped recording of a nursing student's performance of a psychomotor skill, with subsequent review by the student, enhance that student's performance? In order to answer this question, a quasi-experimental study was carried out. The psychomotor skill selected for testing was that of transferring a client from a bed to a wheelchair. Prior to the study, subjects had completed a learning module on the skill. Sixteen first year baccalaureate nursing students were randomly placed into an experimental or comparison group. Following this, the investigator taught the specified skill employing the teaching techniques of demonstration and discussion. A videotape was made of all subjects performing the skill to provide a data base and determine sample homogeneity. The two groups then received their respective feedback treatments. Eight students in the experimental group received a videotape of their performance, along with a performance check-list to assist them in the review of their videotapes. Eight students in the comparison group received teacher feedback during their skill performance. The teacher was guided by the same performance check-list used by the experimental group subjects. After a period of eleven or twelve days, depending on the group, the experimental and comparison groups returned for a final videotaped test performance. Seven subjects in each group completed the test performance. A questionnaire was completed by the fourteen subjects at this time. This was an attempt to gather data on selected characteristics of the learner, believed to affect psychomotor skill learning. Students did not view the data base or final test performance videotapes. One rater scored these performances using the performance check-list. The scores were compared to determine similarities and differences between the videotaped feedback and teacher feedback groups. The questionnaire responses were tabulated and interpreted within the analysis of the score results. When the gain scores between the data base and final test performances were compared, no significant differences were found between the experimental and comparison groups. Analysis of the data base mean scores revealed that no significant differences existed between the groups. This indicated sample homogeneity before the feedback treatments were given. Gain scores within each group did not show significant differences. With the lack of significant differences in the gain scores between groups, it was concluded that videotaped performance feedback was as effective as teacher feedback. / Applied Science, Faculty of / Nursing, School of / Graduate

The paper describes a study on reading aloud to a group of four women with mild or moderate dementia living in a nursing home. The purpose of the study was to examine what reactions the reading aloud creates and if the reactions are different if the literature is written in common Swedish or in easy-to-read Swedish. Original and easy-to-read version of the book "The Lady with the Camelias" by Alexandre Dumas was chosen for reading aloud. The study was conducted in two separate parts with four reading sessions in each part. All sessions were filmed with two cameras, one of them focusing the group and the other focusing one individual. Reader was a caregiver at the womens nursing home.The videofilms have been transcribed and the data has been worked up with a qualitative content analysis. The result has thereafter been analysed on the basis of Erving Goffman´s theory of presentation of self together with relevant research. The study shows that the reading aloud awakened many different reactions, especially among the most verbal women. Three out of four women show a greater amount and more varied reactions during the reading ssions with easy-to-read literature. Alas, it is not possible to draw any certain conclusions about the importance of easy-to-read. One reason is the restricted size of group. Another reason is the difference in picture material between the texts which affected the reader´s activity. In spite of these limitations, the study shows that reading aloud can be stimulating for persons with dementia, even in moderate stage. The study also shows that the reader plays an important part in contributing to reactions in the group and especially in the more severely demential women.

Thesis (M.S.)--University of Michigan, 1996.

Thesis (M.S.)--University of Michigan, 1996.

No / PURPOSE: A computer-based interactive binocular treatment system (I-BiT) for amblyopia has been developed, which utilises commercially available 3D 'shutter glasses'. The purpose of this pilot study was to report the effect of treatment on visual acuity (VA) in children with amblyopia. METHODS: Thirty minutes of I-BiT treatment was given once weekly for 6 weeks. Treatment sessions consisted of playing a computer game and watching a DVD through the I-BiT system. VA was assessed at baseline, mid-treatment, at the end of treatment, and at 4 weeks post treatment. Standard summary statistics and an exploratory one-way analysis of variance (ANOVA) were performed. RESULTS: Ten patients were enrolled with strabismic, anisometropic, or mixed amblyopia. The mean age was 5.4 years. Nine patients (90%) completed the full course of I-BiT treatment with a mean improvement of 0.18 (SD=0.143). Six out of nine patients (67%) who completed the treatment showed a clinically significant improvement of 0.125 LogMAR units or more at follow-up. The exploratory one-way ANOVA showed an overall effect over time (F=7.95, P=0.01). No adverse effects were reported. CONCLUSION: This small, uncontrolled study has shown VA gains with 3 hours of I-BiT treatment. Although it is recognised that this pilot study had significant limitations-it was unblinded, uncontrolled, and too small to permit formal statistical analysis-these results suggest that further investigation of I-BiT treatment is worthwhile.

No / OBJECTIVES: To describe ways of coping in people with mild to moderate AD when faced with situations that are challenging to their memory. METHOD: Twenty-four participants (12 with mild and 12 with moderate AD) were presented with a set of seven tasks that were analogues of everyday situations that tax memory. The participants' responses were videotaped and analysed. RESULTS: Participants' coping responses were grouped into seven categories to best reflect the main strategies. Individuals used a significantly greater frequency of effortful problem solving (self-reliance and reliance on carers) (p < 0.01) than other ways of coping. Positive acknowledgement of memory difficulties was used significantly more than negative acknowledgement and defensive coping (concealment and avoidance) (p < 0.01). CONCLUSION: This study used novel methodology of observation of behavioural responses in analogues of everyday situations. The predominance of effortful problem-solving emphasizes the role of the person with AD as an active agent in the management of memory loss. An emphasis in previous literature on defensive coping and denial is counter-balanced by the finding that participants commonly coped by acknowledging their memory impairment.