Learning preferences, computer attitudes, and test performance with computer-aided instruction.

BACKGROUND: Learning preference refers to how individuals choose to approach learning situations. Computer-aided instruction (CAI) permits the adaptation of educational content to individual student learning strategies. METHODS: To determine if learning preference and computer attitude influence the acquisition of knowledge using CAI materials, a prototype CAI program was developed that incorporated differing learning exercises. Students (n = 180) completed Rezler's Learning Preference Inventory (LPI) and a computer attitude survey (CAS). The LPI uses three sets of paired scales to characterize learning preference and choice of learning situation. The CAS assesses student attitudes toward computers in general (CAS-G), as well as the educational use of computers (CAS-E). After finishing the program students completed a program attitude survey (CAS-P). Immediate comprehension was assessed by pretests and posttests incorporated into the program. Retention was assessed by a repeat of the posttest 4 to 6 weeks after initial program review. RESULTS: Scores (mean +/- SEM) on the pretest, posttest, and late posttest were 38.1% +/- 1.35%, 70.9% +/- 1.24%, and 62.5% +/- 1.44%, respectively. There was no correlation between students' learning preferences or computer attitude and test performance. CONCLUSIONS: The data indicate that CAI provides a means of delivering educational content that results in an increase in knowledge that is not correlated with computer attitudes or learning preferences.

The prevalence, composition, and function of ethics committees in nursing facilities: results of a random, national survey of American Health Care Association members.

OBJECTIVES: To determine the prevalence, composition, and function of ethics committees in extended care facilities in the United States. DESIGN: Descriptive survey by mail. SETTING: A 5% random sample (n = 851) of nursing facility members of the American Health Care Association (n = 17,020). Most of these facilities (75%) are intermediate care facilities; the remainder include a varying number of skilled beds. METHODS: An eight-item questionnaire was sent to the randomly selected 851 extended care facilities. The questionnaire inquired about the existence of an ethics committee, plans for formation when applicable, composition of the ethics committee, and its function. Survey data was coded and merged with information on facility characteristics that are part of the American Health Care Association's database. RESULTS: Of the responding facilities (n = 394), 34% reported the presence of a functioning ethics committee, with an additional 19% indicating definite plans for ethic committee formation. Forty-three percent expressed no interest in establishing an ethics committee, and 4% reported having had an ethics committee sometime in the past. The greatest proportion of committee time was spent in case review (39%) with lesser amounts of time expended in areas of policy formation (27%) and education (27%). Forty percent of the ethics committees performed two or fewer case reviews per year. Nearly all committees included the following disciplines in the membership: nurses (96%), physicians (95%), and social workers (89%). Facility administrators (77%) and clergy (70%) were frequently represented. Very few facilities reported representation by residents (8%) and Certified Nursing Assistants (2%). The Medical Director served as a committee member on 75% of the ethics committees, and in more than one-half of those instances, he/she was the sole physician on the committee. CONCLUSION: Ethics committees are currently active in or there are plans for their development in more than 50% of extended care facilities in the U.S. this represents a very significant increase in prevalence during the last decade. This tendency to form ethics committee's may slow considerably in the future. Ethics committees exhibit considerable variability in structure and function.