Comunicación: lenguaje y niebla / No disponible

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Assessment tool for nursing student computer competencies.

Computer skills have been established as important for nursing students and for graduate nurses. No current research was found on the best method to evaluate the skills of incoming nursing students. The purpose of this descriptive, correlational study was to compare student ratings of their computer competency to their performance of those skills on a computer-graded assessment. A convenience sample of 87 nursing students was used. There was a low, but significant correlation between the scores on the survey and the assessment. The results suggest that students rate themselves higher on their skills than their actual performance of computer skills. Implications for educators are presented, and the value of using a computer-graded assessment is discussed.

Implicaciones educativas de los modelos teóricos del proceso de revisión textual / No disponible

Actualmente, se considera la escritura como una actividad compleja que implica tres grandes procesos: planificar, editar y revisar; así, se considera la revisión como uno de los componentes centrales e importantes de la composición escrita, afectando al conocimiento del escritor e incidiendo en la calidad de los textos producidos, tal y como de forma consensuada indican los diferentes modelos generales de la escritura y enfoques psicológicos. El objetivo de este trabajo, es revisar las bondades, limitaciones, aplicaciones e implicaciones del procedimiento CDO de revisión textual, dada su importancia y complejidad, al ser considerado como un proceso recursivo a lo largo de todo el proceso de escritura; así como el hecho de que los estudiantes no revisan de forma espontánea, afectando esto a su rendimiento y éxito escolar, entre otros ámbitos, del mismo modo que inciden otros factores y variables personales como la motivación y la autorregulación

Nowadays writing is considered a complex activity that consists of three processes: planning, translating and reviewing. Revision is considered an important component of writing. According to several writing frameworks, revision is a recursive process along the writing process, it affects to textual quality and writer’s knowledge. In general, novice writers or students with learning disabilities do not spontaneously revise their composition, and which has repercussions on their school yield. Aim of this paper is to know the importance, advantages, limitations and implications of CDO procedure about textual revision

Melioration and the transition from touch-typing training to everyday use.

Previous research shows that success in touch-typing training does not ensure its continuation into everyday use. It is postulated that an important contributor to this problem is melioration--that is, maximizing local rates of reinforcement. In the context of typing, melioration implies an intuitive tendency to choose typing strategies that lead to a better immediate performance level than that obtained by touchtyping. One such strategy is visually guided typing, in which the performer looks at the keys to locate their position. The present research describes a training approach that changes the reinforcement structure by increasing the attractiveness of looking at the screen while typing. This approach is implemented by using a secondary task that requires typists to respond to signals appearing on the screen. In an experiment that evaluated this solution, 22 students were given a touch-typing training course followed by a period in which they had to type their own homework. The results showed that under a modified reinforcement condition, the effect of melioration on touch-typing scores in the posttraining phase decreased. In addition, the experimental manipulation facilitated the acquisition and maintenance of the touch-typing skill. Actual or potential applications of this research include research in training, choice behavior, and human-computer interaction.

Can medical transcription be taught in the classroom?

The results of the concentrated transcription program provided objective information that gives credibility to both sides of the transcriptionist training debate. In addition, the results provided the objective data needed to support changes in the curriculum. Students who are exposed to solid classroom teaching, coupled with enough opportunities to develop and practice transcription skills, have a better chance for success than those who rely solely on classroom instruction or solely on experience or on-the-job training. It is clear that increasing the number of hours of actual transcription results in an increase in the productivity and accuracy of the student's medical transcription.

Update on the Medical Transcriptionist Certification Program and core certification examination.

The Medical Transcriptionist Certification Program is well under way toward development of the new core exam. The following report was given to the 1992 house of delegates (HOD) by Carrie Boatman, CMT, chair of the Medical Transcriptionist Certification Program. It contains preliminary information regarding the core exam and the steps that have already been taken. The certification board approved the blueprint for the written portion of the core exam, which is also printed here.