The challenge of competence and creativity in computerized psychological testing.

Discusses issues concerning guidelines of competent practice unique to computerized test administration and interpretation and recent efforts at formalizing guidelines in official professional standards. Problems of establishing validity and normative data for computerized tests, especially by demonstrating the equivalence of computerized and conventional administration, are outlined in the context of a discussion of the literature investigating sources of nonequivalence. Prospects are raised for creative development of entirely new kinds of tests and new models for representing individual differences. Guidelines for innovators concerning validity and adverse impact are restated. (57 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-adapted testing: A performance-improving variant of computerized adaptive testing.

We conducted an experiment that contrasted a variant of computerized adaptive testing, self-adapted testing, with two traditional tests, a relatively difficult one and a relatively easy one, that were constructed from the same bank of verbal ability items. In a self-adapted test, the examinee, rather than a computerized algorithm, chooses the difficulty of the next item to be presented. Participants completed a self-report of text anxiety and were randomly assigned to take one of the three tests of verbal ability. Analyses of variance using Rasch estimates of ability and the standard error of those estimates as dependent measures demonstrated that the self-adapted test led to higher ability estimates and minimized the effect of test anxiety without any overall loss of measurement precision. Analysis of the item choices in the self-adapted test suggested that, in general, participants chose more difficult items as the test progressed. Anxiety was negatively associated with the difficulty of the initial choice but not associated with the rate of progress to higher difficulty items. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The need for more efficacy and relevance in medical education

To study quantitatively the effect of breathing exercises on the prevention of progression in chronic obstructive pulmonary disease (COPD), 324 patients with stable COPD were randomly assigned to either breathing exercises (BE) or placebo medicine as control. The maximum respiratory pressure (320 cases) and transdiaphragmatic pressure (129 cases) were monitored with RMS-1 and Type-2 gastrointestinal pressure measuring instrument. BE were taught and checked by experienced specialists periodically. Patients in BE group were compared with those in the control group by measuring MIP, MEP, Pdi, and Pdimax after one to 20 months. In BE group MIP increased by 30.42%, MEP 32.10%, Pdi 30.94%, and Pdimax 65.59% (P < 0.001). No significant change was observed in the control group. MIP, MEP, Pdi, and Pdimax increased by 6.95%, 2.92%, 14.63% and 9.05% respectively (P < 0.05) in the control group. It is shown preliminarily that BE had potent and lasting effect on respiratory muscle contraction after studying large number of cases. The methods mentioned above can be used as quantitative indices for the contractile properties of respiratory muscle.     

Performance of blacks and whites in computerized versus manual testing environments.

Discusses the problems of research on race and IQ, and describes a study which compared the results of manual and computer testing in judging the performance of blacks and whites. Ss were 10 white and 10 black male high school students. Performance by whites was the same under both procedures. Blacks performed significantly lower in manual tests, but in computerized tests their performance improved and was indistinguishable from that of whites. Theoretical reasons for these findings are discussed. It is felt that the computerized testing procedure circumvents many problems of earlier research. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond metaphor: The efficacy of early childhood education.

Evidence from model preschool education programs is reviewed to determine what impacts quality programs can have on poor children's intellectual and social competence; evidence from Head Start is reviewed to determine whether preschool programs of national scope have typically produced the same effects as those produced by model programs. Research has shown that both model programs and Head Start have immediate positive impacts on tests of intellectual performance and social competence but that this impact declines over the first few years of public schooling. The evidence of improvement on long-term measures of school performance such as special education placement is substantial for model programs but thin and inconsistent for Head Start. There is limited but provocative evidence that model programs may have positive effects on life success measures such as teen pregnancy, delinquency, welfare use, and employment, but there is virtually no evidence linking Head Start attendance with any of these variables. Benefit–cost studies show that model programs can produce long-term benefits that exceed the value of the original program investment, but it would be premature to argue that Head Start is cost-beneficial. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Infertility education in baccalaureate schools of nursing

The increasing number of couples who enter the current health care system for assistance with fertility needs warrants an examination of the ways nurse educators are preparing nurse generalists to meet those needs. A survey was conducted of baccalaureate nursing programs to determine what, if any, information was being presented on infertility. Analysis of data with a 50% return rate indicated most schools of nursing in this sample are in fact including some information on infertility in their curricula. What is interesting to note is only slightly more than half of respondents included information on the emotional and psychosocial issues of infertility, despite the fact that the greatest cost of infertility is the emotional one. One of the major concerns of infertile couples is health care providers, including nurses, do not seem to understand what they are experiencing. How do nurses obtain such understanding if they are not prepared in their educational program to do so?     

The construction of feminist pedagogy in nursing education: a preliminary critique

This project was completed in response to articles that have appeared in nursing journals calling for feminist pedagogy. The object of inquiry is the current discourse of feminist pedagogy. In critiquing the discourse, Foucault's notion of "regime of truth" was used as a tool for analysis. It is the author's contention that feminist pedagogy, as currently constructed in nursing education, has likened Freire's notion of liberatory education with feminist scholarship. Feminist scholarship has taken a subordinate role to stories of classroom processes. Many so-called feminist strategies are, in reality, progressive educational strategies adorned with seductive language. Adopting a questioning stance, rather than merely proclaiming that "all is bliss" in the feminist classroom, would benefit all who are involved in the construction of feminist pedagogy. If nursing education is to seriously engage with feminist scholarship, as the author believes it must do, then it must not play a secondary role in feminist pedagogy.     

Improving nursing education classroom environments

To study the characteristics of our outpatient clinic patients presenting with chronic cough as the sole symptom of bronchial asthma, and to evaluate the bronchial hyperreactivity of such patients in comparison with that of classic asthmatic patients with normal spirometry. For 3 years we studied 193 consecutive patients with chronic cough as the sole symptom, using the study protocol specified in the section on patients and methods. Sixty-three patients were diagnosed of bronchial asthma. Bronchial hyperreactivity was considered to be the cause of coughing based on reversibility testing or a positive methacholine test, along with response to specific antiasthmatic therapy. Forty-six (73%) of the 63 patients had unproductive cough and 28 (44%) coughed mainly at night. In 14 (22%) symptoms began with an upper respiratory tract infection. Wheezing could be heard in only 4 (6%). Diagnosis was based on reversibility in 11 (17%) and methacholine testing in 52 (83%). Mean PC20 was higher in patients diagnosed of variant cough. Unlike classic asthma, persistent and usually unproductive cough caused by asthma has few or no accompanying symptoms. The diagnostic yield of methacholine testing is high in such patients.     

What price nursing education?

Cardiac transplantation has become the treatment of choice for end stage heart disease. In 1990 2,000 transplants were performed worldwide. Orthopaedic Surgeons will be asked with increasing frequency to evaluate and treat bone and soft tissue problems with these patients. Orthopaedic service at the Mater Hospital has been involved in the follow-up treatment of orthopaedic complications in 46 transplant patients over a six year period. Thirty eight were male and eight were female. The ages were between 12 years and 65 years (mean 44.3). Nine (20%) of these patients developed thirteen orthopaedic complications: A vascular Necrosis of the hip (AVN) (4), Soft tissue infections (3), Osteoporosis (2), Stress Fractures (2), Osteomyelitis (1) and Ostomalacia (1). The mode of presentation, investigation and management of orthopaedic problems particular to these patients is described. Most patients who develop bony complications have had increased doses of steroids for episodes of rejection. This study highlights the special features of this patient population that require modification of the treatment approach such as the need to avoid the drug Erythromycin and the increased risk of AVN of the hip in patients who require high dose steroids.     

Work load issues in clinical nursing education

We analyze which drugs of those administered through an enteral nutrition tube, present problems which are inherent to the pharmaceutical forms. The study is conducted with a sample of 40 patients who have a feeding tube, who received a total of 48 different medications. 38 (78.3%) were in a solid pharmaceutical form, and 10 (21.7%) were liquid. Among the most used medications, ranitidine stands out in 12 patients, paracetamol in 8, and phenytoin in 7. We note the use of the solid forms of phenytoin, nifedipine, and controlled release morphine, as having the greatest interest due to their contraindication. For all the studied cases, we propose alternatives and we note those drugs for which we did not find any. The hospitalary pharmaceutical guides should include liquid pharmaceutical forms of those drugs which should not be ground up. There is little information on the wards about the administration of drugs through feeding tubes.