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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Nursing Evaluation01:15

Nursing Evaluation

The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...
Barriers to Effective Communication II01:21

Barriers to Effective Communication II

The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
Role of Communication in the Nursing Process III: Evaluation and Documentation01:08

Role of Communication in the Nursing Process III: Evaluation and Documentation

A successful patient outcome depends mainly on the evaluation stage of the nursing process. Evaluation determines effectiveness by reviewing what was done previously after the completion of nursing interventions. Every time a healthcare professional steps in or administers treatment, they must reassess or evaluate the action to ensure the intended result. During the evaluation phase, there are three probable patient outcomes:

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Development of an Audio-based Virtual Gaming Environment to Assist with Navigation Skills in the Blind
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Evaluating deaf education Web-based course work.

Barbara Luetke1

  • 1Department of Communication Sciences and Disorders, Texas Woman's University, Denton, USA.

American Annals of the Deaf
|July 3, 2009
PubMed
Summary

Online deaf education courses are appreciated by most students for content and delivery. However, many students felt less familiar with instructors compared to on-campus learning.

Area of Science:

  • Education
  • Online Learning
  • Deaf Education

Background:

  • Universities increasingly offer deaf education certification through web-based formats.
  • Limited empirical research exists comparing online and on-campus deaf education courses.
  • Previous research was descriptive, highlighting a need for data-driven investigations.

Purpose of the Study:

  • To investigate student perceptions of web-based deaf education courses.
  • To compare student satisfaction with online versus on-campus course content and delivery.
  • To gather empirical data on the effectiveness of online deaf education programs.

Main Methods:

  • Survey of 108 students enrolled in online deaf education courses at a U.S. university.
  • Questionnaire developed from literature review and instructor experience with distance learning.

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  • Data collected on perceptions of course content, delivery, and instructor interaction across multiple courses and professors.

    • Main Results:

    • Most students were satisfied with the content and delivery of web-based deaf education courses.
    • The majority of students (65%) reported feeling less acquainted with instructors in online courses compared to on-campus settings.
    • Students were generally intelligent, hearing, and experienced in online learning environments.

    Conclusions:

    • Web-based deaf education courses are a viable and appreciated format for content and delivery.
    • Improving instructor-student relationships in online environments is a key area for future development.
    • Further research is warranted to explore strategies for enhancing connection in distance learning for deaf education.