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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...

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Related Experiment Video

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A Training Program Using an Agility Ladder for Community-Dwelling Older Adults

A Training Program Using an Agility Ladder for Community-Dwelling Older Adults

Published on: March 7, 2020

Live training versus e-learning to teach implementation of listener response programs.

Kaneen B Geiger¹, Linda A LeBlanc², Katie Hubik²

¹Auburn University.

Journal of Applied Behavior Analysis

|March 1, 2018

Summary

This summary is machine-generated.

Computer-based instruction (CBI) and Behavioral Skills Training (BST) effectively train discrete-trial teaching. While BST showed slightly superior results, CBI offers a cost-effective and efficient alternative for staff development.

Keywords:

autism behavioral skills training computer-based instruction conditional discrimination training discrete trial teaching e-learning listener responding return on investment staff training

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Last Updated: Feb 13, 2026

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Published on: October 28, 2015

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Published on: October 11, 2010

Area of Science:

Behavioral Psychology
Educational Technology
Applied Behavior Analysis

Background:

Discrete-trial teaching is a crucial instructional method requiring high fidelity for optimal learning outcomes.
Behavioral Skills Training (BST) is effective for staff training but is resource-intensive.
Computer-based instruction (CBI) presents a potential for efficient and cost-effective staff training if its efficacy matches BST.

Purpose of the Study:

To compare the effectiveness of Computer-based instruction (CBI) versus Behavioral Skills Training (BST) for training novice undergraduate students in discrete-trial teaching.
To evaluate the fidelity of implementation of discrete-trial teaching following CBI and BST.

Main Methods:

Novice undergraduate students were randomly assigned to either a CBI or BST training condition.
Participants' ability to implement discrete-trial teaching was assessed before and after the training intervention.

Main Results:

Both CBI and BST significantly improved participants' ability to implement discrete-trial teaching.
Behavioral Skills Training (BST) resulted in slightly, but significantly, higher implementation fidelity compared to CBI.
Computer-based instruction (CBI) demonstrated a rapid return on investment for product development.

Conclusions:

Both CBI and BST are viable methods for training discrete-trial teaching, with BST showing a marginal advantage in effectiveness.
CBI offers a practical and economically efficient alternative for training, particularly when considering development costs and scalability.