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Статті в журналах з теми "Michigan Experimental Program in Adult Education"
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Kim, Ha-Neul, Fei Sun, and Paul Freddolino. "EFFICACY OF A BRAIN HEALTH PROGRAM FOR OLDER MICHIGANDERS: SINGLE-GROUP DESIGN FINDINGS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 450. http://dx.doi.org/10.1093/geroni/igac059.1758.
Повний текст джерелаАнотація:
Abstract This study aims to examine the effectiveness of a brain health education intervention addressing four areas: dementia false beliefs, Alzheimer’s disease knowledge, confidence in managing cognitive changes, and dementia worries among older adults. A quasi-experimental design was used with 6 groups of participants of older adults in Michigan who received the intervention over an 8-week period via Zoom. Participants (n=39) included male = 8, female = 31; Caucasian = 19, African American = 20 that were 60 or older (M = 71.74, SD = 6.80). Participants’ MoCA score ranged from 18 to 30 (M = 26.36, SD = 2.43). Paired t-tests were used to compare pre-post differences on four main areas. At post-test, participants reported decreased false beliefs to dementia (p<.001); increased Alzheimer’s disease knowledge (p=.003); and improved confidence in managing cognitive changes (p=.018) compared to their baseline scores. However, although the mean score of ‘dementia worries’ decreased on post-test (pre-test: 15.67, post-test: 14.53), it did not show statistical significance (p=.33). The 8-week brain health intervention showed a positive impact on lessening participants’ false beliefs on dementia, and enhancing knowledge of Alzheimer’s disease and confidence in managing their cognitive changes. The findings of this study laid the groundwork for future studies that use a larger sample size and randomized control trial design to test brain health education programs among older adults.
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Weatherspoon, Dave D., Steven R. Miller, Marie E. Steele, Cathy J. Newkirk, Olga Santiago, Assa S. Dembele, and Sharon L. Hoerr. "What Social, Program, and Behavioral Factors Influence the Healthy Eating Index for EFNEP and SNAP-Ed Adult Participants?" American Journal of Lifestyle Medicine 11, no. 4 (October 7, 2015): 344–53. http://dx.doi.org/10.1177/1559827615607194.
Повний текст джерелаАнотація:
The main objectives of this article were to determine the demographic factors, the program related factors and the behavioral factors that influence Michigan Expanded Food and Nutrition Education Program and Supplemental Nutrition Assistance Program–Education outcomes. Secondarily, we sought to understand the trends and changes in Healthy Eating Index (HEI) scores across the differing baseline score groups. The data were collected by nutrition instructors in a pretest, posttest design to capture change in healthy eating habits through changes in HEI scores. The participants were all low-income program participants during the years of 2011 and 2012, living in Michigan. Findings show that eating habits improved most in households with weekly per-person income within $100 to $500, and with Caucasian females living in cities or suburbs. Improvements were also greater with those who took part in the Expanded Food and Nutrition Education Program, where the participants exhibited higher baseline frequency of planning meals before grocery shopping, comparing prices, and budgeting enough money for food and food related purchases. Overall, the average change in HEI scores increased by 2.3 points, however, the variability between the participants’ changes was high, suggesting that more targeted program lessons might increase program efficacy, especially for those participants with high baseline HEI scores.
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Malete, Leapetswe, and Deborah L. Feltz. "The Effect of a Coaching Education Program on Coaching Efficacy." Sport Psychologist 14, no. 4 (December 2000): 410–17. http://dx.doi.org/10.1123/tsp.14.4.410.
Повний текст джерелаАнотація:
This study examined the effect of participation in a coaching education program compared to a control group on coaches’ perceived coaching efficacy. The program consisted of two 6-hour sessions. The Coaching Efficacy Scale was used to determine the impact of the program on perceived coaching efficacy. Forty-six Michigan high school coaches and 14 coaching preparation students were recruited for the experimental (n = 36) and control groups (n = 24) for this study. The participants were asked to respond to pretest and posttest CES questionnaires that examined how confident they were in influencing the learning and performance of their athletes in four dimensions of coaching: character building, motivation, strategy, and technique. Results showed a significant effect for a coaching education program on the perceived efficacy levels of the trained coaches compared to control coaches.
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Horwitz, Edward, Martin C. Seay, Kristy L. Archuleta, and Somer G. Anderson. "Workplace Financial Education and Change in Financial Knowledge: A Quasi-Experimental Approach." Journal of Financial Counseling and Planning 32, no. 3 (November 1, 2021): 449–63. http://dx.doi.org/10.1891/jfcp-19-00082.
Повний текст джерелаАнотація:
This exploratory study employed quasi-experimental research methods to investigate the relationship between adult participation in a comprehensive workplace financial education program and changes in financial knowledge levels. Results revealed a positive association between participation in the education program and changes in financial knowledge levels, even when controlling for demographic and socioeconomic differences between the participant and non-participant groups. However, results did not support an association between perfect attendance in the program and changes in financial knowledge. Evidence from this study provides meaningful insight into the association between adult financial education and financial knowledge and offers guidance for the future development of effective comprehensive workplace financial education programs.
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Corcoran, James P., Lehigh University, and Deborah L. Feltz. "Evaluation of Chemical Health Education for High School Athletic Coaches." Sport Psychologist 7, no. 3 (September 1993): 298–308. http://dx.doi.org/10.1123/tsp.7.3.298.
Повний текст джерелаАнотація:
A formative evaluation was conducted of the Chemical Health Education and Coaching (CHEC) program sponsored by the Youth Sports Institute at Michigan State University. The degree to which high school athletic coaches (a) became knowledgeable about chemical health and (b) were confident in their ability to apply that knowledge to their team were the two primary concerns of this study. Two hundred eighteen high school athletic coaches comprised the experimental and control groups to whom identical pretest and posttest instruments were administered. The CHEC program consisted of three 1-hr sessions. The subjects were asked to respond to one questionnaire that assessed both their knowledge and confidence in that knowledge and their ability to use it with their athletes. The results indicated that the coaches who were exposed to CHEC were more knowledgeable and more confident than control coaches.
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Groden, Sheryl, Matthew Carpenter, Jennifer Blackwood, and Allon Goldberg. "TECHNOLOGY-DRIVEN INTERGENERATIONAL PROGRAM IN THE PANDEMIC." Innovation in Aging 6, Supplement_1 (November 1, 2022): 856. http://dx.doi.org/10.1093/geroni/igac059.3065.
Повний текст джерелаАнотація:
Abstract Intergenerational programs increase interaction among groups allowing both generations to share their beliefs, talents, knowledge, and wisdom. The Senior Programming Intergenerational College Experience (SPICE) Project was designed to deliver an 11-week long intergenerational program with college-aged and older adult participants and was provided virtually during the pandemic. The purpose of this study was to describe the participation characteristics and attitudes towards aging and technology of older adults who completed the SPICE program. Older adult recruitment occurred through paper fliers posted at senior centers/housing, libraries, faith-based organizations in Genesee County, Michigan and through a large state-wide electronic study recruitment portal. Older adult participants were English speaking; aged 55+ years; able to participate in live Zoom sessions once/week; and were committed to complete >75% of the SPICE program. Online surveys were completed before/after SPICE to evaluate attitudes towards aging and technophilia. Results from 15 older adults who completed >75% of SPICE sessions indicated that they were able to cope with life as they got older (60%), viewed aging as a positive experience (85.7%), were not afraid to use new technology (68.6%) and believed technology was useful/fun (88.6%). Older adults were divided on willingness to try new technology and their ability to keep up with technological progress. These data indicate that for higher education institutions focused on designing age-inclusive online opportunities, older adults who possess a positive attitude toward aging and technology may be more likely to complete intergenerational programs.
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Lee, Eunju, and Gyuli Baek. "Development and Effects of Adult Nursing Education Programs Using Virtual Reality Simulations." Healthcare 12, no. 13 (June 30, 2024): 1313. http://dx.doi.org/10.3390/healthcare12131313.
Повний текст джерелаАнотація:
A virtual-reality-simulation-based nursing education program incorporating an information processing model helps nursing students develop their learned knowledge as nursing behavior and develop their ability to cope with complex clinical challenges. The purpose of this study is to develop a nursing education program using an immersive virtual reality simulation app for clinical situations based on an information processing model and identify the effects. A non-quantitative control group pretest–post-test design was employed. The programs were developed using the ADDIE model and an information processing model. In order to verify the effectiveness of the program, six adult nursing learning issues were taught to the experimental group over 6 weeks. The nursing education program in this study provides comprehensive experiential learning through advanced virtual simulation, significantly enhancing nursing students’ performance confidence, critical-thinking abilities, and problem-solving skills across a wide range of clinical scenarios. By repeatedly engaging with diverse learning topics related to adult nursing, this program not only equips students with essential practical skills but also contributes to the overall improvement of patient safety and the quality of medical care.
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Park, Gayoung, and Seunghye Choi. "The Effects of a Tailored Dietary Education Program for Older Adult Patients on Hemodialysis: A Preliminary Study." Healthcare 11, no. 17 (August 22, 2023): 2371. http://dx.doi.org/10.3390/healthcare11172371.
Повний текст джерелаАнотація:
This study aimed to investigate the overall effects of a tailored dietary education program for older adult patients on hemodialysis (HD) based on self-efficacy theory, dietary knowledge and habits, nutritional intake, and biochemical parameters. A nonequivalent control group pre-test–post-test design was conducted for 8 weeks. The experimental and control groups received a weekly nutritional program and standard nursing care with an additional educational session, respectively. A clinical survey was conducted before and after the intervention. After the intervention, self-efficacy, dietary knowledge, and dietary habits were higher in the experimental group than in the control group. Moreover, carbohydrate, phosphorus, and sodium intake significantly decreased post-intervention in the experimental group but not in the control group. The dietary education program for older HD patients showed positive effects on boosting their self-efficacy, increasing dietary knowledge, improving dietary habits, and decreasing carbohydrate, calcium, phosphorus, and sodium intake.
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Nocera, Amato. "Negotiating the Aims of African American Adult Education: Race and Liberalism in the Harlem Experiment, 1931–1935." History of Education Quarterly 58, no. 1 (February 2018): 1–32. http://dx.doi.org/10.1017/heq.2017.47.
Повний текст джерелаАнотація:
This paper examines an “experimental” program in African American adult education that took place at the Harlem branch of the New York Public Library in the early 1930s. The program, called the Harlem Experiment, brought together a group of white funders (the Carnegie Corporation and the American Association for Adult Education)—who believed in the value of liberal adult education for democratic citizenship—and several prominent black reformers who led the program. I argue that the program represented a negotiation between these two groups over whether the black culture, politics, and protest that had developed in 1920s Harlem could be deradicalized and incorporated within the funder's “elite liberalism”—an approach to philanthropy that emphasized ideological neutrality, scholarly professionalism, and political gradualism. In his role as the official evaluator, African American philosopher Alain Locke insisted that it could, arguing that the program, and its occasionally Afrocentric curriculum, aligned with elite liberal ideals and demonstrated the capacity for a broader definition of (historically white) liberal citizenship. While the program was ultimately abandoned in the mid-1930s, the efforts of Locke and other black reformers helped pave the way for a future instantiation of racial incorporation: the intercultural education movement of the mid-twentieth century.
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Hassan, Hakemia S., and Ihsan H. Zainel. "Effectiveness of an Educational Program on Nurses Practice Concerning Adult Cardio-Pulmonary Resuscitation in Talafar General Hospital." Kufa Journal for Nursing Sciences 4, no. 2 (August 25, 2014): 183–91. http://dx.doi.org/10.36321/kjns.vi20142.2557.
Повний текст джерелаАнотація:
Objective: To evaluate the effectiveness of an educational program on nurses practices concerning Adult Cardio-Pulmonary Resuscitation in Talafar general hospital Methodology: An experimental study was carried out at Talafar general hospital between the 1st October to1st February 2014. The program and instruments were constructed by the researcher for the purpose of the study.Random sample comprised of (80) nurses was divided into two groups, experimental group consisted of (40)nurses exposed to the nursing educational program and control group consisted of (40) nurses were not exposed tothe program. The measurement of effectiveness of nursing educational program through the practice checklistincludes (37) items concerning Cardio-Pulmonary Resuscitation. Reliability of instrument was determined throughthe use of test and retest and the instrument validity was determined through a panel of experts. The analysis of thedata was used descriptive statistics (frequencies, percentages, weighted and the arithmetic mean and standarddeviation) and statistical inferential (sufficiently relative test, Fisher test, chi square and Levin test) In order to findthe differences between the experimental group and the control group Results: The study findings indicated that there were highly significant differences between pre and post tests inthe experimental group in overall main domains related to nurses' practice Conclusion: The study concluded that the effectiveness of educational program regarding nurses' practiceconcerning the adult cardio-pulmonary resuscitation is a positive and clear Recommendation: An intensive comprehensive wide population based education program was conducted tosupport nurse's practice toward adult cardio-pulmonary resuscitation
Дисертації з теми "Michigan Experimental Program in Adult Education"
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Baker, Bethany. "“They Let Me Loose, Will You Hold Me Tight?” Adult Adoptees and Their Romantic Partners' Experience of Attachment After Participating in the HMT Program." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1630015535934381.
Повний текст джерелаКниги з теми "Michigan Experimental Program in Adult Education"
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Stewart, Barbara Martin. AN ANALYSIS OF PERCEIVED FACTORS IMPACTING ON STUDENT ATTRITION IN A FEDERALLY FUNDED PRACTICAL NURSING PROGRAM (MICHIGAN). 1985.
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Claus, Sachiko Kanegae. IMPLEMENTATION AND EVALUATION OF A FEASIBILITY STUDY FOR A PROGRAM LEADING TO A MASTERS OF SCIENCE IN NURSING AT SAGINAW VALLEY STATE COLLEGE. (VOLUMES I AND II) (MICHIGAN). 1986.
Знайти повний текст джерелаЧастини книг з теми "Michigan Experimental Program in Adult Education"
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Maddrell, Jennifer. "Fostering Student Work-Based Experiences Through Service-Learning." In Multicultural Instructional Design, 1041–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch049.
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This case study explains how a complete overhaul to the national high school equivalency test posed a significant organizational challenge to Grace Centers of Hope, a nonprofit based in Pontiac, Michigan in the United States. All adult clients participating in Grace Centers of Hope's one-year drug and alcohol recovery program who are without a high school diploma or equivalent are required to take in-house adult basic education classes to prepare for taking the high school equivalency test. Faced with the need to completely redesign their existing adult basic education program, Grace Centers of Hope reached out to Designers for Learning, an instructional design and performance improvement consultancy that matches nonprofits with instructional design students in service-learning projects. The resulting 100% virtual e-service-learning collaboration among volunteer college students, their faculty sponsors, and other advisors provided Grace Centers of Hope with educational resources to support the organization.
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Gosz, James R. "The Long-Term Ecological Research Stimulus: Research, Education, and Leadership Development at Individual and Community Levels." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0058.
Повний текст джерелаАнотація:
Through the Long-Term Ecological Research (LTER) program, I have learned to appreciate the complexity of environmental dynamics when they are analyzed at multiple time and space scales. My experience as a postdoctoral fellow and in the LTER program facilitated much of my understanding of interdisciplinary research because of access to multiple disciplinary approaches and accumulation of long-term and multiple- scale information. My teaching of science benefited through recognition of the need for a combination of a deep understanding of each discipline’s role in an issue (reductionist approach) and the collaborative need for integrating disciplines to fully understand complexity. No single discipline can answer the complexity in an environmental question. I have improved my communication with the public through the combination of teaching and research reporting. The challenge is to develop the information in ways that can be communicated: free of scientific jargon, containing only essential data, and developed in scenarios that are recognized as real-life situations. The public has many forms and levels of understanding—there are K to gray and ordinary citizens and policy-makers; consequently, communication needs to be targeted appropriately. I value the role of collaboration; there is tremendous satisfaction and reward from working in teams that can accomplish so much more than can an individual. This collaboration requires compromise, interaction, and time, but those that strive for this approach to science are well recognized. I am fortunate in being in positions that have created opportunities for sustaining a long career in stimulating interdisciplinary and collaborative science. I had a traditional forest management and soil science education (Michigan Technological University and the University of Idaho). However, my entrée into ecosystem science was set up by my very valuable postdoctoral fellowship at the Hubbard Brook Experimental Forest under the guidance of Gene Likens from 1969 to 1970, before the formation of the LTER program. The Hubbard Brook experience, quite literally, educated me about systems thinking, with the watershed approach to understanding integrated responses from complex, multifactor interactions and influences of forest management as disturbances.