Educational research methods for researching innovations in teaching,learning and assessment: The nursing lecturer as researcher

The author, who has had previous experience as a nurse researcher, has been engaged in helping nurse lecturers to undertake evaluation research studies into innovations in their teaching, learning and assessment methods. In order to undertake this work successfully, it was important to move from thinking like a nurse researcher to thinking like an educational researcher and developing the role of the nursing lecturer as researcher of their teaching.This article explores the difference between evaluation and evaluation research and argues for the need to use educational research methods when undertaking evaluation research into innovations in teaching, learning and assessment. A new model for educational evaluation research is presented together with two case examples of the model in use. The model has been tested on over 30 research studies into innovations in teaching, learning and assessment over the past 8 years.     

Evaluating a nursing erasmus exchange experience: Reflections on the use and value of the Nominal Group Technique for evaluation

This paper discusses the use of Nominal Group Technique (NGT) for European nursing exchange evaluation at one university. The NGT is a semi-quantitative evaluation method derived from the Delphi method popular in the 1970s and 1980s. The NGT was modified from the traditional version retaining the structured cycles and but adding a broader group discussion. The NGT had been used for 2 successive years but required analysis and evaluation itself for credibility and ‘fit’ for purpose which is presented here. It aimed to explore nursing students' exchange experiences and aid programme development futures exchanges and closure from exchange. Results varied for the cohorts and students as participants enthusiastically engaged generating ample data which they ranked and categorised collectively. Evaluation of the NGT itself was two fold: by the programme team who considered purpose, audience, inclusivity, context and expertise. Secondly, students were asked for their thoughts using a graffiti board. Students avidly engaged with NGT but importantly also reported an effect from the process itself as an opportunity to reflect and share their experiences. The programme team concluded the NGT offered a credible evaluation tool which made use of authentic student voice and offered interactive group processes. Pedagogially, it enabled active reflection thus aiding reorientation back to the United Kingdom and awareness of ‘transformative’ consequences of their exchange experiences.     

Supporting people with young onset dementia and their families: An evaluation of a training course for care workers

This article reports the findings of an evaluation of a training course for care workers who care for people with dementia in the community. Twenty-four care workers participated in the training which took place in London and Surrey, United Kingdom. The training had a significant positive impact on participants’ confidence in understanding the experiences and social care needs of people with young onset dementia (YOD) and their families. Participants also perceived that the training would help them improve their working practice by furthering their understanding of practical approaches to supporting and caring for people with dementia in general. Additionally, participants reported many ways in which they perceived being able to specifically support and empower people with YOD. It was concluded that the short training course improved knowledge and confidence for care workers on dementia care, and specifically in understanding how to support people with YOD and their families. Dementia specific training should be considered by service managers as a way of potentially increasing care worker job satisfaction.     

2006～2008年陕西省鼠疫健康教育及效果评估

目的提高陕西省鼠疫疫区干部、群众和医务人员鼠疫防治知识水平,评估近年来鼠疫健康教育活动的效果。方法调查县政府相关部门和重点乡（镇）开展鼠疫防治知识宣传教育活动情况,计算目标人群鼠疫临床、流行病学及预防、＂三不三报＂知识知晓率,健康教育效果评估采用笔试、问卷调查及访谈法,对148名接受过鼠疫防治知识宣传教育的目标人群,用选择题和简答题形式按教育内容设计测试题,测评人员根据掌握的情况自行答题并统一收回,统一评定。评分采用百分制,60分以上为合格。结果目标人群鼠疫临床、流行病学及预防、＂三不三报＂知识知晓率,干部为50.50%、63.69%和78.67%;村民为64.71%、87.91%和76.47%;医务人员为64.18%、68.51%和67.02%。鼠疫防治知识健康教育效果评估测试合格率分别为70.00%（35/50）、92.16%（47/51）和74.47%（35/47）。结论健康知识培训和宣传教育是必要的,可以强化干群健康意识,提高医务人员处置鼠疫突发疫情的能力。     

某大学放射性同位素32P应用项目辐射环境监测与评价

目的 评价某大学放射性同位素³²P应用项目对周围环境的辐射影响。方法 依据国家相关标准规定的限值及监测方法作为评价标准和监测手段。结果 该放射性同位素³²P应用项目γ空气吸收剂量率为62.8~108 nGy/h，处于该市天然本底水平范围内。该³²P应用项目工作间，控制区β表面污染监测结果为0.057~0.235 Bq/cm²，符合《电离辐射防护与辐射源安全基本标准》（GB 18871-2002）。该³²P应用项目衰变池水中总α放射性为0.039 Bq/L，低于《医疗机构水污染物排放标准》（GB 18466-2005）中规定的1 Bq/L的标准限值；总β放射性为9.37 Bq/L，低于《医疗机构水污染物排放标准》（GB 18466-2005）中规定的10 Bq/L的标准限值。结论 该项目对职业工作人员和公众是安全的，对周围环境产生的影响较小。     

Does selective migration bias the health impact assessment of urban regeneration programmes in cross-sectional studies? Findings from a Dutch case study

We examined if the assessment of the health impact of a national Dutch regeneration programme depends on using either a repeated cross-sectional or longitudinal study design. This is important as only the latter design can incorporate migration patterns. For both designs, we compared trends in medication use between target and control districts. We found differences in medication use trends to be modest under the longitudinal design, and not demonstrable under the repeated cross-sectional design. The observed differences were hardly influenced by migration patterns. We conclude that in the Netherlands migration patterns had little effect on the health impact assessment of this national urban regeneration programme, so either the cross-sectional or longitudinal evaluation study design will do.