A COMPARATIVE STUDY OF PRINCIPLES AND PRACTICES OF ADULT EDUCATION IN HEALTH EDUCATION/PROMOTION PROGRAMS IN ACADEMIC NURSE MANAGED CENTERS.
Contributors: Columbia University. Teachers College.
Published: 1989
Number of pages: 320
Subjects: Health Sciences, Education.; Education, Adult and Continuing.
Description: The purposes of the research were to examine the extent to which current practice in health education/promotion programs in academic nurse managed centers reflect the use of principles and practices of adult education in program design and implementation; to describe the knowledge of, attitude toward and experience with the principles and practices of adult education on the part of staff; to identify issues and problems surrounding the use of adult education principles and practices in this setting; and to draw conclusions as to the relevancy of these principles and practices, and make recommendations for further research in these settings.

This multiple case study of four centers in the United States examined educational interventions in academic nurse managed centers that provide alternatives to traditional health care modalities. A literature search revealed no empirical evidence about adult education principles and practices in health educational programs in the centers. A qualitative, descriptive, exploratory study was conducted using multiple data sources: program data inventories, interviews, observations, document review, critical incidents, and field notes. In the four centers a total of twenty people were interviewed, twenty eight learners answered the critical incidents, and six programs were observed.

Major findings and conclusions support the fact that adult education principles and practices were evident in health education/promotion programs in academic nurse managed centers. The social and physical environment of the programs were conducive for adult learning in all the programs. All the educator and learners collaborated on the steps of program development to some extent. The past and present experiences of the learners were shared in most of the programs. The learners were encouraged to use problem posing and critical reflective thinking in some of the programs, whereas problem solving was done in most of the programs. Different methods of teaching were used in many of the programs to encourage a participatory environment. Empowerment and self-directed learning were evident in some of the programs.
Notes: Source: Dissertation Abstracts International, Volume: 50-03, Section: B, page: 0897.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1989.

School code: 0055.