Thirty-six infants who developed grade III and IV intraventricular hemorrhages during the neonatal period were followed up to determine their developmental quotient. All of these infants had ventriculomegaly and 15 of them required a ventriculoperitoneal (VP) shunt during the neonatal period prior to discharge from Intensive Care Nursery. The mean developmental quotient for the infants with the VP shunt was 67.93. The mean developmental quotient for the infants with ventriculomegaly but no VP shunt was 88.71 (P less than 0.02). Among the nonshunted group of infants, 13 (61.9%) had developmental quotients greater than 85, and among the shunted group 5 infants (33.3%) had developmental quotients greater than 85. Fifty percent of the total group of infants had normal developmental quotients at a mean chronological age of 16.25 +/- 7.5 months (and corrected age 14 months). Infants developing posthemorrhagic hydrocephalus and requiring VP shunts had a poorer developmental outcome compared to those who did not require shunts.
The shift from customary content-based pedagogical to learnercentered practice is imperative in the 21st century. This research aims to evaluate the course syllabus developed by the faculty members and if the syllabus meets the criteria for the learner-centered syllabus. The study employed a quantitative -comparative design to properly represent the phenomenon. The study was conducted at the selected universities in the Kingdom of Saudi Arabia. Overall, the respondents of the study consist of 100 faculty members and the 50 students from the participating universities in the Kingdom of Saudi Arabia. The researchers adapted the learning-focused syllabus instrument to gather the data. Results show that the faculty members rated the learning goals and objectives to moderate (1.58), while students rated it low (1.42). Likewise, the learning assessment revealed a moderate result (1.76) for faculty members and low (1.38) for the students; the learning activities have moderate (1.69) result for the faculty and low (1.36) for the students. As regards scheduling, faculty members and students reported moderate results having a 2.06 and 2.09 respectively. The classroom European Scientific Journal April 2018 edition Vol.14, No.10 ISSN: 1857 -7881 (Print) e -ISSN 1857 223 environment revealed moderate results both the faculty members (1.62) and the students (1.52). Statistically, there is no significant difference on the category of syllabi when faculty respondents were grouped according to years of teaching (0.699<.05), and gender (0.186<.05) but with a significant difference to courses taught (0.001>.05). The findings show that the course syllabus evaluated is in a transitional phase towards learner-centered. As such, the progress of the syllabus is potential to meet the criteria for an outcomebased nursing education. However, the varying results as reported suggest reconciliation of the views of the faculty members and the students.
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