Application of supervised and nonsupervised microcounseling paradigms in the training of registered and licensed practical nurses.

Programmed learning in the microtraining paradigm with hotline workers

“…Both microtraining and programmed learning resulted in superior interview performance over no-training, and differed little from each other. For telephone calls microtraining resulted in higher empathy ratings than programmed learning or no-training.There have been numerous demonstrations that microtraining is an effective method of training individuals in basic communication skills (e.g., Toukmanian & Rennie, 1975;Authier & Gustafson, 1976). A major concern in recent studies aThe authors wish to acknowledge the financial support of The University of Western Ontario, and the continued support and assistance of CONTACT members in the execution of this study.…”

“…There have been numerous demonstrations that microtraining is an effective method of training individuals in basic communication skills (e.g., Toukmanian & Rennie, 1975;Authier & Gustafson, 1976). A major concern in recent studies aThe authors wish to acknowledge the financial support of The University of Western Ontario, and the continued support and assistance of CONTACT members in the execution of this study.…”

“…has been to compare microtraining to alternative models of skill training and notraining (e.g., Toukmanian & Rennie, 1975;Evans, Uhlemann, & Hearn, 1978). A second concern has been to examine the effect of conventional microtraining, modified microtraining, and no-training on the acqusition of counseling skills (Elsenrath, Coker, & Martinson, 1972;Perkins & Atkinson, 1973;Authier & Gustafson, 1976). Elsenrath et al (1972) examined the timing of practice sessions; Perkins and Atkinson (1973) investigated the importance of discussion, modeling, and practice; and Authier and Gustafson (1976) studied the importance of supervision in the microtraining model.…”

“…A second concern has been to examine the effect of conventional microtraining, modified microtraining, and no-training on the acqusition of counseling skills (Elsenrath, Coker, & Martinson, 1972;Perkins & Atkinson, 1973;Authier & Gustafson, 1976). Elsenrath et al (1972) examined the timing of practice sessions; Perkins and Atkinson (1973) investigated the importance of discussion, modeling, and practice; and Authier and Gustafson (1976) studied the importance of supervision in the microtraining model. One focus of the present study was to examine the effect of replacing the didactic modeling phases of the microtraining model with a programmed-learning segment when training hotline workers.…”

Effects of Different Strategies within a Microtraining Situation

“…Such conflicting results are not restricted to different researchers. For example, Authier and Gustafson (1975) found no significant differences between supervised and nonsupervised groups, but in a later study (Authier & Gustafson, 1976) found the opposite results. These conflicting resulfs accentuate the need to clarify the importance of supervision in microtraining programs.…”