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PubMed2006

[Role of the diabetes educator for elderly patients].

Diabetes is a heterogeneous disorder characterized by a genetic predisposition and interaction between insulin resistance and decreased pancreatic beta cell function. Elderly patients are often accompanied by other chronic conditions as well as additional risk factors for atherosclerosis and cardiovascular disease. In recent years in Japan, with extension of life expectancy, preventive measure both primary and secondary for senior citizens is increasingly important. Diabetes education for elderly patients is fundamentally the same as for much young group. The social background of the elderly is tremendously diversified. Therefore, the clinical decision-making has to be started with educational model, and complete primary care setting is necessary with exclusively individualized program understanding the ability of a key person in a support group.

Aged↗
PubMed2001

Assessing the new general competencies for resident education: a model from an emergency medicine program.

The Accreditation Council for Graduate Medical Education (ACGME) has promoted six areas that should be addressed during graduate medical training, or "general competencies" (GCs). According to the ACGME, these GCs should be reflected in the educational processes of all residency programs. In promulgating these competencies, however, the ACGME has not provided examples of core content, methods of implementation, or methods of evaluation. The authors propose a practical method for modifying an existing evaluation format, providing a template other programs could use in assessing residents' acquisition of the knowledge, skills, and attitudes reflected in the GCs.

Accreditation↗
PubMedDate not supplied

Student upward mobility: utilization of an educational support model.

Hampton University School of Nursing was funded by the Teagle Foundation in 1990 for four years and later expanded for an additional year to develop, implement and evaluate an innovative Individualized Educational Support Model for licensed practical nurses (LPNs) residing in Southeastern Virginia. Project staff assigned the Teagle Initiative developed a model program for LPNs seeking the Bachelor of Science degree in nursing. The Teagle model offers opportunities for advanced placement through National League for Nursing Mobility Examinations, CLEP, ACT-PEP, and challenge examinations; tutoring by faculty and peers; counseling by project staff for academic and financial aid, and other concerns as needed; socialization with other project students and generic students; monthly stipends to assist with additional expenses incurred when the adult student returns to school and an alternative admissions criteria for the LPN who may not meet all aspects of the Hampton University admissions criteria.

Career Mobility↗
PubMed2005

The clinical laboratory practitioner.

OBJECTIVE: This study was designed to investigate potential areas of practice for the clinical laboratory scientist (CLS) and to propose a graduate curriculum to prepare the practitioner for an advanced level of practice. DESIGN: Meta-analysis of PharmD, physician assistant, physical therapy, and nurse practitioner curricula focusing on academic and clinical advanced practice was used to develop an educational model and curriculum for a professional doctorate in clinical laboratory science (CLS). MAIN OUTCOME MEASURE: (1) New educational model for CLS advanced practice; (2) A proposed curriculum for a Doctorate of Clinical Laboratory Science degree. RESULTS: A new curriculum model was adapted from established healthcare educational models. CONCLUSION: Although there is a need for a baccalaureate degree in CLS there is also a role for expanded education and responsibilities for CLS practitioners. The CLS Advanced Practitioner design focuses on moving students from the baccalaureate level to the doctoral level and prepares the individual to become an integral part of the healthcare team.

Curriculum↗
PubMedDate not supplied

Assessment of AACN baccalaureate nursing education curriculum model in the People's Republic of China: a transcultural exploratory study.

This study examines the relevance of The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 1998) to baccalaureate nursing curriculum development in the People's Republic of China. A Likert-type survey was developed to measure Chinese nurse educators' perceptions regarding the 21 key concepts extracted from The Essentials document in both the present curriculum and an ideal curriculum across three dimensions: importance, cultural relevance, and extent of exposure. Surveys were sent to all known baccalaureate nursing programs in China (N = 22) with a 50 percent return rate. Descriptive statistical analyses supported the universality of the majority of the 21 key concepts from The Essentials document. Some of the concepts, however, were not as readily transferable because of differences in the Chinese sociopolitical and cultural contexts for baccalaureate nursing education. Findings from this study lend support for the potential global relevance of The Essentials document. Additional transcultural and comparative studies are recommended to further test the relevance of The Essentials document in other cultures. Meanwhile, international nurse educators need to be aware of the possible limits of adopting The Essentials document without values clarification, critical discrimination, and adaptation to their home cultures.

Attitude↗
PubMed2006

Health education for people with macular degeneration: learning experiences and the effect on daily occupations.

BACKGROUND: Discovering New Ways, a program for people with macular degeneration, was developed based on a health education model incorporating occupation. PURPOSE: The purpose of this study was to evaluate the participants' learning experience in the program and the significance for their daily occupations. METHOD: Within an experimental design format, a content analysis was performed. Ninety-two people with macular degeneration were interviewed 1 and 16 months after the intervention. RESULTS: Participants in the individual intervention program stated that they mastered occupational tasks as a result of the provision of assistive devices. Participants in the health education program stated that the problem-solving toolbox provided them with hope and confidence to master daily occupations. The participants'experience of learning within the health education program has provided important feedback regarding the structure of the health education model and its learning process. PRACTICE IMPLICATIONS: The health education model may be seen as a model to design early interventions for individuals with health conditions which can impact occupational performance.

Activities of Daily Living↗
PubMedDate not supplied

LPN to ADN: a new model for educational mobility.

There is growing interest among nurse educators in methodologies to promote upward mobility between the levels of nursing education. The author describes an innovative model for facilitating mobility from licensed practical nurse level to registered nurse practice at the associate degree level.

Education, Nursing, Associate↗
PubMed2006

A model for educational feedback based on clinical communication skills strategies: beyond the "feedback sandwich".

BACKGROUND: Feedback is an essential tool in medical education, and the process is often difficult for both faculty and learner. There are strong analogies between the provision of educational feedback and doctor-patient communication during the clinical encounter. DESCRIPTION: Relationship-building skills used in the clinical setting-Partnership, Empathy, Apology, Respect, Legitimation, Support (PEARLS)-can establish trust with the learner to better manage difficult feedback situations involving personal issues, unprofessional behavior, or a defensive learner. Using the stage of readiness to change (transtheoretical) model, the educator can "diagnose" the learner's stage of readiness and employ focused interventions to encourage desired changes. EVALUATION: This approach has been positively received by medical educators in faculty development workshops. CONCLUSIONS: A model for provision of educational feedback based on communication skills used in the clinical encounter can be useful in the medical education setting. More robust evaluation of the construct validity is required in actual training program situations.

Communication↗
PubMed2006

A plea for new psychometric models in educational assessment.

OBJECTIVE: To describe the weaknesses of the current psychometric approach to assessment as a scientific model. DISCUSSION: The current psychometric model has played a major role in improving the quality of assessment of medical competence. It is becoming increasingly difficult, however, to apply this model to modern assessment methods. The central assumption in the current model is that medical competence can be subdivided into separate measurable stable and generic traits. This assumption has several far-reaching implications. Perhaps the most important is that it requires a numerical and reductionist approach, and that aspects such as fairness, defensibility and credibility are by necessity mainly translated into reliability and construct validity. These approaches are more and more difficult to align with modern assessment approaches such as mini-CEX, 360-degree feedback and portfolios. This paper describes some of the weaknesses of the psychometric model and aims to open a discussion on a conceptually different statistical approach to quality of assessment. FUTURE DIRECTIONS: We hope that the discussion opened by this paper will lead to the development of a conceptually different statistical approach to quality of assessment. A probabilistic or Bayesian approach would be worth exploring.

Bayes Theorem↗
PubMed1999

Racial differences in testing motivation and psychological distress following pretest education for BRCA1 gene testing.

OBJECTIVES: We conducted a randomized trial to investigate racial differences in response to two alternate pretest education strategies for BRCA1 genetic testing: a standard education model and an education plus counseling (E + C) model. MATERIALS AND METHODS: Two hundred twenty-eight Caucasian women and 70 African American women with a family history of breast or ovarian cancer were contacted for a baseline telephone interview to assess sociodemographic characteristics, number of relatives affected with cancer, and race before pretest education. Outcome variables included changes from baseline to 1-month follow-up in cancer-related distress and genetic testing intentions, as well as provision of a blood sample after the education session. RESULTS: African American women were found to differ significantly from Caucasian women in the effects of the interventions on testing intentions and provision of a blood sample. Specifically, in African American women, E + C led to greater increases than education only in intentions to be tested and provision of a blood sample. These effects were independent of socioeconomic status and referral mechanisms. In Caucasian women, there were no differential effects of the interventions on these outcomes. Reductions in cancer-specific distress were evidenced in all study groups. However, this decrease, although not significantly different, was smallest among African American women who received E + C. CONCLUSIONS: In low- to moderate-risk African American women, pretest education and counseling may motivate BRCA1 testing. Further research is needed to explore the mechanisms of impact of the alternate pretest education strategies and to increase the cultural sensitivity of education and counseling protocols.

Adolescent↗
PubMed2005

Achieving excellence in practice: a model for continuing education for nurse practitioners.

PURPOSE: To provide a continuing education (CE) model that will meet varied needs of nurse practitioners by incorporating the variable of years of experience in practice setting. DATA SOURCES: An empirical study conducted over a period of approximately 10 months, from Fall 2002 to Spring 2003 in one of the southeastern states. CONCLUSIONS: A model has been developed to plan and deliver CE education programs based on the changing CE needs of NPs as they gain experience and expertise. IMPLICATIONS FOR PRACTICE: Results of this study may be used to guide providers to develop and offer CE programs based on the CE needs of NPs related to length of time in clinical practice, general issues of practice, and specialty practice area needs.

Education, Nursing, Continuing↗
PubMed1981

A hierarchical model of continuing education.

A hierarchical model of continuing education is described which incorporates three levels. These include traditional continuing education, education for individual professional competency and a systems approach to continuing education. The motivation of doctors to participate in continuing education activities, based on knowledge acquisition, is placed in the context of this hierarchical model.

Education, Medical, Continuing↗