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PubMedDate not supplied

Creating new futures in nursing education: envisioning the evolution of e-nursing education.

This article discusses the explosion of technology and its impact on nursing education in the face of a nurse educator shortage. An attempt is made to answer the following questions:What incremental changes in technology do we have now? How do we envision technology being used in the future? Four scenarios of nontraditional approaches to nursing education are presented. They touch on the delivery of education with increased technology and universal access; the teacher as educator/mentor/coach; the product, including testing, outcomes, competencies, and process; and attracting and keeping human attention. The final section focuses on issues to consider as nurse leaders and educators bring nursing education into the future.

Computer-Assisted Instruction↗
PubMed2006

Education leadership in the clinical health care setting: a framework for nursing education development.

This paper describes how a new framework for clinical nursing education was introduced at Counties Manukau District Health Board (CMDHB), New Zealand. The project was initiated in response to the significant legislative and post registration nursing education changes within New Zealand. The journey of change has been a significant undertaking, and has required clear management, strong leadership, perseverance and understanding of the organisation's culture. The approach taken to managing the change had four stages, and reflects various change management models. The first stage, the identification process, identified the impetus for change. Creating the vision is the second stage and identified what the change would look like within the organisation. To ensure success and to guide the process of change a realistic and sustainable vision was developed. Implementing the vision was the third stage, and discusses the communication and pilot phase of implementing the nursing education framework. Stage four, embedding the vision, explores the process and experiences of changing an education culture and embedding the vision into an organisation. The paper concludes by discussing the importance of implementing robust, consistent, strategic and collaborative processes--that reflect and evaluate best educational nursing practice.

Attitude to Health↗
PubMed2004

Education research at the Faculty of Medicine, University of Maastricht: fostering the interrelationship between professional and education practice.

An academic department of education serving the entire university and a strategic choice by the Faculty of Medicine to support educational innovation through education research are the historical cornerstones of the education research program of the University of Maastricht. Over the years, the department's initial exclusive research focus on the evaluation of problem-based learning has widened to include theory-based applied research covering the broad domain of education. The program focuses on themes: the learning of students and teachers, characteristics of powerful learning environments, and assessment and evaluation of learning and teaching. Although modest in terms of resources, the program is firmly anchored within the Faculty's organizational structure. Educational relevance and professional alignment are the most prominent determinants of the success of the program. These features sustain the institutional mission of educational excellence as well as the high ranking of the Faculty of Medicine's medical training program among the training programs of the Netherlands' medical schools. A break in this self-perpetuating mechanism--due either to internal politics or to staffing problems--forms the main risk factor for the continuation of the department.

Faculty, Medical↗
PubMed2000

Educating health professionals: a hepatitis C educational program in a health maintenance organization.

OBJECTIVE: To describe the components of and staff reaction to an educational outreach program about hepatitis C (HCV) at a managed care organization in Minnesota. PROJECT PROTOCOL: Educational programs for primary care clinicians consisted of lunch-and-learn sessions conducted in 2 phases. In phase 1 (1997-1998), educational programs were offered in 4 clinics; in phase 2 (1999), these programs were offered to a larger number of clinics. There was a structured, 2-stage recruitment process, and the protocol included multiple contacts that involved sending educational materials to participants several weeks before the program. A development team, comprised of key health maintenance organization (HMO) stakeholders, provided consultation. EVALUATION: The initiative reached more than 1000 healthcare professionals, including 150 physicians. The educational programs received very high ratings, and pre- and posttests documented significant improvement in knowledge about HCV. CONCLUSIONS: This successful educational initiative had 5 key elements: (1) value to healthcare staff (i.e., importance of the topic and quality of the programs); (2) incentives (i.e., convenience, free lunch, and continuing medical education/continuing education unit credits); (3) repeated exposures (i.e., multiple opportunities for learning, both oral and written); (4) commitment by key stakeholders at the HMO and the clinics; and (5) an exceptionally well-organized implementation plan.

Attitude of Health Personnel↗
PubMed2002

[Emergent topics of educators' perspectives on their own education for retired health care professionals].

The purpose of the study was to explore the nature of seven retired educators' perspectives on their own education. Each educator was from a different health profession. Berger and Luckmann's thesis on the social construction of reality served as the conceptual framework of the study Throughout the study the researcher was able to appreciate that even though the reality of everyday life is a subjective interpretation of the world, there is a continuous correspondence between the researcher's perceptions of meaning and those of others. The in-depth interview method provided an adequate mechanism for the reconstruction of participants' everyday life experiences, and for the construction of categories of meaning. The researcher applied the method of inductive analysis in the identification of the themes and issues and in the construction of the categories. Nine categories of meaning emerged from the participants' reconstruction: 1) the legitimization of retirement; 2) understandings surrounding one's education; 3) understanding of the human aging process; 4) the legitimization of death; 5) the bonds between human beings as a fundamental element of human reality; 6) the roles within, and the objectification of, human activity; 7) the legitimization of religion and the element of spirituality; 8) understandings surrounding one's self; and 9) the reconstruction of the past: traditions and legitimate practices. Within the categories are areas of convergence between the signification of "one's own education" as a modality of life, and the signification of learning and of its propitiatory and restrictive conditions. As to the understandings of meaning and the emergent categories of meaning, the researcher constructed specific educational recommendations, which emphasize the educational processes of the old adult.

Aged↗
PubMed2003

Multiculturalism and athletic training education: implications for educational and professional progress.

OBJECTIVE: To introduce athletic training educators and practicing professionals to the pedagogic concept and professional benefits that multicultural education, awareness, and training might provide if implemented in athletic training education. DATA SOURCES: I reviewed textbook chapters and articles used in the course of my doctoral studies and searched the archives of Diversity Digest and Academic Medicine for the years 1998 to 2002 with the key words multiculturalism, diversity, cultural competence, education, and learning. I obtained additional information by cross-referencing pertinent articles. DATA SYNTHESIS: I present a rational argument for the inclusion of a critical pedagogy into the field of athletic training education. I outline the infrastructure in the professional field of athletic training, review some of the literature on critical multicultural theory and pedagogy, and examine some of the potential cognitive and intellectual implications of diversity and multicultural education. CONCLUSIONS/RECOMMENDATIONS: Future work in this area should focus on various and creative strategies for implementing a multicultural agenda in athletic training curricula and on the analysis of the associated benefits and outcomes of such educational strategies.

Journal Article↗
PubMed2004

The role of educational theory in continuing medical education: has it helped us?

Despite the existence of many approaches to understanding learning and change and attempts to incorporate these into continuing education research and practice, the search continues for a comprehensive understanding of how learning is engendered in professional practice and the processes by which learning and change occur. This article considers four broad questions in relation to the practice of continuing education: (1) What can be expected of theory? (2) How does theory relate to the educational practice of those in continuing education and the goals of continuing medical education ? (3) How have practice and theory mutually informed our current understandings? (4) How can theory serve the field more effectively in the future? Broad orientations to understanding learning provide a framework for examining the contributions of theory and practice. The orientations include behaviorist, cognitivist, social learning, humanist, and constructivist; for each, an example is presented. Newer understandings also are introduced. The article concludes by considering reasons as to why theory appears not to have served us better and by offering ways in which those in continuing education can ensure greater usefulness of theory while contributing to its continued development.

Education, Medical, Continuing↗
PubMed1990

From educational philosophy to educational practice: fidelity and the curriculum in context.

As part of a higher degree on research methods, exploratory work was undertaken concerning educational philosophy and educational practice using an ethnographic approach. This author discusses, using this exploratory work, the difficulties of attempting fidelity to an educational philosophy, through curriculum practice. Schools of nursing are increasingly adopting a rational approach to education, without considering the wider social context within which education occurs. The attempt to establish and pursue a single philosophy, ignores the plurality of ideological commitments held by nurse teachers. Further research is proposed using naturalistic methods in order to understand the processes of interpretation and implementation of educational philosophy.

Curriculum↗
PubMed2005

Educational interventions--computers for delivering education to children with respiratory illness and to their parents.

Educational interventions for children with asthma can result in both clinical and psychological improvements. However, traditional education programs have been hampered by lack of resources and doubts concerning long-term benefits. Researchers have looked to computer technology to overcome some of these obstacles and respiratory conditions have been the focus for a number of educational computer programs. Computer education packages should have a robust theoretical basis. Many programs aim to improve children's confidence, self-esteem and feelings of control, all of which are linked to compliance and positive health behaviours. The specific skills and knowledge needed for effective self-management also need to be taught in order to equip the child for future independent self-care. Programs tend to be either a stand-alone game, promoting self-regulation and practicing of skills, or an internet-enabled package, which may provide a link to their healthcare provider and/or other people with a similar condition. Computer technology is flexible, can be tailored to individuals' information needs, provides ongoing educational support and promotes active learning. However, there can be problems around accessibility, both in terms of computer ownership and technological literacy. Furthermore, internet sites are largely unregulated and of variable quality. It is essential that educational computer interventions are evidence-based and rigorously evaluated to identify who will benefit most from these packages.

Adolescent↗
PubMed2004

The problem with outcomes-based curricula in medical education: insights from educational theory.

BACKGROUND: Educators across the world are charged with the responsibility of producing core learning outcomes for medical curricula. However, much educational theory exists which deliberates the value of learning outcomes in education. AIMS: This paper aims to discuss the problems surrounding outcomes-based curricula in medical education, using insights from educational theory. DISCUSSION: The paper begins with a discussion of the traditions, values and ideologies of medical curricula. It continues by analysing the issue of control within the curriculum and argues that curriculum designers and teachers control product-orientated curricula, leading to student disempowerment. The paper debates outcomes-based curricula from an ideological perspective and argues that learning outcomes cannot specify exactly what is to be achieved as a result of learning. CONCLUSIONS: The paper argues that medical schools should adopt a model for co-operative control of the curriculum, thus empowering learners. The paper also suggests that medical educators should determine the value of precise learning outcomes before blindly adopting an outcomes-based model.

Curriculum↗
PubMed2000

Training and education: an analysis of quality assurance in teaching and nursing education.

There is a continuing tension between training and education in vocational higher education courses. The debate in nursing has been heightened by the transfer of courses into higher education and staffing problems in the NHS. Comparisons with other occupations can help prevent introspection in analysis of policy issues in nursing. Teacher training is a particularly useful comparator because it entered higher education before nursing, and teachers have failed to maintain a level of autonomy that nurses would once have envied. This paper compares nursing and teacher training with particular reference to quality assurance. The UK government has adopted a centralized quality assurance and funding system for teacher training. Nursing is included in higher education quality assurance systems but funding is devolved. The tensions between training and education within nursing and teacher training are examined, and implications for the development of nursing considered.

Curriculum↗
PubMedDate not supplied

Education as policy: the impact of education on marriage, contraception, and fertility in Colombia, Peru, and Bolivia.

Using data from the World Fertility and Demographic and Health Surveys of Colombia, Peru, and Bolivia, we model the effects of education on three demographic outcomes: the timing of first sexual union, contraceptive use, and fertility. These effects are examined over time and across geographic areas using a multivariate framework. We find substantial improvements in female educational attainment over the last fifty years and a strong relationship between education and the demographic outcomes. Each successive increment in education is associated with declines in the marriage rate, increased contraceptive use, and lower fertility. Education accounts for some of the changes over time in the demographic outcomes, but the pattern varies by outcome, time period, and geographic area. In support of the social diffusion hypothesis, our results indicate that educational differences in reproductive behavior are reduced as the level of development increases and societies pass through their demographic transition.

Adolescent↗
PubMed1976

Continuing Education Unit: a new dimension in continuing education.

The rapid expansion of continuing education within the professions has evolved with little continuity and structure, a fact which impedes the professional's ability to develop a long-range plan of continued professional development. A major weakness stems from society's lack of uniform standards to measure and certify continuing education. A new unit of measure, the continuing education unit (CEU), has been developed as a voluntary national effort for a uniform unit of measure for noncredit continuing education, which will both quantify programs and ensure a reasonable degree of program quality. Effective implementation and use of the CEU requires consumers of continuing education to assume a greater role in program planning and development in conjunction with program producers. The CEU provides a valuable tool for the professions to effectively use continuing education; however, improved competency requires more than the mere accumulation of CEU.

Accreditation↗
PubMed1987

Higher education: the coping stone of nursing education?

For many years the nursing profession in the United Kingdom has sought ways of improving the education of nurses. The present article explores some of the issues surrounding the recent proposals for an alternative to the long-standing apprenticeship system, namely that of moving basic nurse education into institutions of higher education. In particular, it focuses upon and explores the views of clinical nurse teachers and nurse tutors. In order to provide an historical context, the article begins by outlining the history of nurse education over the last century with reference to the various reports that have been published throughout the period. Before discussing the results of a questionnaire completed by those currently involved in the training and education of nurses, the article also considers the experience of other countries where collegiate education for nurses has been introduced.

Attitude of Health Personnel↗
PubMed1989

The ASHA national HIV education needs assessment of health and education professionals.

The self-reported HIV education needs of teachers, PTA presidents, school administrators, school nurses, school board members, school counselors, and physicians (N = 2,855) were investigated. Resources, policy, training, and knowledge needs were assessed. Greatest reported needs for HIV resources included books, pamphlets, journal articles, films, and videos. More than half the respondents needed information on how to promote school health education programs as well as information on how to coordinate school-based HIV education programs with community, health, religious, and youth agencies. Respondents also indicated a need for model HIV policies on confidentiality, grade level appropriate HIV education, attendance for infected staff and students, and handling blood or body fluids. Training needs included updates on homosexuality and bisexuality, sexually transmitted diseases, risk behaviors for HIV transmission, intravenous drug use, death and dying, safer sex practices, and communicating about HIV with a sexual partner. Knowledge about HIV generally was high, but gaps were apparent regarding effects of HIV on the brain, transmission issues, prevention practices, and HIV antibody testing. Eighty-seven percent believed school-based health education is effective in preventing the spread of HIV. Respondents felt primary responsibility for conducting HIV education should rest with teachers (36%), parents (27%), and school nurses (26%).

Acquired Immunodeficiency Syndrome↗
PubMedDate not supplied

APA Summit on Medical Student Education Task Force on Informatics and Technology: learning about computers and applying computer technology to education and practice.

OBJECTIVE: This article provides a brief overview of important issues for educators regarding medical education and technology. METHODS: The literature describes key concepts, prototypical technology tools, and model programs. A work group of psychiatric educators was convened three times by phone conference to discuss the literature. Findings were presented to and input was received from the 2005 Summit on Medical Student Education by APA and the American Directors of Medical Student Education in Psychiatry. RESULTS: Knowledge of, skills in, and attitudes toward medical informatics are important to life-long learning and modern medical practice. A needs assessment is a starting place, since student, faculty, institution, and societal factors bear consideration. Technology needs to "fit" into a curriculum in order to facilitate learning and teaching. CONCLUSION: Learning about computers and applying computer technology to education and clinical care are key steps in computer literacy for physicians.

Computer User Training↗
PubMed2004

Low attendance by basic science educators at medical education meetings.

BACKGROUND: Recently, concern has been expressed about the perception that few basic science educators (BSE) attend national and regional medical education meetings. PURPOSE: This study was designed to analyze the issues affecting BSE decisions about whether to attend medical education meetings. METHOD: An online survey was created and submitted to basic science course directors at the 128 U.S. allopathic medical schools. RESULTS: Responses from 486 BSE suggest that because of the pressure to obtain research funding and achieve academic promotion, participation in medical education meetings is not a high priority with most BSE. CONCLUSIONS: BSE attendance at medical education meetings can be improved, but it will require joint efforts by the BSE home institution and medical education organizations.

Attitude of Health Personnel↗
PubMed2006

Medical education and the ACGME duty hour requirements: assessing the effect of a day float system on educational activities.

BACKGROUND: In July 2003, the Accreditation Council for Graduate Medical Education (ACGME) instituted new resident work hour mandates, which are being shown to improve resident well-being and patient safety. However, there are limited data on the impact these new mandates may have on educational activities. PURPOSES: To assess the impact on educational activities of a day float system created to meet ACGME work hour mandates. METHODS: The inpatient ward coverage was changed by adding a day float team responsible for new patient admissions in the morning, with the on-call teams starting later and being responsible for new patient admissions thereafter. I surveyed the residents to assess the impact of this new system on educational activities-resident autonomy, attending teaching, conference attendance, resident teaching, self-directed learning, and ability to complete patient care responsibilities. RESULTS: There was no adverse effect of the day float system on educational activities. House staff reported increased autonomy, enhanced teaching from attending physicians, and improved ability to complete patient care responsibilities. Additionally, house staff demonstrated improved compliance with the ACGME mandates. CONCLUSIONS: The implementation of a novel day float system for the inpatient medicine ward service improved compliance with ACGME work duty requirements and did not adversely impact educational activities of the residency training program.

Accreditation↗