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PubMed1977

A model teacher education program in health occupations at the University of Illinois, Urbana-Champaign, Illinois, USA.

The Health Occupations Teacher Education Program at the University of Illinois, Urbana-Champaign, U.S.A. has been shown to be a viable and productive model for the preparation of health occupations teacher for both traditional and non-traditional educational settings. Since 1971 the undergraduate program has grown from twelve students to 30 students on-campus, with more than two hundred students in the extramural and part-time programs. Recruitment has been accomplished through professional association meetings, journals and personal contacts. More recently, persons have heard of the program through extramural classes and from students, graduates or University personnel who have become familiar with the program. Program development has been effected through the "capstone" concept, which allows for transfer of technical credit in one's specialty, capped by teacher education courses and concentrated courses to enhance one's expertise in the teaching role. Courses developed by the HOTEP faculty are based on perceived student needs, and were designed as both integrative and collaborative courses to be taken with other health care practitioners and teachers. Evaluation procedures have shown the health occupations teacher education program to be effective in preparing graduates for their predicted roles. The numbers of new students, kinds of health practitioners, and numbers of graduates have increased steadily. Implementation of courses into the Health Occupations Teacher Education Program curriculum has been gradual, so that the undergraduate core of courses is now considered to be nearly complete. Much curriculum planning has already been completed on the master's program, from which some students have already graduated. A doctoral program is also open to those ready for this level of preparation. More time and effort needs to be and will be expended on courses for the master's and doctoral level programs being developed. This health occupations teacher education has been a transportable model for similar programs begun at several other U.S. universities. Many requests have been received from health occupations teacher educators from other states wishing information on this program. Experience gained in this program shows that there is a need for more health occupations teachers in the State of Illinois (2). More requests are being received both at the program and individual levels. Graduates of the program have attested to the benefits of a multidisciplinary program in its effectiveness for preparation in the health care team concept. Student teaching, according to present students and graduates, is the single most effective experience in preparation for the future teaching setting. Since students are placed in a facility resembling as closely as possible the one in which they expect to be employed, there is a real identification with the school and students. The uniqueness of this program lies in its mix of students from the various health fields...

Health Occupations↗
PubMedDate not supplied

Using an eclectic model to educate students about cultural influences on the nurse-patient relationship.

This article describes how the concepts of cultural awareness, cultural sensitivity, and cultural competence are integrated into the nursing curriculum at Lehman College, City University of New York. A culturally diverse student population engaged in lectures, classroom exercises, and clinical experiences in order to learn the ideas and imperatives of cultural diversity in nursing care. The exercises were problem-based learning experiences guided by a university-developed model for teaching students to understand cultural diversity. The model is derived from Leininger's comparative cultural caring model and Paterson and Zderad's humanistic nursing model. By observing differences and similarities among diverse cultures, students learned that the assignment of cultural attributes is an inexact process and should be organized as hints rather than as certainties. Students also learned the importance of integrating cultural awareness, cultural sensitivity, and cultural competence into their nursing care.

Cultural Diversity↗
PubMedDate not supplied

A logic model framework for community nutrition education.

Logic models are a practical method for systematically collecting impact data for community nutrition efforts, such as the Food Stamp Nutrition Education program. This report describes the process used to develop and test the Community Nutrition Education Logic Model and the results of a pilot study to determine whether national evaluation data could be captured without losing flexibility of programming and evaluation at the state level. The objectives were to develop an evaluation framework based on the Logic Model to include dietary quality, food safety, food security, and shopping behavior/food resource management and to develop a training mechanism for use. The portability feature of the model should allow application to a variety of community education programs.

Consumer Product Safety↗
PubMedDate not supplied

A collegial mentoring model for nurse educators.

TOPIC: A mentoring model for nurse educators. PURPOSE: To describe the current literature on mentoring in nursing and education and present the Collegial Mentoring Model. SOURCES: Published literature and personal and professional experiences of nurse educators in academia. CONCLUSIONS: Commitment to the collegial mentoring relationship can be demonstrated by making time for togetherness so outcomes beneficial to both individuals can be achieved.

Education, Nursing↗
PubMed2002

Brains rule! fun = learning = neuroscience literacy.

Brains Rule! Neuroscience Expositions is a project designed to improve neuroscience literacy among children and the general public by applying a model where neuroscience professionals transfer knowledge and enthusiasm about neuroscience through fun, engaging hands-on activities. This educational model draws strength from many national and local partnerships of neuroscience professionals to coordinate expositions across the country in a variety of local communities. Brains Rule! Neuroscience Expositions uses a flexible science fair-like format to engage children in the process of science and teach about neuroscience concepts, facts, and professions. Neuroscience literacy is important to everyday life and helps individuals better understand themselves, make informed decisions about health and drug use, participate knowledgeably in governmental and social issues, and better understand scientific advancements. In this study, children's ratings of Brains Rule! Neuroscience Expositions activities were analyzed both quantitatively and qualitatively. Analysis of the responses revealed that overall the children perceived the learning activities as fun and interesting and believed that they learned something about the brain and nervous system after engaging in the activities. The Brains Rule! Neuroscience Expositions education model can be an effective tool in improving neuroscience literacy for both children and adults.

Adolescent↗
PubMed1997

Transitions in nursing education: a model for designing practical/vocational nursing curriculum.

Health care reform will change not only the way health care is delivered in the United States but it will bring about fundamental changes in the way health care providers will be educated and trained. Transitions in health care education are expected to occur at all levels, impacting all professional groups including doctors, pharmacists, registered nurses and licensed practical nurses. Watson's Model for the development of practical nursing curriculum is intended to help practical nurse educators design programs that will be technically futuristic, yet embedded in the traditional values of nursing. The model, which is still being tested, hopes to blend the best of two worlds: the proven effectiveness of behaviorism and the essence of humanistic caring.

Curriculum↗
PubMed2000

Recognition of prior learning: its relevance to the proposed unified model of education and training for South African nurses.

Recognition of Prior Learning (R P L) is a fairly new concept in South Africa, and hence different people have different views about R P L. Through this paper, an attempt is made to shed some light on the historical background as well as the philosophical and theoretical underpinnings of R P L. It is hoped that this information will help those nurse educators wishing to experiment with R P L to have a better understanding of how the concept came about. The relevance of R P L to the Unified model of nurse training proposed by the South African Nursing Council is also discussed.

Attitude of Health Personnel↗
PubMed2000

A model for educating humanistic physicians in the 21st century: the new medicine, patient, and society course at Tel Aviv University.

BACKGROUND: The impact of the social and behavioral sciences on medical education has often been limited due to a variety of organizational, curricular and professional barriers. The new "Medicine, Patient, and Society (MPS)" program in Tel Aviv attempts to rectify this educational shortcoming by exploring new ways to help students acquire the knowledge, attitudes and skills needed for becoming humanistic physicians and for helping patients (and themselves) adopt healthy behaviors. To work toward this goal, this program integrates the biomedical and psychosocial aspects of health care, providing developmentally appropriate learning experiences according to levels of training, together with a variety of educational methods, including learner-centered approaches. OBJECTIVES: To implement and evaluate the MPS pilot program. METHODS: The MPS program uses a "seamless" model of behavioral science education. This integrated curriculum interweaves several elements: behavioral science topics (presented through multiple approaches), clinical experiences, practical medical skills, and an independent project. During the program's first year there is a strong focus on "health" rather than "disease," with activities designed to encourage healthy behaviors, including smoking cessation, stress management, birth control, AIDS education, life cycle and preventive health services. Assessment of the pilot for first-year students included standardized questionnaires, student focus groups, participant observation of educational activities, and committee feedback. RESULTS: Students' quantitative evaluations indicated high levels of satisfaction with the MPS program, but their qualitative evaluations revealed some concerns. Participant observations and focus groups added unexpected insights. Student concerns included performance fears, difficulties with "learner-centered" education, and incompatibilities between more traditional first-year courses and the MPS program. Long-term follow-up will be needed to determine the impact of this emphasis on health during the first year. We assume it serves as a helpful foundation for students before they focus on disease and its sequelae in their later years.

Journal Article↗
PubMed2001

Video modelling to educate patients.

BACKGROUND: Changes in health care delivery in the United States of America due to economic pressures have required nurses to develop innovative instructional materials for educating patients and families. Educational materials such as videotapes, specifically designed to provide information and promote active participation in treatment decisions, can be effective tools for empowering patients. A comprehensive analysis in 1988 concluded that the concept of 'video modelling' or 'behavioural modelling' offered the greatest benefit of videotaped presentations. AIM OF THE STUDY: The purpose of this integrative literature review was to examine the concept of video modelling and its applications in clinical practice. METHODS: A computer search of the electronic databases of Medline and CINHAL between 1990 and 1999 produced a total of 40 research studies on video instruction for patients. Based on criteria for inclusion, 18 research studies involving video modelling were reviewed and three major uses were identified: (1) assisting decision making regarding treatment options; (2) reducing pre-procedural anxiety and improving coping skills; and (3) teaching self-care practices. RESULTS: The studies reviewed included a variety of research designs, clinical settings, and patient populations. Despite these differences, several benefits to the use of video modelling were found. Patients who viewed videotapes regarding treatment options had a greater understanding of the risks and benefits of those choices and were more apt to be active participants in decision making. Collective results of the studies focusing on stress and coping revealed that preparatory videotapes using video modelling could have a positive effect on reducing anxiety and physiological arousal during stressful procedures. With self-care practices, several of the studies found that there was an increase in desired behaviours in people whose educational programmes included video modelling. CONCLUSIONS: The use of video modelling has potential benefits for clinical practice in facilitating knowledge acquisition, reducing preparatory anxiety, and improving self-care. Nurses must become more actively involved in evaluating various teaching approaches used with patients to enhance practice and outcomes.

Adaptation, Psychological↗
PubMed1999

[Information technology in medical education].

The role of information technology in educational models of under-graduate and post-graduate medical education is growing in 1980's influenced by PC's break-in in medical practice and creating relevant data basis, and, particularly, in 1990's by integration of information technology on international level, development of international network, Internet, Telemedicin, etc. The development of new educational information technology is evident, proving that information in transfer of medical knowledge, medical informatics and communication systems represent the base of medical practice, medical education and research in medical sciences. In relation to the traditional approaches in concept, contents and techniques of medical education, new models of education in training of health professionals, using new information technology, offer a number of benefits, such as: decentralization and access to relevant data sources, collecting and updating of data, multidisciplinary approach in solving problems and effective decision-making, and affirmation of team work within medical and non-medical disciplines. Without regard to the dynamics of change and progressive reform orientation within health sector, the development of modern medical education is inevitable for all systems a in which information technology and available data basis, as a base of effective and scientifically based medical education of health care providers, give guarantees for efficient health care and improvement of health of population.

Bosnia and Herzegovina↗
PubMedDate not supplied

The inadequacy of role models for educating medical students in ethics with some reflections on virtue theory.

Persons concerned with medical education sometimes argued that medical students need no formal education in ethics. They contended that if admissions were restricted to persons of good character and those students were exposed to good role models, the ethics of medicine would take care of itself. However, no one seems to give much philosophic attention to the ideas of model or role model. In this essay, I undertake such an analysis and add an analysis of role. I show the weakness in relying on role models exclusively and draw implications from these for appeals to virtue theory. Furthermore, I indicate some of the problems about how virtue theory is invoked as the ethical theory that would most closely be associated to the role model rhetoric and consider some of the problems with virtue theory. Although Socrates was interested in the character of the (young) persons with whom he spoke, Socratic education is much more than what role modeling and virtue theory endorse. It-that is, philosophy-is invaluable for ethics education.

Education, Medical↗
PubMed1983

Texas Consortium for Physical Therapy Clinical Education. A model for Interinstitutional Consortium arrangements.

This article describes the Texas Consortium for Physical Therapy Clinical Education, which exemplifies one type of collaborative arrangement among universities. Coordination of physical therapy clinical education among five Texas universities is the major function of the Texas Consortium. Although originally developed from a federally funded project (1977-1980), it currently functions with sole financial support from the participating universities. The collaborative efforts of the Texas Consortium have resulted in 1) developing and implementing a common evaluation tool for students' clinical performance; 2) coordinating development of new clinical education centers, development of clinical instructors, and visits to students at clinical education centers; and 3) developing and using a shared computer program for data on clinical education centers. The successful functioning of the Texas Consortium with a resultant decrease in duplication of time, effort, and costs of clinical education demonstrates that this type of arrangement is feasible and beneficial.

Costs and Cost Analysis↗
PubMed2003

Effect of communications training on medical student performance.

CONTEXT: Although physicians' communication skills have been found to be related to clinical outcomes and patient satisfaction, teaching of communication skills has not been fully integrated into many medical school curricula or adequately evaluated with large-scale controlled trials. OBJECTIVE: To determine whether communications training for medical students improves specific competencies known to affect outcomes of care. DESIGN AND SETTING: A communications curriculum instituted in 2000-2001 at 3 US medical schools was evaluated with objective structured clinical examinations (OSCEs). The same OSCEs were administered to a comparison cohort of students in the year before the intervention. PARTICIPANTS: One hundred thirty-eight randomly selected medical students (38% of eligible students) in the comparison cohort, tested at the beginning and end of their third year (1999-2000), and 155 students in the intervention cohort (42% of eligible students), tested at the beginning and end of their third year (2000-2001). INTERVENTION: Comprehensive communications curricula were developed at each school using an established educational model for teaching and practicing core communication skills and engaging students in self-reflection on their performance. Communications teaching was integrated with clinical material during the third year, required clerkships, and was supported by formal faculty development. MAIN OUTCOME MEASURES: Standardized patients assessed student performance in OSCEs on 21 skills related to 5 key patient care tasks: relationship development and maintenance, patient assessment, education and counseling, negotiation and shared decision making, and organization and time management. Scores were calculated as percentage of maximum possible performance. RESULTS: Adjusting for baseline differences, students exposed to the intervention significantly outperformed those in the comparison cohort on the overall OSCE (65.4% vs 60.4%; 5.1% difference; 95% confidence interval [CI], 3.9%-6.3%; P<.001), relationship development and maintenance (5.3% difference; 95% CI, 3.8%-6.7%; P<.001), organization and time management (1.8% difference; 95% CI, 1.0%-2.7%; P<.001), and subsets of cases addressing patient assessment (6.7% difference; 95% CI, 5.9%-7.8%; P<.001) and negotiation and shared decision making (5.7% difference; 95% CI, 4.5%-6.9%; P<.001). Similar effects were found at each of the 3 schools, though they differed in magnitude. CONCLUSIONS: Communications curricula using an established educational model significantly improved third-year students' overall communications competence as well as their skills in relationship building, organization and time management, patient assessment, and negotiation and shared decision making-tasks that are important to positive patient outcomes. Improvements were observed at each of the 3 schools despite adaptation of the intervention to the local curriculum and culture.

Clinical Competence↗
PubMed1981

Combining academic resources in medical technology education: a model working affiliation.

The consortium concept is being investigated by clinical programs in an age when accountability in education is of great concern. The Combined Programs in Medical Technology at the University of Nebraska Medical Center is presented as a model affiliation emphasizing individual program autonomy while contributing the strengths of each to the consortium. The salient points of the affiliation agreement as well as the committee structure to ensure cooperative curriculum development are described. Also included is a discussion of the advantages and disadvantages of the cooperative arrangement that have surfaced after approximately ten years of existence.

Humans↗