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Creating an effective clinical engineering team is critical to: coordinating the functions of a multi-staffed CE department; working on a peer level with other departments of the hospital; and presenting a professional image within the hospital. This feature article defines the characteristics of an effective team, presents ways to create a CE team, and discusses the payoffs of a team approach.
Senge's model of the learning organization served as the conceptual framework for the Vermont Nursing Initiative during its 5-year effort to create change across Vermont's 15 community hospitals. The author describes the process of investing in the intellectual capital of these hospital nurses through the development of Senge's five disciplines. The unexpected outcome of this process was the development of a nursing learning organization that reaches beyond hospital walls.
Challenges to the public health system come from shifting expectations of government, economic cycles, and demographic changes. Public health administrators, charged with the responsibility of both leading and managing their agencies, those who are recognized as having significant management responsibility and influence over programs and hold positions of leadership, must be prepared. The skills needed by administrators were identified using a focus group approach. The critical skills identified include public health values, epidemiology and advocacy, organizational management, cultural competency, coalition building, communications, managing change, strategic thinking and planning, Informatics, and team building. Potential action steps were also identified.
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Patient-focused care (PFC) and business process re-engineering (BPR) have been advocated in the academic literature as techniques to improve both quality of service and reduce costs. Seeks to separate and delineate the components of PFC and BPR and, using the case study method, describe the adoption and implementation process of PFC in medicine and maternity by one London NHS Trust Hospital. Reports the impact of this innovation on service delivery, staff reconfiguration and multi-skilling. Identifies preconditions and key success factors and indicates lessons for the future.
Looks at management development at Ashworth Hospital as part of a continuing programme of professional development. This programme is innovative and revolutionary. It puts control of learning in the hands of the participants who are responsible for driving the programme and share the responsibility for supporting and motivating colleagues.
Little has been published regarding the development of therapists during their professional careers. This qualitative research study explored the development of seasoned marriage and family therapists (MFTs) in order to identify important events and themes in their personal and professional lives. The main developmental theme that emerged was the integration of their personal and professional selves. Information gained from this study might be useful in understanding the self of the therapist within training and supervision and might partially provide a map of the possible transitions facing MFTs along their developmental journey.
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Explore the source record for details and available documents.
Explore the source record for details and available documents.
There is a need for nurses to continuously develop themselves. Self-development supported by the organization is one means of developing a more involved and adaptable workforce. This article describes the introduction of such a scheme in a medical unit.
The expertise of colleagues and experience gained through professional organizations is an overlooked resource for adding value to reference service. Collegial networks must be nurtured. They deserve the support and investment of the institution.
Academic mentorship is a professional development strategy that enables fledgling professionals to take advantage of the skills and expertise of the senior members for professional growth. Although widely practiced in many other professions, academic mentorship has not been widely reported in medical librarianship. Drawing upon personal experience, the author reports the success story of an academic mentorship program implemented in an academic medical library and argues for academic mentorship to be widely adopted in academic medical libraries. This paper first reviews the literature on the concept of mentoring in an academic setting, and then describes the background, rationale, methods, and results of the mentorship programs the author has experienced. Lastly, based upon an analysis of several surveys and studies on coping skills for quality job performance of health sciences reference librarians, the paper discusses mentorship as one effective means to ease a new medical reference librarian's transition from his/her pre-service experience to the professional world of medical librarianship. It calls on other health sciences librarians to consider developing their own mentorship programs to promote their professional development and personal growth.
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Fungi are important and hyperdiverse organisms, yet chronically understudied. Most fungal clades have no reference genomes, impeding our understanding of their ecosystem functions and use as solutions in health and biotechnology. Also, opportunities for training in fungal biology and genomics are lacking, creating a bottleneck that hinders the recruitment and cultivation of a talented future mycological workforce. To address these issues, we developed Myco-Ed, an educational program offering training and scientific contributions through genome sequencing and analysis. Myco-Ed empowers students to pursue careers in fungal biology while improving fungal resources. Myco-Ed has been piloted at 12 institutions (15 classrooms) ranging from online e-Campuses to R1 universities, resulting in hundreds of fungal observations and many new high-quality reference genomes.
More than 2,000 Cuban health care personnel are presently providing care in Third World nations; less than five years ago this number was fewer than 100. Some 1,500 of these are physicians, representing nearly 13% of Cuba's 12,000 health service physicians. Cuba dominates the health care delivery system of four small African nations and South Yemen, and Cubans are a major presence in a number of larger countries, such as Iraq.
This article asserts an urgent need for more schools of public health to produce an adequate supply of personnel capable of dealing with the health problems of the world population. Although there is a need for 450 schools of public health worldwide (1 for every 10 million population), there are currently fewer than 100 independent schools, with 23 concentrated in the United States alone. The benefits of independence from medical schools are stressed. The academic environment of patient-oriented clinical medicine is posited not to be conducive to the growth of the community-oriented public health discipline. The need for expansion exists in both developing and industrialized countries, although shortages are greater in less developed areas. Effective schools of public health should welcome students from a variety of backgrounds and serve as centers for the research and evaluation of national health systems.
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