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PubMed1988

A medical model for criminalistics education.

The history of medical education during the period of 1870 to 1926 is examined in the context of current issues confronting education in the forensic laboratory sciences. Medical education was radically altered during this period, changing from a rudimentary lecture/apprenticeship system into its modern form. Although the motivating forces had developed over some time, the actual change was quite rapid. By examining how this change occurred, we gain insight into how changes in our own profession might be initiated. Parallels between our current situation and that in medical education 117 years ago include: (1) the primary burden of professional education is borne outside the university in an apprenticeship system, (2) the apprenticeship system is overburdened by a dramatic expansion in the knowledge and skills needed for professional practice, (3) there is no standardized curriculum or accreditation process for educational programs, and (4) there is no educational program that incorporates formal clinical education. Based on this historical analysis, three major goals are proposed: (1) active entreprenurial promotion of professional educational programs by academics, (2) creation of a committee within the American Academy of Forensic Sciences to critique and rate university programs, and (3) the development of a well-defined clinical education program. A model for formalized clinical education in the forensic laboratory sciences is proposed, incorporating clinical professors, student clerkships, and university control over instruction within an operational forensic science laboratory. Benefits from this arrangement include: efficient combination of physical plants, added personnel resources in the laboratory, rapid introduction of research into the laboratory, enhanced prestige for both academics and practitioners, and relief of the laboratory's in-house training burden.

Curriculum↗
PubMedDate not supplied

Best practices in Web-based courses: generational differences across undergraduate and graduate nursing students.

The demand for online courses is greatly increasing across all levels of the curriculum in higher education. With this change in teaching and learning strategies comes the need for quality control to determine best practices in online learning communities. This study examines the differences in student perceptions of the use of technology, educational practices, and outcomes between undergraduate and graduate students enrolled in Web-based courses. The multisite study uses the benchmarking process and the Flashlight Program Evaluating Educational Uses of the Web in Nursing survey instrument to study best practices and examine generational differences between the two groups of students. The outcomes of the study establish benchmarks for quality improvement in online learning. The results support the educational model for online learning and postulates about generational differences for future study.

Adult↗
PubMed1992

Curriculum innovation for gerontological nursing in Canada: a health for all systems based approach.

This paper presents an educational model that follows the General Systems approach and illustrates the advancement of gerontological nursing education in Canada. The model's primary focus is placed on baccalaureate education, the mandate of the nursing discipline group. The paper also touches briefly on Masters and Doctoral education. Implications for use of this model in nursing education are then linked to nursing care of the elderly.

Curriculum↗
PubMed1989

Role modeling versus mentoring in nursing education.

Role modeling, an accepted strategy for transmitting professional attitudes and behaviors from nursing instructor to students, and mentoring, a newer strategy in nursing education, are compared and contrasted. Possibilities for research and implications are discussed.

Education, Nursing↗
PubMed2003

Geriatric nursing assessment.

Gerontological nursing is a unique area of nursing. The cornerstone of the gerontological nursing process is assessment. In some traditional education models, nurses are taught assessments in general areas, such as cardiology, neurology, urology, and orthopedics. Little emphasis is placed on integrating these systems. A one-day workshop was developed with the objective to further develop the assessment skills of the registered nurse (RN) in continuing care by demonstrating a holistic approach to assessment and care planning. For this workshop, the "giants of geriatric medicine," namely falls, incontinence, confusion, iatrogenic illness, and impaired homeostasis (Cape, 1978) were further developed into a geriatric nursing model to include the psychosocial issues. This model demonstrates a way of assessing and integrating the information known about the resident. To ensure the workshop content was practical for the nurse, existing resident care documentation within the sponsoring organization, The Capital Care Group, was used. Through the education provided in the workshop, the RNs recognized that individualized care is based on full assessment of the resident, integration of the information gathered, and complete documentation.

Aged↗
PubMedDate not supplied

Marijuana use prevention: the In-DEPTH model program.

Over the past five years marijuana use has doubled among eighth, 10th and 12th grade students, and in several demographics it has tripled. The recent debate over the legalization of medical marijuana (California's Proposition 215), positive media messages, lack of parent/child discussion, and denial by schools and communities may be contributing factors to the rise of drug use among adolescents. The In-DEPTH program, a unique drug education model that educates, prevents, and provides intervention strategies in adolescent marijuana use, has in small multisite surveys shown initial success in decreasing marijuana use and positively changing beliefs. The program is based on pharmacology, addiction medicine principles, economics and the pharmaceutical sales model, and examines drug dealing as well as drug use.

Adolescent↗
PubMed2006

Creating enduring change: demonstrating the long-term impact of a faculty development program in palliative care.

BACKGROUND: Improved educational and evaluation methods are needed in continuing professional development programs. OBJECTIVE: To evaluate the long-term impact of a faculty development program in palliative care education and practice. DESIGN: Longitudinal self-report surveys administered from April 2000 to April 2005. PARTICIPANTS: Physician and nurse educators from North America and Europe. All program graduates (n = 156) were invited to participate. INTERVENTION: Two-week program offered annually (2000 to 2003) with 2 on-site sessions and 6-month distance-learning period. Learner-centered training addressed teaching methods, clinical skill development, and organizational and professional development. MEASURES: Self-administered survey items assessing behaviors and attitudes related to palliative care teaching, clinical care, and organizational and professional development at pre-, postprogram, and long-term (6, 12, or 18 months) follow-up. RESULTS: Response rates: 96% (n = 149) preprogram, 73% (n = 114) follow-up. Participants reported increases in: time spent in palliative care practice (38% preprogram, 47% follow-up, P < .01); use of learner-centered teaching approaches (sum of 8 approaches used "a lot": preprogram 0.7 +/- 1.1, follow-up 3.1 +/- 2.0, P < .0001); and palliative care topics taught (sum of 11 topics taught "a lot": preprogram 1.6 +/- 2.0, follow-up 4.9 +/- 2.9, P < .0001). Reported clinical practices in psychosocial dimensions of care improved (e.g., assessed psychosocial needs of patient who most recently died: 68% preprogram, 85% follow-up, P = .01). Nearly all (90%) reported launching palliative care initiatives, and attributed their success to program participation. Respondents reported major improvements in confidence, commitment to palliative care, and enthusiasm for teaching. Eighty-two percent reported the experience as "transformative." CONCLUSIONS: This evidence of enduring change provides support for the potential of this educational model to have measurable impact on practices and professional development of physician and nurse educators.

Chi-Square Distribution↗
PubMed1995

Towards a new model of nursing education.

We are witnessing the most significant changes in the nature of the relationship between nursing education and higher education. However, there has yet to be a more philosophical explanation of what it would mean for our aims and practices as nurse educators if we were to take seriously the notion of nursing education within the context of higher education. This paper analyses the role of the university and raises the questions: What should higher education mean today? What should higher education mean for nursing? In response to the former question it is suggested there cannot be a total distinction between the concept 'higher education' and the socio-political context. Higher education has to be realized in particular historical societies and there is likely to be much controversy over how this should be done. In response to the latter question it is suggested that to warrant the title nursing 'higher education' the process should promise a freeing of the mind but also beyond, to bring about a new level of self-empowerment in the individual student. In essence, it should contain an emancipatory element. It is the articulation of normative aspirations such as these, that is so strikingly absent from so much of the debate relating to nursing education merging with higher education. Nursing education must not however fall victim to 'academic drift' which has often been regarded as a distinctive and persistent feature of higher education. It might be proposed that student nurses who move from an educational to a practice setting are subjected to 'a competing paradigm of occupational vocationalism'.(ABSTRACT TRUNCATED AT 250 WORDS)

Curriculum↗
PubMed1991

Conceptual models for health education research and practice.

Although conceptual models are frequently used to illustrate research questions under investigation, there is a paucity of articles about how to develop conceptual models or their importance to health education research and practice. A number of uses of the term model exist. Therefore, we describe a conceptual model developed to guide health education research or practice as a diagram of proposed causal linkages among a set of concepts believed to be related to a specific public health problem. Although informed by the multicausal models of public health, the conceptual models we describe differ from those models in that they do not incorporate all factors correlated with an endpoint of interest. Rather they show only the small part of the causal web selected for study. Conceptual models differ from theory in that they are not usually concerned with global classes of behavior but with specific types of behavior in specific contexts. They often are informed by more than one theory, as well as by empirical findings. Because of the usefulness of conceptual models in narrowing both research questions and the targets of intervention, we advocate the inclusion of the model development process in public health education research methods courses.

Concept Formation↗
PubMed1994

Lifelong maternal caregiving for children with schizophrenia.

Maternal caregiving for adult children with schizophrenia is described using a lifespan perspective. Principles of naturalistic inquiry and a grounded-theory design guided field work methods. Nineteen in-depth interviews with ten participants averaged 4 hours each. Data analysis involved coding and classifying themes, constant comparison, and saturating theme categories. A model depicts findings including stages of learning in the experience. The stages are as follows: (1) perceiving a problem; (2) searching for solutions; (3) enduring the situation; and (4) surviving the experience. Implications include use of the model in developing intervention and education models.

Adaptation, Psychological↗
PubMed1989

Beyond Florence Nightingale: the general professional education of the nurse.

The leadership of nursing has been more concerned with the issue of nursing as a profession on a par with medicine than with the development of an education that would lead to professional status. Nurses must leave nursing, the care of the sick, to advance their careers. The author proposes rigorous preprofessional science preparation and nursing education at the baccalaureate level followed by a clinical internship. Nurses would be able to achieve specialty education either by graduate education or through experience and continuing nursing education. Those nurses who elected careers in management, the social or natural sciences, as researchers or faculty, could build on their strong undergraduate science education. This educational model would require the apprenticeship education of nursing assistants, whose training should be planned by and supervised by nurses in the classroom and on the wards.

Career Mobility↗
PubMed2002

1.4 Research and the dental student.

There has been significant concern that the dental curriculum and system of clinical education, in particular, is not designed to take advantage of the explosion in knowledge in biomedical science and its application to the health of the public. Although there are some examples of innovations in dental education on a global scale that have the capacity to increase the assimilation of basic and clinical knowledge, most of the dental education models are mired in the traditional '2 + 2' approach to education. This can be seen in North America and the European '2 + 3' model or the stomatological '4 + 2' approach. In each of these systems, the basic and behavioural science courses continue to be perceived as hurdles over which students must leap in order to reach the clinical programmes where there is little opportunity to use basic science information to advance patient care and treatment. Examples of issues that are not well represented include: innovations in imaging; diagnosis; bio-materials; science-based approaches to clinical practice; novel approaches to therapeutics; interactions between the oral, dental and craniofacial complex and systemic health and disorders; the role of oral infections and systemic disease; the increasing appreciation of chronic diseases and disorders such as osteoporosis and diabetes that affect oral tissues; the promise of bioengineering, tissue engineering and biomimetics; the potential use of saliva as a diagnostic tool; the understanding of oral complications of cancer treatment; the treatments of HIV/AIDS diseases and hepatitis; the use of dental and dental hygiene staff on health-care teams to deal with issues such as birth defects, orofacial trauma, head and neck cancer, chronic pain management and so on. There seems to be an excessive emphasis on restorative dentistry and, to a lesser extent, on the more biological approaches to diagnosis, prevention and therapeutics. This continued lack of integration of basic and clinical sciences in the curriculum continues to foster a dental workforce that is highly technically competent to provide specific clinical services but poorly equipped to evaluate and implement new biological approaches to diagnosis, therapeutics and intervention. Unfortunately, after many attempts by organized dental symposia aimed at the integration of basic and clinical sciences, there has been little discernible curricular change. It appears that there is an opportunity through this global congress to identify the best practices in the various global curricula that could change this paradigm in dental education and lead us toward the education of a more scientifically orientated practitioner-one who can take advantage of innovations in new and emerging technologies in their application to patient care. It is the challenge of this section to try to ascertain the best method or methods by which dental education promotes research to the dental student and what research represents in terms of critical thinking and evidence-based approaches to dental education and clinical practice.

Competency-Based Education↗
PubMedDate not supplied

Are you in control of the method or is the method in control of you?

The starting point for this article is the concept that there is a risk in slavishly adhering to one particular method in nursing education. With this approach in mind, the aim was to examine the use of an educational model with drama in relation to Gadamer's idea of method, as well as to discuss the conditions for lifeworld dialogues in learning encounters.

Education, Nursing↗
PubMed2002

From personal reflection to social positioning: the development of a transformational model of professional education in midwifery.

A transformational model of professional identity formation, anchored and globalized in workplace conversations, is advanced. Whilst the need to theorize the aims and methods of clinical education has been served by the techno-rational platform of 'reflective practice', this platform does not provide an adequate psychological tool to explore the dynamics of social episodes in professional learning and this led us to positioning theory. Positioning theory is one such appropriate tool in which individuals metaphorically locate themselves within discursive action in everyday conversations to do with personal positioning, institutional practices and societal rhetoric. This paper develops the case for researching social episodes in clinical education through professional conversations where midwifery students, in practice settings, are encouraged to account for their moment-by-moment interactions with their preceptors/midwives and university mentors. It is our belief that the reflection elaborated by positioning theory should be considered as the new epistemology for professional education where professional conversations are key to transformative learning processes for persons and institutions.

Humans↗
PubMed1999

Attitudes and Approaches of Influential Role Models in Clinical Education.

The influence of a role model is a frequently cited factor in choosing a specialty choice among medical students, particularly primary care oriented students. While many studies have looked at role modeling from students' perspectives, very few have considered role modeling characteristics from the perspective of the role models. This study, using the principles of Bandura's social learning theory, determined and illuminated the characteristics and teaching methods associated with positive role modeling in clinical education from the perspective of the role model. A qualitative approach employing interviews and observations was used. Five themes emerged: the role models' approaches to teaching, their attitudes towards teaching and learning, their emphasis on clinical competence in their teaching, their roles external to their specific responsibilities, and their general affect. We found that role models were similar in their views of teaching and working with students. Also, their teaching characteristics were similar to the recommended approaches found in the literature and adhered to the principles of social learning theory. Role models were attentive to the needs of the students and tailored their teaching appropriately. They provided students with ample patient interaction so that students could apply their classroom knowledge. They also demonstrated how rewarding being an effective physician can be.

Journal Article↗
PubMed1994

A university-community model for the integration of nutrition research, practice, and education.

A model to integrate nutrition research, practice, and education was conceptualized and implemented to enhance student learning opportunities. The model encourages partnerships between educators and practitioners by providing a mechanism for faculty researchers to work with community practitioners to identify applied research and education projects in which students can participate in the design, implementation, analysis, and reporting. Learning experiences are discussed in relation to the knowledge and performance requirements for entry-level dietitians as mandated by The American Dietetic Association. Faculty and community practitioner relationships to support student learning and goal attainment are described. The research, practice, and education model has particular application to other universities struggling to balance limited resources with increasing expectations for community-university partnerships, and expectations for excellent teaching and scholarship. Resources needed (ie, staff, support services, and physical facilities) to develop and implement the model are discussed. Finally, acquisition options such as shared resources and in-kind contributions are suggested.

Community-Institutional Relations↗