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PubMed2005

Healthcare ethics: a pedagogical goldmine.

The author explores how a well designed and delivered course in healthcare ethics can meet multiple curricular goals in a health administration program. The basic philosophy, content, and methods of instruction are presented along with discussion of the effectiveness of using ethics as a platform for development of critical analysis and decision-making skills. The author illustrates how the course meets specific curricular criteria for program accreditation by the Commission on Accreditation of Healthcare Management Education (CAHME). Finally, a number of specific challenges related to the design and delivery of an effective course in healthcare ethics are addressed including course design, materials of instruction, and faculty.

Accreditation↗
PubMed2005

The knowledge of pedagogic students on suicidal behaviors in adolescents.

Suicide, taking one's own life, seems to be in contradiction with the will to live. However, it is not so obvious, as there is not the same patterns of behavior for all people. People differ from one another as far as reactions, behavior, and actions are concerned. Some are mobilized, others are discouraged by failures. It is often thought that suicidal behavior occurs due to a mental disorder. The purpose of the study was to check the knowledge of IV-year-students of Pedagogy and Psychology of The University in Bialystok concerning suicidal behavior. Danger of suicidal phenomenon among young people was also to be noticed and discussed. The examination was conducted in the group of 50 students of the IV year of Pedagogy and Psychology of The University in Bialystok in 2002. Students, 21-25 years of age, comprised the most numerous group. Women were the majority (84%) while men were 16%. The examination tool was the questionnaire of 29 open and closed questions. The analysis of the results points to the fact that making a decision of suicide is a result of long reflections expanded in time. Personal and family problems are most common causes of suicidal behavior given by the responders. Social isolation and bad mental condition were behaviors indicating the will to commit suicide. Lonely people, chronically ill, emotionally immature and the young people were those of the high risk groups. According to the examined students, pain connected with physical suffering may influence suicidal behavior.

Adolescent↗
PubMed2006

E-service learning: A pedagogic innovation for healthcare management education.

This paper proposes an innovation in service learning that we identify as e-service learning. By adding the "e" to service learning, we create a service learning model that is dynamic, mediated by technology, and delivered online. This paper begins by examining service learning, which is a distinct learning concept. Service learning furnishes students with opportunities for applied learning through participation in projects and activities in community organizations. The authors then define and conceptualize e-service learning, including the anticipated outcomes of implementation such as enhanced access, quality, and cost effectiveness of healthcare management education. Because e-service learning is mediated by technology, we identify state of the art technologies that support e-service learning activities. In addition, possible e-service learning projects and activities that may be included in healthcare management courses such as finance, human resources, quality, service management/marketing and strategy are identified. Finally, opportunities for future research are suggested.

Curriculum↗
PubMed1996

[Pedagogic training: another conception of the student/faculty relation in the Institute of Nursing Science Education].

The nurses' training course which is now compulsory since the new program to get the Nursing Degree, is not easy to apply for trainers within a legal context which is not accurate enough. Through IFSI investigated the nurses' training course is as follows: Sometimes not formalized, sometimes institutionalized, the application of the nurses' training course is very different from an institution to another and even within each IFSI. It is not proved that students' needs and expectations are taken into account; the main concern of the teaching staff is "how to pu in the 245 hours reserved for the nurses' training course". The question "why a nurses' training course inside the nursing studies" is not raised. The survey also points out an inadequacy between the educationanl method and students' expectations. To help in that way, I have related my own experience regarding the nurses' training course and then I have mentioned the result of a bibliographical compilation in connection with it. In this first part, the examination of the nurses' training course through the educational method shows that there is no idea of this principle and therefore, trainers cannot give a meaning of this activity. The comments upon the subjects in the second part roung concepts from Education Sciences, allow us to build up a thoery giving a meaning and a purpose to the nurses' training course. This theorization supports an "a posteriori" analysis regarding practice, and entitles me to define a possibel foundation of this activity and so, adjusts the idea I have of the nurses' training course which is the subject of the third part. My own opinion is based on a balance between the different logics which can occur in an educational situation. Taking the conflicting opinions into account in the educational relationship, the trainer makes the student aware of his own responsabilities, he enables him to become independent and to succeed in a real profesionalism. This propsect is coherent according to the requirements and purposes of the training. Today the reflection upon the nurses' training course goes on and is different from a teacher to another. Anyway, due to its regulation, trainers have to wonder about it and maybe it will bring something new within the training leading to the nursing degree.

Attitude of Health Personnel↗
PubMedDate not supplied

[Pedagogic project].

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Adolescent↗