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PubMedDate not supplied

The Texas model of differentiated entry-level competencies of graduates of nursing programs.

The Board of Nurse Examiners and the Board of Vocational Nurse Examiners for the State of Texas updated the state's competency-based education model in collaboration with stakeholders in nursing service, state nursing organizations, and the deans and directors of the state's 82 board-accredited professional nursing programs. Based on this collaborative effort, 14 differentiated entry-level competencies with associated knowledge and clinical behaviors/judgments were identified that set standards for graduates of vocational, diploma, associate, and baccalaureate degree programs.

Attitude of Health Personnel↗
PubMed2006

The past, present and future of nurse education in Poland: stages, conditions and activities.

AIM: This paper describes the multidirectional activities recently completed to adapt nurse education in Poland to European standards. BACKGROUND: The Polish system transformation and the changes that have taken place in health care since the 1980s required intensive effort and change in the nursing care and education systems of nurses and midwives. OUTCOMES: Changes accomplished include: (1) preparation and implementation of a nurse education model complying with European standards; (2) discontinuance of the previous system of nurse education taught at the secondary school level; and (3) adjusting the organization and post-basic curricula of nurses and midwives to the actual needs of the society as well as for the nurses themselves. The goal of a uniform nurse education system in Poland that met European requirements motivated the Polish change agents. This change ensures the integration of Polish nurses with the nurses from Europe and other countries in their common endeavours to improve nursing care and health outcomes. CONCLUSIONS: The adopted changes in the system of nurse education resulted in uniformity of education and acceptance of bachelor's level education, which complies with European standards as well as adjusting the post-basic education to actual needs. Describing the substance and process of our work may be helpful to nurses in other countries who are working on their own models of nursing and health care restructuring.

Curriculum↗
PubMed2006

Undergraduate and postgraduate dental students' 'reflection on learning': a qualitative study.

The aim of this study was to explore undergraduate and postgraduate dental students' understanding of a good learning experience by using 'reflection on learning' as described by Schon. Four groups of Year 4 BDS students and one group of postgraduate students in dental public health took part in a series of focus group discussions. The responses were grouped into four broad themes (a) active, practical and positive learning; (b) interactive/together learning; (c) personal learning; (d) theory into practice. Six educational models of good learning proposed by the students are described.

Association Learning↗
PubMed1999

Never too soon: a pilot first and third grade drug education program.

Substance use is a leading national health problem, and school nurses are in pivotal positions to assist with prevention activities to reduce this growing epidemic. In response to increasing rates of parental and youth substance use and abuse, a collaborative research-service-education partnership was established between a college of nursing and an elementary school in a low-income, urban community. A two-part pilot study of parental knowledge and behaviors of drug use, and the evaluation of a first- and third-grade drug education model, are described in this paper. Although the findings cannot be generalized, they yield useful information for parental, youth, and neighborhood teaching and future research. Over half of parents consumed alcohol, and 60% smoked cigarettes. Forty-seven percent of parents reported discussing drugs with their child. However, only 22% of the parents who used substances reported talking about drugs with their children. The pilot drug education sessions, two, 30-45 minute sessions a week for 8 weeks, resulted in an average of 30% higher posttest knowledge scores in the first and third graders. Drug education classes should be offered every year for patients and youth, kindergarten through twelfth grade.

Age Factors↗
PubMed2002

Self-directed learning in population health. a clinically relevant approach for medical students.

BACKGROUND: In this article, we describe the education model used to integrate population health learning into a new 4-year medical program at the University of Sydney. METHOD: Our two-pronged approach aims to prepare third-year students to integrate population health thinking into their day-to-day clinical reasoning and to equip them with skills to investigate specific population health topics. We provide an example of a student-led, small-group session on health issues for disadvantaged populations, along with an outline of our assessment and evaluation methods. This innovative course illustrates one approach to the challenge of motivating students to bridge the gap between their interest in the medical care of individual patients and the healthcare needs of whole populations. RESULTS/CONCLUSIONS: Students performed adequately in the assessments required for progression to the next year of the program. Students rated the case-based exercises; self-directed learning; on-line and library resources; tutor facilitation; and student-led, small-group sessions as effective methods for learning.

Curriculum↗
PubMed2005

Testing a model of domain learning in music therapy.

This study is a measure of the effectiveness of music therapy education by testing it against a proven educational model. It evaluates the role of knowledge, interest and learning strategies in the Model of Domain Learning (Alexander, 1997, 2003). Participants (n = 79) were presented with a video of music therapy and the effect of the independent variables (knowledge, interest, strategies) on recall at two points in time were examined. Music therapy students were compared with music students and other therapy students (art therapy, dance therapy, counseling therapy) in terms of their recall of the video. Music therapy students achieved the highest levels of knowledge and interests. No significant differences were found between the three groups on the strategy component of the model. Overall, results were consistent with the Model and with the view that specific learning occurs within identified domains of knowledge or expertise. The results therefore, indicate efficacy for the music therapy education investigated in this study.

Adult↗
PubMed1999

Faculty ratings as part of a competency-based evaluation clinic grading system.

The traditional system for determining grades in dental school clinic courses has been counts of productivity and daily marks for degree of technical excellence. One dental school with a competency-based educational model has redesigned its evaluation system to include assessment of understanding as well as performance of procedures, diagnosis and judgment, and patient management. Competency tests were instituted in all disciplines to replace the required volume of work. A quarterly rating system was developed to replace daily grading. Results from one of the first administrations of the ratings are presented. They show excellent face validity and rater consistency in some cases. Gradients of generalizability are reported, demonstrating that the ratings satisfy the school's standard for grade defensibility.

Bias↗
PubMed1994

Refocusing health care management: education and training for national health reform.

Today's health care professionals must deal with problems of financial viability, competitiveness, quality control, and consumer focus. The major theme of this article is how appropriate is the education system that trains and prepares health care managers for these challenges. Because we are not in the health care business, but rather in the business of managing health care, the authors suggest that a new educational paradigm that incorporates indepth study of business disciplines be the health administration educational model for the 21st century. Whether or not the proposed model is alien to our basic traditional concepts of health care management, the viability of our institutions will be at stake if they do not implement a healthy business protocol to the services they provide.

Education, Graduate↗
PubMed2006

Interprofessional educational partnerships in school health for children with special oral health needs.

Dental caries is an infectious yet preventable disease that is rampant in some subpopulations in the United States, in particular among individuals with neurodevelopmental/intellectual disabilities (ND/ID). This article reports on the implementation and evaluation of the Louisiana State University Health Sciences Center (LSUHSC) School of Dentistry interprofessional school health educational model to improve oral health assessment and referral for children with ND/ID in an inner-city school system. During this project, dental hygiene students and elementary school nurses were paired to assess the oral health status of 255 inner-city children with developmental disabilities, improve referral/access to dental care for those identified as having need, and propose dental hygiene curriculum changes that would incorporate participation in a "real-life public health setting" for those with ND/ID. Following the program, 66 percent of dental hygiene students said their likelihood of participating in future oral health programs had increased and 75 percent of school nurses rated the educational process as very good or excellent. Modifications in dental hygiene curricula that provide students with training and experience in oral health risk assessment and referral for people with ND/ID is recommended to address the new Commission on Dental Accreditation educational standards 2-18 and 2-26 (implemented January 1, 2005) and dental standard 2-26 (implemented January 1, 2006), which state that dental hygiene and dental graduates must be competent in assessing the treatment needs of patients with special needs.

Child↗
PubMed1998

Neurobehaviour rounds and interdisciplinary education in neurology and psychiatry (698).

Increasing emphasis on interdisciplinary medical treatment and education suggests that something valuable has arisen from medical specialization beyond the further development of specialty knowledge: an integration of specialty knowledge that compliments and extends the integrating aspects of the primary care approach to medicine. Several educational models have been described which serve this function. In this paper the authors describe interdisciplinary clinical teaching, and research team linking neurology, neuroradiology, psychiatry and neuropsychology. The team provides neurobehavioural evaluations and sponsors monthly Neurobehaviour Rounds, an interdisciplinary patient conference that is the main formal teaching vehicle for the programme. After the model had been in place for 1 year, eight of nine neurology residents had Residency In-Service Training Examination scores in behavioural neurology that exceeded their overall average scores. This suggests that encouraging neurology residents to see patients through the eyes of different specialists may have contributed to improvement in their performance on a test of interdisciplinary knowledge. A neurobehavioural programme anchored to a formal neurobehaviour conference may encourage interdisciplinary learning within the related disciplines of neurology, neuropsychology and psychiatry.

Education, Medical, Continuing↗
PubMed1996

Strategies to improve cancer education materials.

PURPOSE/OBJECTIVES: To highlight the benefits of creating effective materials for cancer education; to describe strategies to enhance the suitability of materials for all readers, including those with limited literacy skills. DATA SOURCES: Published research and education articles, health education models and theories, the National Cancer Institute Office of Cancer Communications, and personal experiences. DATA SYNTHESIS: Written materials, including visuals, commonly are used to convey cancer life-style risks, detection methods, treatments and procedures, and informed consent information. Such materials are relevant and suitable only when they can be read and understood and are matched to patients' reading abilities. A systematic process to achieve effective written materials includes assessing the target audience, limiting the educational objectives, focusing the content on the desired behaviors, presenting the context of the message first, and planning for reader interaction. The final step is verification of comprehension and suitability with the target audience. CONCLUSIONS: The creation of effective cancer education materials can be achieved by employing strategies that aim to enhance patient understandability, usability, relevancy, and motivation. Learner verification is a quality control process and a technique that helps ensure that materials are suitable for the intended audience and better matched to patients' learning needs. NURSING IMPLICATIONS: Nurses can improve the understandability of cancer education by using a variety of learning enhancement techniques and a set of organized planning steps. Such strategies can serve to improve the communication of cancer information to target groups with diverse literacy skills.

Educational Status↗
PubMed2006

The role of academic medicine in improving health care quality.

Academic medicine, often entrenched in biomedical and clinical research, has largely ignored the development and application of quality metrics to ensure the delivery of high-quality health care. Nevertheless, academic medicine has substantial opportunities to lead the charge in building a quality infrastructure with the goal of delivering high-quality and cost-efficient health care to all Americans. The American College of Cardiology (ACC) and American Heart Association (AHA) have worked jointly to measure and improve the quality of cardiovascular care. This effort has led to the development of clinical practice guidelines, performance measures, data standards, national registries, and appropriateness criteria for cardiovascular care. Academic medicine should actively embrace and promote the type of quality metrics and criteria developed by ACC and AHA and apply this model across the entire academic medicine community. Academic medicine, with its many resources, could lead the way in the expanding field of quality science by supporting fundamental research in quality improvement, supporting academicians to improve quality at their own institutions, developing educational models for quality assessment and improvement, creating and implementing data registries, and serving as a conduit for developing the emerging science of quality assessment. In this and many other ways, academic medicine must offer the health care community leadership for improving our nation's health care quality with the same fervor presently exhibited for the advancement of basic science, the development of specialized and experimental therapy, and as centers for tertiary and quaternary patient care.

Academic Medical Centers↗
PubMed2002

Organisational and educational internal impediments of psychoanalysis: contemporary challenges.

Our psychoanalytic discipline originated, has evolved and is still located within a congregational network that blends and binds together, in an inextricable and contradictory way, the missionary mandates and commendations of a 'movement' and a 'cause' with the inherent prerogatives and functions of academic professions and sciences. In this paper the author explores the consequential past and present impedimenta of this organisational and educational syncretism, for six fundamental dimensions of action for psychoanalysis. Subsequently, the nature of a proposition is delineated, suggesting a reorganisation, local and international, to address what the author visualises as five of our most pressing contemporary challenges: a) an autonomous university educational model, freed from regressive societal-political inertias, enabling us to abandon our seclusive monasticism; b) the consolidation of an epistemological frame of reference, idiographic and nomothetically substantiated against our cumulative inductivism, which is the seedbed of our sectarianism, cross-sterilisation and pseudo-ecumenism; c) local and external educational and professional systems of accreditation and certification, independent from affiliation and membership privileges of our supraordinate ecclesia; d) social relevance and community presence, moving away from our meaningless organisational and educational cloistering; and e) a local and international functional and interdependent reorganisation, in the context of sovereignty and integrity, in contrast to our prevalently crusading and indoctrinating homogamous pathological co-dependency. The author concludes that only a harmonisation of objectives and administrative structure might loosen the talons of faith that keep us retrogressively tied to our past.

Humans↗
PubMed2001

Informing older adults about non-hazardous, hazardous, and harmful alcohol use.

Low levels of alcohol may be hazardous in the elderly, but available education focuses on younger, abusive, and dependent drinkers. A total of 209 older persons participated in various components of the development and evaluation of 'A Toast To Health In Later Life!' health promotion materials for the elderly. Patient focus groups, physicians, educators, and alcohol-use researchers contributed to all materials and measures. An education model for older adults guided the instructional format. Knowledge and self-efficacy scores increased significantly from pre- to post-test. Over 45% of persons in selected senior centers reviewed the materials without prompting by the study team. Older adults are willing to read extensively about the relationships among drinking, health, and medication use. Patient educators should include consumers in the design of health promotion materials and measures. Practitioners who rely on written educational materials for patient education and counseling should be provided with evidence of appropriateness, effectiveness, and feasibility.

Aged↗
PubMed2001

Student outcomes of the healing web: evaluation of a transformative model for nursing education.

The Healing Web is a transformative nursing model, bridging gaps between nursing education and practice, baccalaureate and associate degree education, and public and private educational institutions. It is an educational prototype in which nursing students experience collaborative clinical practice in a differentiated practice model. Based on the Healing Web framework, it was hypothesized that the educational partnership model would influence specific student competencies (i.e., caring abilities, leadership skills, assertiveness, and professional nursing behaviors). Students in the Healing Web program scored higher in caring knowing, caring courage, leadership, and assertiveness than their counterparts who participated in traditional clinical experiences. Students identified collaboration, partnership with students and staff, and learning to value different nursing roles as primary benefits of the experience. Findings support the contribution of Healing Web experiences to selected student outcomes, but the research is limited by instrumentation, small numbers, and the question of adequate "dosage." Future research will emphasize qualitative methods to explicate significant concepts more completely.

Analysis of Variance↗
PubMed2000

Moving from medical student placement to a community-academic partnership with a rural community.

This article explains a partnership-based community education model, which uses as an example a partnership between the Center for Healthy Communities in the Department of Family and Community Medicine at the Medical College of Wisconsin (MCW) and the rural Marion area of central Wisconsin. MCW is similar to other medical schools in that it has a strong history and philosophy of placing students in communities for educational purposes. This article describes how the Center for Healthy Communities is moving beyond student placement to true partnership building. The center followed four stages of development as it built a partnership with this rural Wisconsin community: (1) establish and build relationships, (2) develop common goals, (3) develop and implement programs and (4) maintain and expand progress. The center also applied a set of principles in developing the partnership. By following the stages and applying the principles, the center found that two elements were key to building a partnership for medical student education and community health improvement: long-term commitment and ability and willingness to spend time in the community. As a result, a meaningful, ongoing partnership developed that benefits both the community and MCW.

Clinical Clerkship↗
PubMed2000

Postgraduate medical education for rural family practice in Canada.

Canada is a large country with a diverse and spread-out rural population. Compared to their urban counterparts, rural Canadians have fewer family doctors and dramatically fewer specialists, and they face other significant geographic barriers to accessing health care. This paper describes the milieu of the rural physician in Canada and reports on efforts to develop a postgraduate medical education model for rural family practice that will produce more physicians with the knowledge, skills and interest to practice in small and mid-sized communities. Key recommendations of the College of Family Physicians of Canada include: providing earlier and more extensive rural medicine experience for all undergraduate medical students, developing rural postgraduate training programs, providing third-year optional special and advanced rural family medicine skills training and making advanced family medicine skills training competency-based and nationally accredited.

Canada↗