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At least 487 records · Page 27Linked to original sources
PubMedDate not supplied

Elder abuse. Implications for staff development.

Elder abuse has become a problem of growing concern to healthcare providers, including registered nurses. Two descriptive surveys were completed that related to the knowledge and experience of registered nurses with the problem. Registered nurses reported experience with the problem but indicated a lack of knowledge. Nurse educators must provide education on the topic of elder abuse that includes what constitutes elder abuse, the scope of the problem, the law and implications for practice, how to assess and intervene, and resources available. This will ensure that registered nurses in all settings have the knowledge to address this major healthcare issue.

Adult↗
PubMedDate not supplied

Self report of competence. A tool for the staff development specialist.

This study was conducted to identify self perception of clinical competence reported by medical-surgical nurses. The study used the model of clinical competence advanced by Benner (1984). Participants were invited to compare themselves with key aspects of Benner's (1984) model through analyzing their responses on a researcher-generated scale. Analysis of the responses on the Nursing Expertise Self Report Scale suggested both that the nurses were at the competent-to-proficient level of clinical practice and that nurses may not accomplish all aspects of the transition from novice to expert at the same rate. In this article, the use of self report of clinical competence in educational program design is explored.

Clinical Competence↗
PubMed1997

Long-term effects of a physical education curriculum and staff development program: SPARK.

This 4-year study, conducted in seven elementary schools assigned to three conditions--Physical Education Specialists (PES), Trained Classroom Teachers (TT), and Controls (CO)--had two parts. The first investigated effects of a health-related physical education program on quantity and quality of lessons. Specialists produced the best outcomes, and TT were significantly better than nontrained peers. Part Two assessed maintenance effects approximately 1.5 years after intervention termination. Withdrawal of specialists significantly reduced the quantity and quality of physical education. TT maintained PES frequency but with a loss in lesson quality and a decline in student activity to 88% of intervention levels. Results support employing specialists and demonstrate the need for extensive professional development for classroom teachers responsible for physical education.

Child↗