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At least 523 records · Page 29Linked to original sources
PubMed1984

Educational strategies in curriculum development: the SPICES model.

Six education strategies have been identified relating to the curriculum in a medical school. Each issue can be represented as a spectrum or continuum: student-centred/teacher-centred, problem-based/information-gathering, integrated/discipline-based, community-based/hospital-based, elective/uniform and systematic/apprenticeship-based. The factors supporting a more towards each end of the continuum are presented for each strategy. Newer schools tend to be more to the left on the continuum, established schools more to the right. Each school, however, has to decide where it stands on each issue and to establish its own profile. This SPICES model of curriculum strategy analysis can be used in curriculum planning or review, in tackling problems relating to the curriculum and in providing guidance relating to teaching methods and assessment.

Clinical Clerkship↗
PubMed1992

Veterinary public health: perspectives at the threshold of the 21st century.

Veterinary public health (VPH) is a term officially used by the World Health Organisation (WHO) to provide a conceptual framework and programmatic structure for those public health activities which involve the application of knowledge, expertise and resources in veterinary medicine towards the protection and improvement of human health. It serves as the "linkage" between agriculture and public health. The principles on which VPH is based are deeply rooted in the biological, physical and social sciences, and are widely shared in agriculture, medicine and the environmental sciences. It involves not only veterinarians but also professionals from a host of other disciplines. VPH is dynamic in its scope and functions, and future perspectives are defined by the changing policy and priorities of the health and agriculture sectors. VPH continuously explores the horizons of public health needs for new opportunities in which veterinary medicine has a comparative advantage. The control and eradication of zoonoses and food protection remain the prominent functions of VPH. In the region of the Americas, VPH forms one of the central approaches in the strategic orientation and programme priorities of the health sector, having three strategic foci: the elimination of urban rabies, the eradication of foot and mouth disease, and food protection. The programme of technical cooperation covers the following components: zoonoses, foot and mouth disease, food protection, biomedical models, education and training in veterinary public health, and the development of veterinary public health services.

Animals↗
PubMedDate not supplied

A model of continuing education for rural oncology nurses.

Societal changes from an industrial era to an informational era create an ever-increasing demand for adult continuing education. Malcom Knowles (1970) proposed a theory of adult learning; del Bueno later applied these principles to a model she described as competency-based nursing education. This article considers these two models and describes an innovative, cost-effective, continuing education model developed by a group of oncology nurses in one rural state. This model was one strategy to address their continuing learning needs.

Breast Neoplasms↗
PubMed2002

Four models of medical education about elder mistreatment.

The authors describe four models of incorporating elder-mistreatment curricular content and collaboration with adult protective service (APS) community service agencies into geriatrics medical education. Geriatrics education programs at four academic health centers-the University of Medicine and Dentistry of New Jersey-Robert Wood Johnson Medical School; the University of California, Irvine College of Medicine; Hennepin County Medical Center, Minneapolis, Minnesota; and Baylor College of Medicine Geriatrics Program at the Harris County Hospital District, Houston, Texas-were surveyed and information collated. All programs incorporated direct interactions between learners and APS workers into their teaching programs. Learners were fellows, residents, and medical students. While two programs provided direct patient care, two others restricted learners to consultant roles, supporting the APS service providers with medical input. In addition to directly meeting curricular training needs of elder abuse and neglect, clinical cases provided valued learning experiences in applied clinical ethics, the role of physicians with community-based programs, the interaction between the medical and legal professions in cases of financial exploitation, and assessment of elder individuals' decision-making capacity. In two programs APS workers also contribute to the assessment of trainees' humanistic competencies. The authors conclude that APS community service agencies can successfully be incorporated into medical training programs to address a wide range of curricular goals.

Academic Medical Centers↗
PubMed1994

Fieldwork education: a shared supervision model.

This paper describes how McMaster University, Department of Occupational Therapy implemented a shared supervision model during an adult physical health block clinical placement, in two fieldwork settings in Hamilton. Five students were assigned to each of the clinical facilities and spent time with the group supervisors and clinical preceptors to meet their learning needs. The objectives, implementation process, training and orientation process, learning and evaluation process, and outcome of this project are discussed. The shared supervision model appears to be a viable alternative supervision model in fieldwork education.

Clinical Clerkship↗
PubMed1977

[Day-care mother--a successful model of child rearing?].

The scientific reports published so far on the project "day care mothering" do not allow to draw scientific conclusions, whether this educational model can achieve nearly equal results as family education. The author critisises, that such a clame is made. It seems necessary, to pay more importance to the function of the mother for her children, to give the children a sound emotional basis for their future development.

Child Care↗
PubMed2000

Primary care education for the new NHS: a discussion paper.

CONTEXT: The White Paper, The New NHS: Modern, Dependable, once again heralds change and new expectations of primary care in the UK. OBJECTIVES: This discussion paper aims to encourage reflection on the implications for primary care teams of current governmental strategy, and to address the pivotal role which education can play in equipping practitioners for their roles. KEY AREAS: The paper examines the opportunities and threats for primary care in the new NHS developments, the strengths and weaknesses of the role that education currently plays in primary care, and how recent innovations might be used to give a more holistic approach to the needs of practitioners. The challenges for clinical governance of lay engagement and ethical decision making are seen as two crucial outcomes for an educational strategy which must be practice-led, and must interface individual practitioner education with the needs of the team and the community as a whole. I draw on a range of policy documents and educational literature to alert the reader to the different choices which can be made when thinking about appropriate educational models and methods; and offer a detailed structure for a practical educational strategy that may effectively unite theory and practice. The key elements are a three-tier link between practices, primary care groups, and district-level resources for all educational and training activity, and the aim of continuing multiprofessional development which will underpin the new NHS.

Family Practice↗
PubMed1997

Collaborative partners in nursing education: a preceptorship model for BScN students.

This article depicts and describes five significant steps in the process of establishing and maintaining a nursing student preceptor programme in a psychiatric unit. Specific collaborative relationships, roles, strategies, important qualities, and suggestions are identified to enhance the success and contributions of each of the three learning partners--student, preceptor, and clinical faculty tutor. The steps and processes highlighted in this model are based on the actual experience of a nurse educator in a university school of nursing, in collaboration with the director of psychiatry (also a nurse) at a community hospital in southern Ontario, Canada. The authors jointly share their perceptions of the strengths, limitations, and mutual benefits experienced throughout all phases of this collaborative partnership. In addition, student and preceptor feedback on the placement are described, demonstrating the usefulness of ongoing feedback from all the participants. This article will be of interest to other nurse educators planning to initiate and maintain clinical preceptorship programs.

Cooperative Behavior↗
PubMedDate not supplied

Answering the call for quality nursing care and patient safety: a new model for nursing education.

Current discussion on the need to dramatically change nursing education and practice is based on clear concerns about the changing nature of healthcare. The increasingly complex healthcare system of our nation provides sophisticated interventions yet concerns about quality persist. A new model of education and practice is proposed and this model is being implemented through a groundbreaking partnership to prepare a master's educated, entry-level, generalist nursing clinician to lead and guide care at the point of care. The competencies associated with this new clinician are discussed and future implications for evaluation and monitoring are shared.

Education, Nursing↗
PubMedDate not supplied

Caregiver education: feminist or male model?

Most nurses have become aware that they work in patriarchal organizations and understand how oppressive and destructive this is to their career and their work. Few nurses recognize that this same male model dominates many nursing education programs, even those designed, delivered, and controlled by nurses. A study was undertaken to determine the learning needs of critical care nurses in Atlantic Canada and identify obstacles that prevented them from meeting their needs. The findings and the subsequent development of an education program are described. The findings are related to feminist values and feminist-based models of education that seem to be congruent with women's needs.

Caregivers↗