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PubMedDate not supplied

Professional development needs of registered nurses practicing at a military community hospital.

BACKGROUND: Focus groups were used to determine what factors need to be considered when designing a professional development program for RNs practicing at a military community hospital. METHOD: Six focus groups were formed with RNs from multiple directorates and settings within various specialties. FINDINGS: Five thematic groupings were identified: 1) specific professional development needs for leadership, clinical/specialty practice, competence development, and maintenance, 2) methods for providing continuing education, 3) methods for evaluating the effectiveness and efficiency of continuing education, 4) barriers to professional development, and 5) professional development issues impacting retention of military nurses. CONCLUSION: The professional development needs of RNs practicing in military hospitals are complex and multifaceted. The thematic groupings identified guided the design of a professional development program for RNs.

Attitude of Health Personnel↗
PubMed2004

Effect of a promotional campaign on heart-healthy menu choices in community restaurants.

The research question examined in this study was: Does a promotional campaign impact the sales of heart-healthy menu items at community restaurants? The 8-week promotional campaign used professionally developed advertisements in daily and monthly print publications and posters and table tents in local restaurants. Nine restaurants tracked the sales of selected heart-healthy menu items and comparable menu items sold before and after a promotional campaign. The percentage of heart-healthy items sold after the campaign showed a trend toward a slight increase in heart-healthy menu item selections, although it was not statistically significant. This study and others indicate that dietetics professionals must continue to develop strategies to promote heart-healthy food choices in community restaurants.

Cardiovascular Diseases↗
PubMedDate not supplied

Continuing professional education: does it make a difference in perceived nursing practice?

Nursing professional development educators, nurses, and their employers want assurances that continuing professional education (CPE) programs have quality and positively influence nursing practice behaviors and subsequent patient outcomes. The goal of this prospective study was to evaluate a model for measuring perceived changes in expertise and perceived utility and applicability of concepts gained from attendance at three types of CPE generally offered at the American Nurses Association's (ANA) 2000 convention. Perceived nursing expertise was measured at before, after, and 6 months following CPE program attendance. Advantages and limitations for use of this CPE evaluation model are described.

Adult↗
PubMed2005

The European Union of Medical Specialties core training curriculum in infectious diseases: overview of national systems and distribution of specialists.

The European Union of Medical Specialities (UEMS) Section of Infectious Diseases agreed on an infectious disease training programme in 1999, which was updated in 2002. Although the provision of infection services throughout Europe is not uniform, with variation in the roles of infectious disease physicians and microbiologists, there are, nonetheless, physicians with a predominant responsibility for clinical infectious diseases (and tropical medicine) in most countries. However, infectious diseases is formally recognised as a specific discipline by most, but not yet all, European countries. There has been consensus from national representatives to the UEMS on the content of the published curriculum. There are clear areas of overlap in training between different infection disciplines, and exploration of possible areas for closer liaison and collaboration between them has been initiated. The increased movement of medical staff within Europe will place greater demands on those responsible for training, monitoring and quality assurance. The Board and Section of Infectious Diseases have established core training programmes with a generic logbook to assist those countries without a written curriculum or record book and facilitate the development of common standards of training. The duration of training varies across Europe; 4 years is the UEMS standard, or longer if the training is combined with general internal medicine. The numbers of infection specialists (infectious diseases and microbiology) per million population show considerable variation. The UEMS Sections have recognised the importance of working closely with European specialist societies involved with training. The Section for Infectious Diseases has, in partnership with the ESCMID, established a Board for the accreditation of continuing medical education/continuing professional development.

Communicable Disease Control↗
PubMed2000

Limitations, frustrations and opportunities: a follow-up study of nursing graduates from the University of Birmingham, England.

This paper reports an ongoing study of the progress of nursing graduates from the University of Birmingham, England. The aim of the research was to follow-up early graduates from the programme, to assess their progress and study feedback indicators that could help further the development of this relatively new programme. The study also aims to contribute to the growing body of knowledge about United Kingdom nursing graduates, following the recent shift of nurse education from Schools/Colleges of Nursing into universities. Due to objection from some quarters as to the value of a university education for nurses, even such a small-scale study is considered to be important. A questionnaire was sent to the first three cohorts of graduates. It revealed interesting findings in relation to work patterns, continuing professional and academic development and perceptions of the value of the degree in practice. The graduates made recommendations regarding changes that might enhance the quality of the Birmingham degree and nursing practice generally.

Adult↗
PubMed2002

Asthma severity, allergy and lung function during young middle life in subjects with asthma in childhood.

The further course of asthma severity lung function, bronchial hyperresponsiveness (BHR) to cold air challenge (CACh), clinical allergies and allergic sensitization in young middle adulthood was studied in a cohort of 55 subjects with childhood asthma. All subjects (27 females) have attended all five previous and the current follow-up visit, undertaken at a mean age of 35 years. Twelve subjects (22%) reported no current asthma, 28 (51%) mild/intermittent, and 15 (27%) moderate/severe asthma. Asthma severity changed little in the individual subjects over the last 5-year period. Females continued to have higher asthma severity scores than the males, but the previously noted lower resting and post-bronchodilator % predicted FEV1 in females was not confirmed now. Pathological BHR to CACh tended to be more common among the males. Forty-four subjects were still allergic to animal danders and 35 to pollens. Sensitization rates (skin prick test or RAST) were similar to those recorded 5 years earlier and there was no clear evidence of tolerance developing. Five subjects have never shown evidence of allergy or sensitization. The extent of sensitization to animal danders showed statistically significant relationships to asthma severity and BHR to CACh. Social development and professional careers continued to be good.

Adult↗
PubMed2006

Changes, trends and challenges of medical education in Latin America.

This paper briefly reviews the current situation of Latin American medical schools and the search to improve the quality and professionalism of medical education through the region. Institutional evaluation and accreditation programs based on nationally ongoing developing standards have been accepted, now optimized and complemented by the framework of the Global & International Standards of Medical Education working jointly with the WFME. More recently, the process has evolved to look into the quality of the outcomes of the medicals as seen by examinations implemented at the end of medical studies and the initiation of medical practice. In addition, there is vision for the application of new programs such as the global minimum essential requirements advanced by the Institute for International Medical Education (IIME). The PanAmerican Federation of Associations of Medical Schools (PAFAMS), an academic, non-governmental organization, is fostering the exchange of ideas and experiences among members, associations and affiliated medical schools geared to focus on the quality and professionalism of the graduates of medical schools in Latin America. These actions also aim to consolidate databases of information on medical education and innovative endeavors in continuing professional education and development through e-learning projects in the region.

Accreditation↗
PubMed2001

Multiple choice questions: their value as an assessment tool.

Multiple choice questions are a well-established, reliable method of assessing knowledge and are used widely in postgraduate examinations in anaesthesiology. Like other methods of assessment they have their strengths and weaknesses. With the drive for revalidation and changes in undergraduate medical education much work has been done on devising valid, reliable and feasible methods of assessment of clinical practice including the need for the use of several different methods. Different multiple choice question formats have been devised and the importance of well-written multiple choice questions with clear assessment objectives recognized. There is controversy about the use of number-right as opposed to negative marking but, provided that the candidates know which marking system is being used, either method is satisfactory. The pass standard should be determined using criterion-based rather than norm-based referencing. Multiple choice questions could be used to validate continuing education and professional development from reading, possibly using web-based technology. For as long as there is a need to test knowledge in the assessment of doctors and medical undergraduates multiple choice questions will have a part to play, but only as one component of the assessment of clinical competence.

Journal Article↗
PubMed1979

Utilization of the poison center for the teaching of clinical toxicology to medical and pharmacy students, housestaff, and health care professionals.

The Massachusetts Poison Information Center has proved to be a good location for the teaching of clinical toxicology to physicians, pharmacists, and nurses at all periods of their training and professional development. With a continuous source of clinical problems, the availability of sophisticated information resources, and a wide array of clinical consultants, a center can become the setting for formal courses in toxicology, for fellowship training, and for continuing education. Review of clinical cases, discussion of management issues, literature reviews, bedside toxicology teaching, and formal weekly toxicology seminars are used to accomplish the educational goals of the program.

Boston↗
PubMedDate not supplied

Practical solutions for staff recruitment & retention.

There are three essential topics for radiology managers to consider in light of persistent staffing shortages: support of the profession and educational programs, perks as recruitment tools and incentives as retention tools. Some activities that can help support departments and educational programs for radiologic technologists are job shadowing, training for volunteer services, advanced placement for school applicants, sponsoring an educational program or clinical training site, creating a positive work environment and supporting outreach projects geared to local high schools. Traditional perks used in recruitment efforts have included relocation assistance, travel and lodging expenses during the interview process, loan repayment, scholarships and sign-on bonuses. Some common incentives for retaining employees are tuition reimbursement, cross training, availability of educational resources, continuing education opportunities, professional development and incremental increases in salary. There are many other tools that can be used, such as career ladders, creating an environment conducive to teamwork or a more personal atmosphere and showcasing talents of various staff members. There is much overlap among these suggestions in support of the profession and educational programs, recruitment and retention of qualified staff radiologic technologists. Radiology managers can and should be creative in developing different programs to build loyalty and commitment to a radiology department.

Employee Incentive Plans↗
PubMed2000

Dollars, debts and duties: lessons from funding Australian general practice.

This study investigated changes in resource allocation and activities of Australian Divisions of General Practice associated with new funding procedures which link monies to nominated outcomes. The study involved analysis of annual reports and strategic plans, and semistructured telephone interviews with key personnel from 27 divisions of general practice. The main outcome measures were: number of activities in various nominated health areas; total and median expenditure per activity in each area; and methods of resource allocation. Despite a modest increase in funding to the total general practice divisions program over the two year period, expenditure decreased in the National Health Priority Areas of mental health, diabetes, cardiovascular disease, injuries and cancer. There was increased expenditure in the priority area of immunisation, which received dedicated funding. There was greatly increased expenditure in the areas of information technology and services to GPs (including continuing medical education, professional development and workforce issues). The ease of defining and measuring outcomes influenced the choice of activities. In 1996, activities were linked to formal needs analyses in approximately 20 per cent of cases. The most frequent driving force for projects was enthusiastic GPs. In 1998, resource allocation decisions were more explicitly linked to formal needs analyses; however, the standard of the needs analyses varied widely between divisions. Changes in funding procedures which use nominated outcomes as the major accountability mechanism may produce unexpected, and unintended results, including significantly decreased expenditure in areas with outcomes which are hard to define and measure but which are important for health improvement.

Journal Article↗
PubMed1991

The nurse's role in pediatric injury prevention.

Nurses can play a major role in injury prevention. Nurses are, by nature, educators and role models to their families, patients, and communities. Knowing the magnitude and impact of injuries on both children and their families, nurses must become more informed about the necessity of injury prevention. They must also help to initiate and develop prevention strategies that will decrease the number and severity of these injuries. There is a connection between clinical work and advocacy. Nurses see the pain and problems created by injuries. They can become effective advocates for injury prevention because the strongest advocacy is created by those closest to the problem and most aware of what is needed. Nurses need to become involved in identifying unsafe products and environments and testifying before regulatory and legislative bodies for safety-related design changes. Nurses need to continue to develop their professional influence by using a multidisciplinary approach to injury prevention. This approach should include health professionals and representatives from the community, the legal profession, law enforcement, regulatory agencies, and both engineers and manufacturers.

Accident Prevention↗
PubMed1984

Effectiveness of continuing education for health professionals: a literature review.

The 1970s saw the development of a mandatory continuing education system as a result of actions by state legislatures and professional organizations. Although the actions of these bodies imply a relationship between participation in continuing education activities and the maintenance of professional competency, such a relationship has never been clearly and consistently demonstrated. This article reviews studies of the effectiveness of continuing education in the health professions, notes weaknesses in the continuing education system, and suggests strategies for improving it.

Education, Continuing↗
PubMed1994

Impact of new information technologies on training and continuing education for rural health professionals.

Recently developed and emerging information and communications technologies offer the potential to move the clinical training of physicians and other health professionals away from the resource intensive urban academic health center, with its emphasis on tertiary care, and into rural settings that may be better able to place emphasis on the production of badly needed primary care providers. These same technologies also offer myriad opportunities to enhance the continuing education of health professionals in rural settings. This article explores the effect of new technologies for rural tele-education by briefly reviewing the effect of technology on health professionals' education, describing ongoing applications of tele-education, and discussing the likely effect of new technological developments on the future of tele-education. Tele-education has tremendous potential for improving the health care of rural Americans, and policy-makers must direct resources to its priority development in rural communities.

CD-ROM↗
PubMed1992

Developing health service staff.

Professional nurses frequently view continuing education and staff development narrowly, as in the form of an annual offsite seminar. Staff development is a year around, planned program, adequately funded and creatively administered. Development needs can be identified during annual performance appraisals and strategies to meet the needs written into a formal plan. These strategies might include a variety of educational and vocational opportunities within the organization and in the community. An effective development program should lead to more staff with a wider repertoire of skills and a new vision of their role and responsibility. The nurse manager should see these changes reflected in a more effective and efficient health service and in personal accolades from the organization.

Humans↗