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Results for “continuing professional development”

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PubMed2003

Incorporating sexual and reproductive health care in the medical curriculum in developing countries.

Medical educators have a responsibility to train physicians and other health professionals in the core competencies needed to improve the sexual and reproductive health of their communities. Yet sexual and reproductive health care is significantly under-represented in the basic educational curriculum for medical and other health professionals, as well as in continuing medical education and professional development programmes for practising physicians and other health professionals. The Commonwealth Medical Association Trust is developing a model curriculum on sexual and reproductive health that can be integrated into undergraduate medical education and used with appropriate amendments for continuing medical education. This paper outlines topics for inclusion in the curriculum and three strategies for incorporating core components of sexual and reproductive health in the curriculum--by developing themes that can be integrated into the general curriculum in a multi-disciplinary fashion, adding free-standing modules as electives, and delegating cross-cutting issues such as gender issues and adolescent reproductive health to courses run by other departments. It argues for the use of problem-solving and case-based learning methodologies, as well as lectures, as the best way to teach health professionals how to provide information, counselling and support for sexual and reproductive health, as well as to cover the range of prevention and treatment needs of women and men seeking these services.

Curriculum↗
PubMed2006

Fostering a culture of support in mental health settings: alternatives to traditional models of clinical supervision.

Clinical supervision [CS] for mental health nurses in inpatient settings in Sydney, Australia, is virtually nonexistent despite over a decade of discussion regarding its benefits to staff, patients, and organisations. Whilst there is general agreement about the merit of CS, its ad-hoc implementation and the use of models that do not correspond to the realities of the environment have led to its adoption being somewhat half-hearted. It is unsurprising then that there is an absence of achievable policy regarding CS making its integration into modern inpatient units even harder to attain. In this paper, we outline some pragmatic issues concerning CS and advocate for facility-specific professional development and support processes that incorporate succession planning opportunities. This we believe has the potential to promote professional behaviour, continuous learning and development, cohesive teamwork, and ultimately a change in culture regarding CS.

Culture↗
PubMed1996

Towards a philosophy of continuing professional education in nursing, midwifery and health visiting.

This paper outlines a justification for developing and articulating a belief system which encompasses continuing professional education and the theory and practice of nursing. It describes the nature and rationale for such a belief system, distinguishing it from the pursuit of an absolute or philosophy. Nevertheless, it is suggested that such a belief system owes and contributes much to both a philosophy of education and of nursing.

Community Health Nursing↗
PubMedDate not supplied

The importance of continuing education for radiologic technologists.

A major thrust of health professionals now is the development of continuing education programs needed to maintain excellence in the services they render to the public. The question arises whether these new programs should remain voluntary or be mandatory. Radiologic technologists have a responsibility to develop their own quality programs that are reasonably inexpensive, diverse, comprehensive, accessible, and give the learner satisfaction in personal fulfillment. If it is not already too late, the profession should be sure that it uses education to the fullest possible extent.

Education, Continuing↗
PubMed2003

Prenatal screening and diagnosis: a survey of health care providers' knowledge and attitudes.

AIM: To survey the knowledge and attitudes of health care providers in Western Australia, Australia towards prenatal screening and diagnostic procedures for fetal anomalies. DESIGN: A self-administered mail survey. SAMPLE: 30 obstetricians and 313 general practitioners (GPs). RESULTS: Overall, relative to GPs, obstetricians expressed more positive attitudes towards prenatal tests. Moreover, GPs felt they had a greater need for additional information. Further group differences were found in attitudes towards the value of the tests and confidence in the availability and ease of coordination of follow-up services according to geographical area. Female health care providers were significantly more confident about the availability of follow-up services and had higher knowledge scores. They were also more likely to practice in the metropolitan area. Further group differences were found in attitudes according to participation in professional development. CONCLUSION: Overall, health care providers felt antenatal screening and diagnostic tests were valuable and they felt they could benefit from further information. Knowledge was high, however, it is unclear whether this knowledge is being communicated to women. Given that antenatal practices are rapidly evolving, continuing education and ongoing professional development is critical.

Adult↗
PubMed2004

Describing a folic acid intervention for health care providers: implications for professional practice and continuing education.

The purpose of this article is to, first, describe the content of a folic acid professional education intervention that was developed and implemented as a result of a collaborative effort between an academic institution and a nonprofit organization-the Pittsburgh, Pennsylvania, chapter of the March of Dimes-and the process by which it was developed; second, report the results of an evaluation of the impact of this intervention on knowledge and recommendation behaviors of health care providers; and third, discuss the implications for professional practice and continuing education. We developed a novel presentation that had practical utility for practitioners that could be implemented in either a classroom or continuing education setting.

Education, Continuing↗
PubMedDate not supplied

Trends in continuing education in the United States.

Developments in continuing education are closely related to professional and societal trends, developments in medicine and other health professions, scientific advancement, the state of the economy, and other factors. It is safe to predict that in the future, increasing recognition will be given to continuing education as a necessity for professional practice.

American Nurses' Association↗
PubMedDate not supplied

Staff development sessions. A strategy to facilitate nursing staff education with limited teaching resources.

A reduction in clinical nursing educator positions resulted in the need for the Department of Nursing to continue to facilitate the professional development of nursing staff members with limited resources. In this article, the author describes a program, developed by the central Nursing Education Department at The Toronto Hospital, that was offered to clinical resource nurses, nurse managers, patient care coordinators, and preceptors. These individuals could use the information to promote the development of nursing staff members at the unit level. Several topics were presented: self-directed learning, needs assessment, behavioral objectives, lesson plans, teaching strategies, educational program evaluation, and clinical evaluation. Program evaluations were positive, and 45% of the respondents indicated they had the opportunity to apply what they learned.

Cost Control↗