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PubMed2002

Chiropractors' attitudes to, and perceptions of, the impact of continuing professional education on clinical practice.

OBJECTIVES: As with other health care professions, there is a need for chiropractors to maintain their clinical competencies through continuing professional education (CPE) and development (CPD). This study set out to evaluate chiropractors' attitudes to, and opinions of, current CPE provision, and their perceived needs for the future. In particular, their perceptions of the impact of CPE on clinical practice were assessed. DESIGN: A survey in which primary quantitative and secondary qualitative data were collected using a self-administered questionnaire. The questionnaire concentrated on four areas: (i) attitudes to CPE; (ii) impact of current CPE on practice; (iii) modes of delivery most likely to change practice; and (iv) future learning needs from continuing education programmes. RESPONDENTS: A random sample of chiropractors registered with the British Chiropractic Association. RESULTS: Overall, chiropractors were positive to CPE and cognisant of the need to keep up to date. However, in spite of several benefits, chiropractors did not perceive current CPE to be instrumental in changing practice. As might be expected, chiropractors perceived clinical updates and hands-on practical workshops to be most effective in changing clinical practice. DISCUSSION: There is currently considerable debate surrounding the ability of CPE and CPD to actually make a difference to the way clinicians practice. This study describes a method of evaluating the impact of CPE/D in changing clinical practice from the viewpoint of the practitioners themselves.

Adult↗
PubMed1981

Financial planning of continuing education for health professions.

With the increase in continuing education programs being developed for more health professionals, more information for decision making is essential. A study was conducted to define costs of continuing education programming and to examine the productivity of the professional staff. Sixty-one programs were developed and offered in a semi-rural setting over a four-year period. Of the programs analyzed, 39.4% were interdisciplinary programs, 26.2% were allied health programs, 21.3% were nursing programs, and 13.1% were miscellaneous programs. During the four-year period, there were 4,528 participants. A total of 27,835 instructional units were generated. The direct program expenses totalled $47,411, with a cost per instructional unit of $1.70. To determine the total cost of programming, the supporting staff salaries were allocated to the programs and added to the direct program expenses. Staff salaries were allocated in three ways: by program, by participant, or by instructional unit. Based on the allocations, the average total cost per program was $3,488; the average total cost per participant was $47; and the average total cost per instructional unit was $7.65. Staff productivity figures were derived by comparing the numbers of programs offered to the full-time equivalency staff for a given period. Professional staff productivity was found to be equivalent to approximately seven programs per year with about 500 participants.

Cost Allocation↗
PubMed1993

Nonclinical competencies for physical therapists consulting with business and industry.

Industrial physical therapists (IPTs) are working as external consultants with business and industry to provide injury prevention and/or rehabilitation services. This consulting presents a very new practice setting for therapists and requires specialized nonclinical competencies. The purpose of this study was to identify these nonclinical competencies. The research was based on an evaluation research model using a stakeholder group. Stakeholders represented five groups: 1) IPTs, 2) continuing education providers, 3) business and industry employers of IPTs, 4) safety/risk managers, and 5) human resource development professionals. Thirty-five nonclinical competencies were identified through qualitative analysis of in-depth interviews with 17 subject matter experts representing the five groups. The competencies addressed marketing, program planning, managing the consulting process, training, and understanding organizations. This list of nonclinical competencies may serve as a self-assessment tool that IPTs can use to help plan their professional development. It may also facilitate planning continuing education programs for IPTs.

Commerce↗
PubMed2000

Educational input and patient outcomes: exploring the gap.

Over the last two decades, the health care professions in the United Kingdom have seen an unparalleled expansion of continuing professional education (CPE) and development (CPD) programmes; however, there is little empirical evidence that these enhance the care delivered to patients. Further research is also needed to demonstrate that these initiatives are linked to improved patient outcomes. If health care educators are to move towards an 'evidence-based curriculum', some restructuring of courses may be needed. Priorities should be set and decisions made, based on the results of reliable and valid research into the clinical outcomes of CPE. To evaluate courses and demonstrate educational effectiveness solely in terms of student satisfaction is not enough; to survive in the world of evidence-based care, educators must also demonstrate their contribution to clinical effectiveness. However, the neoteric field of impact evaluation lacks not only validated research methods, but also an agreed agenda for future research. Drawing on interviews undertaken with nurses who have participated in education evaluations and the relevant literature, this paper discusses the available data collection instruments and the development of viable research designs and methods, which are urgently needed to assess the outcomes of professional education programmes.

Clinical Nursing Research↗
PubMed2002

Practice guidelines and performance measures in emergency medical services for children.

Practice guidelines and performance measures are critical elements of an effective quality improvement process for emergency medical services for children (EMSC). Practice guidelines address the clinical management of individual patients, and performance measures assess the quality of care delivered to a population. The public and private sectors have invested considerable resources in developing practice guidelines and performance measures to improve the quality of health care services. As organizations continue development efforts, health care professionals who are actively involved in emergency care must collaborate to develop guidelines that address the unique physiologic, psychologic, and cultural needs of children. The Emergency Medical Services for Children Managed Care Task Force recommended the development of a series of white papers to focus on issues related to practice guidelines and performance measures in EMSC. The Maternal and Child Health Bureau, Health Resources and Services Administration, the National Highway Traffic Safety Administration, and the Robert Wood Johnson Foundation jointly sponsored the project. The paper was developed by a panel selected from a pool of experts in managed care, quality improvement, and emergency medical services. After a review of the literature, the panelists met to discuss critical issues related to practice guidelines and performance measures in EMSC. The panelists developed recommendations that can serve as resources for managed care organizations, health care providers, professional associations, and governmental policy makers. The panel recognized the lack of nationally recognized pediatric emergency care guidelines and performance measures and called for immediate action in these areas.

Child↗
PubMed2000

Assessment of patient satisfaction with pain management in small community inpatient and outpatient settings.

PURPOSE/OBJECTIVES: To describe patient outcomes (e.g., pain intensity and relief, satisfaction, expectations) and analgesic practices of healthcare providers for inpatients and outpatients in community hospital settings. DESIGN: Descriptive, correlational, and random sampling. SETTING: Three community-based institutions in southeast Louisiana. SAMPLE: 114 inpatients and outpatients with cancer-related or acute postoperative pain. Inpatients (n = 68) mostly were women and younger than 60 years of age. Outpatients (n = 46) mostly were men and older than 60 years of age. Both groups were predominantly well-educated and Caucasian. METHODS: Subjects completed a modified version of the American Pain Society's Patient Satisfaction Survey. Researchers completed a chart audit tool reviewing analgesic prescriptive and administrative practices. FINDINGS: Weak to moderately strong correlations existed for the relationships between the satisfaction variables and the pain intensity, pain relief, and expectation variables for all subjects. Satisfaction with current pain intensity was correlated most strongly with pain intensity and relief scores. Higher pain intensity and relief were related to lower satisfaction with current pain intensity. CONCLUSIONS: Regardless of setting or pain type, subjects experienced significant amounts of pain during a 24-hour period. Patient expectations for experiencing high levels of pain were realized, but expectations for significant pain relief were not. IMPLICATIONS FOR NURSING PRACTICE: Institutional pain management programs that approach pain from a multidimensional perspective need to be developed. Continued education for healthcare professionals and patients is a vital part of this process.

Adult↗
PubMed1998

Violence in the workplace: guidelines for health care facilities.

For many years, health care workers have faced the risk of job-related violence, and the incidence of serious threat to employees continues to increase. This Professional Development Series document discusses the elements of an effective health care violence evaluation and mitigation program that are necessary to meet the objectives of the U.S. Department of Labor's Occupational Safety and Health Administration (OSHA) recommendations. The information is designed to help health care employers reduce and prevent the incident of workplace violence as well as track the progress of their efforts.

Documentation↗
PubMed2006

Obstacles and solutions to maintenance of advanced procedural skills for rural and remote medical practitioners in Australia.

INTRODUCTION: Most rural communities are too small and remote to sustain specialist services, and therefore some rural and remote doctors in Australia practice advanced procedural skills as part of their comprehensive care to underserved rural communities. The declining number of rural and remote procedural non-specialist doctors poses a problem in Australia. There is, at present, no comprehensive delineation of the obstacles Australian rural doctors face in trying to maintain their skills in the procedural areas of obstetrics, anaesthetics and surgery, nor of the solutions that may overcome the problems. This literature review addresses these two needs. METHODS: We interrogated the MEDLINE database to find articles about rural and remote medical education, with a specific focus on procedural skills. Other sources, including Google Scholar, were used to find relevant project and conference reports. RESULTS: The barriers to the maintenance of advanced procedural skills for rural and remote medical practitioners include: lack of opportunity; expense associated with remaining skilled in advanced procedural areas; lack of access to locum relief to attend educational sessions; lack of flexible options for education; lack of access to advanced procedural training; time constraints; multiple credentialing requirements from state health departments and joint consultative committees; family obstacles; and perceived medico-legal problems. Retention of rural doctors and the difficulties faced by them in maintaining advanced procedural skills are related. There is evidence that both these problems can be addressed, at least in part, by increased support for flexible continuing medical education and professional development such as specific skills rural training programs, the availability of group practice opportunities, improved hospital facilities, reasonable workloads, financial incentives, locum assistance, improved housing quality, and better educational support for families. We also noted a positive association between dedicated rural training programs and the recruitment of rural doctors. Factors associated with these successful training programs include: rural fellowships, explicit rural mission, rural location, rural program directors, and procedural orientation. CONCLUSION: The authors investigated the obstacles rural and remote doctors currently face in obtaining and remaining skilled in procedural medicine. The article describes the main barriers and presents some solutions from the literature. It also highlights the areas where work is being done and highlights the need for more quality research in this area.

Australia↗
PubMed1986

Family-centered care for the neurotrauma patient.

Nursing management of the family of the neurotrauma patient is a challenging experience. Whether the family is first encountered during their initial days of crisis or following discharge to the home, they require individualized, thoughtful nursing care. Indeed, according to Bond, the pattern of stresses the family encounters changes with time, with one of the most significant points being in the first days after discharge from the hospital when they realize and accept the full extent of the victim's deficits. It is to this end that nursing intervention throughout hospitalization is geared, and it is during this time that we cannot forget that nursing management may still be required. In the case of neurotrauma, the patient and family are not "cured" when they leave the hospital, for many their problems are just beginning. Let us develop mechanisms through which continued professional support can be made available to the families of neurologically impaired patients both during and following hospitalization.

Adaptation, Psychological↗
PubMed1986

Determining the core competencies of the ideal health sciences communicator.

The Education Committee of HeSCA conducted a Delphi study to generate agreement among a panel of experts regarding the core competencies of an ideal health sciences communicator. Seventy-five present and future competencies were identified and classified in terms of relative importance. Competencies concerning general communications techniques were determined to be most important, followed by abilities specifically related to the health sciences communications field. Management competencies were third in order of importance, and competencies that dealt with having a knowledge of the health sciences ranked fourth. The information reported helps to describe the knowledge and skill basis of the profession, as perceived by leaders in the field. The results can serve as guidelines for planning continuing education programs and professional development activities for health sciences communicators.

Communication↗
PubMed1978

Development of a P.A.C.E.-approved continuing education program for the community hospital.

A Professional Acknowledgment for Continuing Education (P.A.C.E.) approved continuing education program was developed for laboratory technologists at Sherman Hospital, Elgin, Illinois, on an in-service basis. The results of a needs analysis of staff technologists provided the basis for selection of program content. The program was presented as four one-hour monthly sessions and videotaped for showing at later dates. This methodology proved extremely effective in providing a maximum number of technologists with a P.A.C.E.-approved and documented continuing education program while keeping disruption of the work schedule in the laboratory to a minimum.

Education, Continuing↗
PubMed2006

The Medical Library Association's professional development program: a look back at the way ahead.

OBJECTIVE: Reflecting patterns evident in past Janet Doe Lectures, the 2005 address reviews the Medical Library Association's (MLA's) professional development activities from their beginnings after World War II. A group of related but separate activities is traced through the establishment of an integrated professional development program. A further objective is to introduce newer members of MLA to their heritage and to remind others how the association has reached this point in its history. SETTING: The lecture provides an overview of the evolution of MLA's professional development program-with emphasis on certification and continuing education in the early years. It further reflects briefly on some of the more recent MLA activities that have greatly impacted professional development and underscores some new initiatives. ANALYSIS: The efforts of a virtual who's who of MLA's membership have been responsible for the convergence of the association's efforts over more than half a century to provide a comprehensive professional development program. As a participant in MLA's professional development activities for more than forty years, the 2005 lecturer provides a personal view of the growth and expansion of the program. CONCLUSIONS: Professional development has been a hallmark of MLA for many years. The association's challenge is to continue to develop creative and innovative programs, to continuously review and revise existing programs, and to have the vision and vitality to maintain a viable program that will provide the membership with the knowledge and skills needed to function effectively now and in the future.

Certification↗
PubMed1994

Successful educational activities in nursing: guidelines for development.

1. Nursing professionals must commit to a lifelong pursuit of continuing education to achieve and maintain competence in their practice. 2. When pursuing quality, cost effective continuing education in times of limited financial resources for professional development, many practitioners must consider their educational requirements for relicensure and certification. 3. Prudent educational sponsors devote adequate resources to accurately assess the needs of potential learners to ensure successful programming and minimize costly marketing failures. 4. Participant evaluation and achievement of outcomes serve as the basis for improving and planning future educational activities.

Certification↗
PubMedDate not supplied

[Main trends in the development of postgraduate training of physicians in the Republic of Dagestan].

Analysis of continuous education of physicians in Dagestan helped the author distinguish the main trends in its development. They include development and introduction of a system of continuous professional and economic education of physicians; improving the planning and prediction of need in advanced medical training; development and introduction of a system of control of continuous education of physicians; stimulation the introduction of modern equipment and technologies in practical medicine; creation of scientific and information provision for continuous education of physicians. Special attention is paid to introduction of novel didactic systems, information technologies, forms and methods of advanced medical training.

Dagestan↗