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PubMedDate not supplied

Partnership in education: an example of client and educator collaboration.

This article describes one education strategy designed to assist nursing staff in the process of "learning to surrender" the service providers' need to direct client decision-making. Using the health promotion principle of "client as expert," a nurse educator and a client with advanced multiple sclerosis co-present an inservice class about the importance of personal empowerment and environmental mastery for maintaining physical and psychological well-being in the face of a chronic disorder. This collaborative strategy provided the client a forum from which to share his personal experience and professional knowledge to influence attitudes and provide valuable information to nursing staff in a long-term care facility. Collaborating with the client to bring information to nursing staff is one means to foster a climate of client empowerment, influence staff perceptions and communicate the unique experiences of the client.

Chronic Disease↗
PubMedDate not supplied

Substance abuse education liaisons: a collaborative continuing education program for nurses in acute care settings.

BACKGROUND: Alcohol, tobacco, and other drug abuse undermine physical and psychological well-being, contributing to the array of illnesses that necessitate admission to acute care settings. Addictive disorders often are undetected, underreported, or overshadowed by the primary illness. Nurses need continuing education to enhance competence in meeting this challenging problem. METHOD: Through a unique collaboration between university faculty and acute care nurses from seven hospitals, the nurses attended 18 monthly workshops designed to meet their learning needs related to substance abuse. RESULTS: The nurses acquired essential knowledge and skills regarding substance abusing clients. The publication of a substance abuse resource manual and the establishment of a continuing network of professionals committed to improving practice are additional positive outcomes of this endeavor. CONCLUSION: Project SAEL (Substance Abuse Education Liaisons) is a model that can be emulated by others.

Acute Disease↗
PubMed1992

Graduate home health education: a survey of home health educators and agency personnel.

To determine if there is a body of essential content that should be common to master's-level home care programs, a purposive sample of 200 nurses involved in home health or community health nursing was selected. The respondents (N = 118), including faculty and educational administrators (N = 61) and supervisors and administrators of home health agencies (N = 57), were asked their perceptions of the knowledge needed and their priorities for curriculum content for master's-prepared home care specialists in both clinical and administrative roles. There was agreement in most content areas, but significant differences were found between faculty and agency personnel in their priorities for community health concepts, and in their evaluation of nursing theory and epidemiology as essential content in both roles. We believe these results have important implications for nurse educators. As schools prepare students for leadership roles in today's home care environment, it is critical that pertinent content be well integrated into the curriculum.

Community Health Nursing↗
PubMed2002

Clinical education: a challenging component of undergraduate nursing education.

Clinical education is an essential part of every undergraduate nursing curriculum. The main benefits are that it allows students to put theory into practice and experience the realities of the practice-based nursing profession. Limitations include the unstable nature of the clinical area as a learning environment and the challenges this produces with students' assessments. This article reviews the literature and concludes there is room for significant improvement in the area of clinical education and numerous strategies can be implemented to do so.

Clinical Competence↗
PubMed1993

AIDS education: the SMAHEC (Southeastern Massachusetts Area Health Education Center) experience.

Massachusetts ranks 10th in the nation in numbers of reported AIDS cases. The state had 3,877 AIDS cases reported through June 1991. The Southeastern Massachusetts region consisting of 70 cities and towns totaling approximately 1,735 square miles has the second highest incidence of HIV infection of regions in the state. Total cumulative cases of full-blown AIDS in the region have numbered 406, approximately 14 percent of the state total. This article describes the experience of Southeastern Massachusetts Area Health Education Center, Inc. (SMAHEC) in implementing AIDS educational efforts.

Acquired Immunodeficiency Syndrome↗
PubMedDate not supplied

Change and challenge in health care education and training: ASHET (American Society for Healthcare Education and Training) national membership survey results.

Education and training are vital and yet rapidly changing components of the health care delivery system. Understanding and adapting to these changes are critically important to all health care professionals who represent the leadership in the industry. A major objective of the American Society for Healthcare Education and Training is the periodic measurement, assessment, and reporting of these changes. Toward this objective, ASHET commissioned a survey of its entire national membership in the fall of 1988. The following are the results of this survey.

American Hospital Association↗
PubMed2002

The education of informationists, from the perspective of a library and information sciences educator.

This article explores the background of, and some of the current models for the education of, the individuals known as "informationists." A definition, an historical overview, and a literature review are followed by a description of the current practices in a variety of institutions and organizations. A series of five "case reports" illustrates some of the possible tracks that individuals seeking education as informationists may follow. A proposal for a rigorous planning process is made, followed by a list of recommendations for this planning process.

Certification↗
PubMed2000

Reviewing the role of educational domains and problem-based learning in dental curricula. Part I: The concept of educational domains and their integration.

This review of educational domains and problem-based learning in dental curricula examines the concept of educational domains under the following headings: the domains of skills and knowledge within which we expect students to demonstrate proficiency whether a course should be integrated, both vertically and horizontally between academic disciplines whether these domains are achievable by problem-based learning in whole or in part, and the type of learning domain or skill which is expected from students, such as cognitive, psychomotor and affective. Part I will deal with the first two aspects, while Part II (to be published in SADJ September 2000) will deal with problem-based learning (PBL) and the skills required of students.

Affect↗
PubMedDate not supplied

Multidisciplinary, interdisciplinary, and transdisciplinary Educational models and nursing education.

In an effort to prepare health care professionals for the team-based work environment that exists in health care delivery systems today, some nursing faculty may consider collaborative, team-taught courses that integrate faculty and students from various disciplines. To assist nursing faculty in making an informed decision about integrated curriculum development and course implementation, multidisciplinary, interdisciplinary, and transdisciplinary educational teams are defined. Examples are offered that reflect these three integrated educational team models. Finally, the benefits and potential problem areas that result from team initiatives are briefly reviewed.

Allied Health Personnel↗
PubMed1992

The relative autonomy of schools and educational interventions for substance abuse prevention, sex education, and gender stereotyping.

This paper evaluates intervention programs in schools using the theoretical framework of the critical sociology of education, and most specifically, the extent to which schools are autonomous from the larger society. Three different types of intervention programs are reviewed: drug abuse prevention, sex education, and programs to change gender stereotypes, all of which were found to have limited effectiveness. Schools appear unable to change behaviors which are prevalent in a culture because they themselves are strongly influenced by that culture, and because adolescents are influenced by forces outside school. To be effective, such interventions would seem to require governmental agencies, community groups, and the media to work with the schools in order to influence the culture and thus produce behavioral changes in individuals.

Adolescent↗
PubMed2005

[Survey on public health nursing education-in the comparison of nursing education courses, universities, advanced courses for public health nurse with junior nursing colleges, and public health nursing school].

PURPOSE: Changes in public health nursing education have been consideration. Theses changes include a dramatic increase in the number of public health nurses (PHNs) who have enrolled for nursing courses at university. This study was conducted to assess the current status and future of public health nursing education as perceived by teachers and students at three types of schools: universities offering nursing courses, advanced courses for PHNs with junior nursing colleges, and public health nursing schools. METHODS: Questionnaires were distributed to teachers and students by mail. The questions that were sent to teachers asked which subjects were required to become a certified PHN, which lecture methods were employed to teach public health-particularly community health assessment methods, and what was the level of awareness of the activities of PHNs. Students were asked about their motivation to be a PHN, their understanding of public health, their views of public health activities and their images of PHNs. RESULTS: Responses were analyzed and differences between questionnaires from different schools were noted. These included the number of subjects and the total number of hours spent doing practical training and field experience in universities and the other types of schools, and the number of teachers. Differences also were noted among students at three types of schools about their age, methods of public health activities, knowledge about activities undertaken by PHNs, and their images of PHNs. No differences were observed among the schools with respect to the students' conceptual understanding of public health. CONCLUSION: Student age, practical training and field experience were found to contribute to their level of understanding of public health and public health nursing. It is thus necessary to consider the teaching methods employed by universities that administer nursing courses and the effectiveness of courses offered by graduate schools.

Data Collection↗
PubMed1989

Education of patients undergoing coronary angioplasty: factors affecting learning during a structured educational program.

A structured educational program for patients undergoing coronary angioplasty was designed and administered to 97 patients undergoing their first procedure. Knowledge, coping style, social support, health locus of control, IQ, and demographic and medical factors were assessed before the procedure. Risk factor knowledge, anxiety, and medical status were assessed before discharge, and at 6 months and 2 years after angioplasty. Total knowledge mean score for all patients was higher at discharge (p less than 0.05). There was no significant difference between knowledge scores at baseline and at either 6 months or 2 years. Analyses revealed that patients with a repressive coping style learned less during hospitalization (p less than 0.05). No factors predicted retention of knowledge at 6 months or 2 years. These results indicate that a structured educational approach may have beneficial effects on immediate knowledge gain, although these results are not sustained. Coping assessment may provide information valuable for understanding differences in knowledge retention.

Adult↗
PubMed1995

Competency-based education: implications and application in perioperative education.

This article discusses the differences of competency-based education (CBE) compared with traditional staff development activities in the perioperative setting. The impact of a CBE-based educational program is detailed. Brief explanation of the methods a surgical department can apply and implement in a CBE training program is also shown. Methods to establish evaluator credentials and evaluation tools are additionally discussed.

Clinical Competence↗
PubMed1993

[When is continuing education useful? A literature analysis of determinants for behavioral change in nurses who finished continuing education].

Nursing continuing education programmes may differ in the extent in which they affect nursing practice. Differences may be explained by: background characteristics of the participant; characteristics of the programme itself; characteristics of the teacher(s); characteristics of the relationship between the participant and the teacher(s); characteristics of the relationship between the participant and the other participants; characteristics of the social system; knowledge, skills and attitudes; and intention of the participant to change behavior. In this literature review, a model is presented in which these variables are integrated and which may be used to explain why continuing education programmes have no, little or much effect. On the basis of the present scientific knowledge, support from colleagues, supervisors and administrators (a characteristic of the social environment) emerges as a very important determinant of positive behavior changes in nursing practice.

Attitude of Health Personnel↗
PubMedDate not supplied

Applying adult education principles to computer education.

Adults enter computer learning situations with diverse interests and backgrounds. They learn best when they can select from a variety of learning modalities with the goal of completing a desired task. Helping adults learn how to undo computer errors and identify support persons can be just as important as successful completion of a task on the first attempt. By applying these principles of adult education to computer learning, educators can facilitate competence and self-direction in learners.

Adult↗
PubMed1997

[Can chronic musculoskeletal pain be reduced by education? Results from an educational test model].

An attempt was made to rehabilitate 67 employees with chronic musculoskeletal pain at 20 different work sites in Norway by means of an educational model. Nine groups were each counselled by two specially trained occupational health personnel. They met for 2-3 hours during working hours at intervals of two to three weeks for one year. Key words in the educational model are: Change of focus from pain and disability to resources and potentials, Higher degree of self-awareness, Development of inner authority. The results indicate that group participation reduces pain and dysfunction and increases everyday coping abilities. In this uncontrolled study 41% had less pain (p = 0.025), 68% coped better with the pain (p < 0.001) and 56% coped better with their everyday life (p < 0.001). Absenteeism was reduced by 28% (p = 0.039) and the need for physiotherapy decreased (p = 0.06).

Chronic Disease↗
PubMed1998

No to mandatory continuing medical education, yes to mandatory practice auditing and professional educational development.

The issue of mandatory continuing medical education (CME) is controversial. Traditional measures mandate only attendance, not learning, and have no measurable performance end points. There is no evidence that current approaches to CME, mandatory or voluntary, produce sustainable changes in physician practices or application of current knowledge. Ongoing educational development is an important value in a professional, and there is an ethical obligation to keep up to date. Mandating self-audit of the effect of individual learning on physician's practices and evaluation by the licensing authority are effective ways of ensuring the public are protected. The author recommends the use of a personal portfolio to document sources of learning, the effect of learning and the auditing of their applications on practice patterns and patient outcomes. A series of principles are proposed to govern its application.

Canada↗
PubMedDate not supplied

Health care system and medical education in Canada. 2. Impact of changes in the health care system on medical education.

Over the past three decades Canada has developed an exemplary system of universal health care. However, current financial constraints threaten to undermine the very foundation of the system that represents Canada's respect for social justice. The first of these two articles (Part 1) discusses the unique characteristics of the system, a comparative view of universal health care systems, the reaction of the medical profession to governmental control, and finally the funding and manpower shortages that are compelling a review of the values and organization that have sustained the system thus far. The second article (Part 2) reviews the organization and funding of medical education and the impact of some critical changes in the health care system on postgraduate medical education. Issues related to new licensure and certification requirements, changing population demographics and approaches to health care delivery, manpower needs, and the attitude and expectations of the public are discussed.

Canada↗