[Competence--increased number of courses provide better professional development].
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Clinical Competence↗
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Results for “continuing professional development”
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[Qualitative methods in the planning and designing of teaching units in the nursing profession].
New teaching methods for the continuing education need to be developed in order to further professionalize nursing. Favoring qualitative procedures in teaching units of the planning and structure of nursing help make subjective theories that influence happenings in nursing more transparent. The aim of practical-oriented teaching units in nursing is to influence nursing according to the new nursing paradigm.
Clinical Competence↗
Survey of continuing professional education within nursing homes.
This article reports a survey of qualified nurses employed in nursing homes in a large city in the north of England. The aim of the study was to describe nurses' experiences and perceptions of continuing professional education (CPE), and their views on the development of their knowledge and skills through formal and informal education. Findings revealed that nurses in nursing homes perceived the value of educational programmes but had limited opportunities to attend formal education programmes. They faced a number of barriers and challenges in accessing formal education. Various informal ways of learning were used, including reading professional journals, watching videotapes and television programmes and accessing the Internet. However, respondents appeared not to use fully opportunities for sharing knowledge with colleagues. Although this study is based on a small sample, the findings support those of other studies in this field. Collectively, these studies suggest an urgent need to develop a range of approaches to CPE within care homes, both formal and informal, if the standards outlined within recent policy initiatives are to be achieved.
Attitude of Health Personnel↗
The evaluation of a two-day interdisciplinary continuing education event in psychosocial oncology.
BACKGROUND: The study evaluated the effectiveness of a two-day continuing education (CE) course developed to increase multidisciplinary oncology professionals' awareness of psychosocial issues and to equip them with the skills and knowledge necessary to identify psychosocial issues and intervene effectively. METHODS: Attendees (n = 120) were asked to complete a pre- and 6-month postcourse questionnaire assessing psychosocial orientation using the Physician Belief Scale and the ability to identify psychosocial issues; they were also asked to suggest appropriate interventions based on five case vignettes. RESULTS: Sixty-nine (56%) participants returned the precourse questionnaire, and 42 (35%) returned the postcourse questionnaire. Psychosocial orientation increased significantly from precourse to postcourse (P = .03). Based on the five case vignettes, participants were able to identify significantly more psychosocial issues (10.5 vs. 7.7, P = .005) and suggest more interventions (12.6 vs. 8.7, P < .001) 6 months following the course. CONCLUSIONS: These findings support the effectiveness of a two-day CE course to improve oncology professionals' psychosocial orientation and ability to identify psychosocial issues and interventions.
Attitude of Health Personnel↗
Role change after traumatic brain injury in adults.
OBJECTIVES: The purpose of this study was to gather information regarding changes in adult life roles following severe traumatic brain injury. METHOD: The Role Checklist and a semistructured interview were administered to 28 adults with traumatic brain injury who had been in the community for at least 8 months prior to the study. All 28 subjects reported role changes in their lives. RESULTS: The majority of the role changes were losses (71%). More than 64% percent of the subjects reported three or four role losses. The losses were in major organizing roles such as worker, hobbyist, and friend. Most role gains were seen in the roles of home maintainer, family member, and religious participant. Almost 40% of all roles were reported as changed (loss or gain), while more than 60% of roles were reported as unchanged (continuous or absent). The participants' subjective impressions concerning the role changes and why they occurred were elicited. CONCLUSION: With a better understanding of possible role change after traumatic brain injury, rehabilitation professionals can target the development of specific skills necessary for the continuation of valued roles.
Adult↗
Competency: an essential component of caring in nursing.
Providing online e-learning for nurses significantly reduces medical errors by providing "just-in-time" reference and device training. Offering continuing education 24/7 assures continued competency in an ever-changing practice environment while fostering professional development and career mobility.
Career Mobility↗
The Italian way to Continuing Education in Medicine.
BACKGROUND: Continuing education is a right and a duty for all professionals working in the healthcare system, and the Ministry of Health, has recently developed and introduced an experimental program for Continuing Education in Medicine (ECM) throughout Italy. METHODS: The guiding principles and values of ECM are to assure the quality of educational events and to ensure that professionals can choose from among several opportunities for gaining credits. Although promoted by regional healthcare authorities, the educational program must be homogeneous throughout the national territory. RESULTS: Over the last few months, the National Commission for ECM has defined the role and responsibilities of different organisms and authorities involved in the ECM program. Each professional is expected to gain a total score of at least 150 credits over a 5-year timespan. Moreover, the Commission has established criteria for the accreditation of educational initiatives, the verification of their quality, and the evaluation of the educational benefit participants have from them. CONCLUSIONS: The ECM program in Italy is here to stay. It provides professionals with the opportunity to improve the quality of their knowledge, competence, and skills. Medical associations can now reevaluate their role and commitment to improving the quality of healthcare by providing all professionals with a better education and qualifications.
Algorithms↗
Communicating with older people ... (continuing education credit).
This article describes the importance of establishing adequate communication with older people, and highlights some methods of achieving this. It relates to UKCC professional development categories: Care enhancement and Practice development.
Aged↗
William Pickles Lecture 1995. Professional development in general practice: problems, puzzles and paradigms.
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Education, Medical, Continuing↗
Physician Internet medical information seeking and on-line continuing education use patterns.
INTRODUCTION: Although physician Internet use patterns have been studied, little attention has been paid to how current physician learning and change theories relate to physician Internet information seeking and on-line learning behaviors. The purpose of this study was to examine physician medical information-seeking behaviors and their relevance to continuing education (CE) providers who design and develop on-line CE activities. METHODS: A survey concerning Internet use and learning was administered by facsimile transmission to a random sample of 2,200 U.S. office-based physicians of all specialties. RESULTS: Nearly all physicians have access to the Internet, know how to use it, and access it for medical information; the Internet's professional importance to physicians currently is in the area of professional development and information seeking to provide better care rather than for patient-physician communication. A particular patient problem was the most common reason for seeking information. The credibility of the source, quick and 24-hour access to information, and ease of searching were most important to physicians. Barriers to use included too much information to scan and too little specific information to respond to a defined question. DISCUSSION: The importance of the Internet to physician professional development is growing rapidly. Access to on-line continuing medical education must be immediate, relevant, credible, and easy to use. A sense of high utility demands content that is focused and well indexed. The roles of the CE provider must be reshaped to include helping physicians seek and construct the kind of knowledge they need to improve patient care.
Attitude of Health Personnel↗
Nurse-led intermediate care: an opportunity to develop enhanced roles for nurses?
BACKGROUND: Nurse-led intermediate care units are being set up across the UK primarily as potential solutions to hospital bed crises. AIMS: This paper draws on data collected as part of a comprehensive evaluation of one 10-bedded nurse-led unit (NLU) located in the South of England. It explores the potential for enhanced nursing roles provided by such units by focusing on the views of NLU nursing staff and other professional groups within the Hospital Trust where the unit is located. METHODS: A total of 38 in-depth audio-taped qualitative interviews were conducted with NLU nursing staff and with a range of other professional groups (managers, acute ward nurses and doctors). FINDINGS: These data indicated that models of nurse-led postacute care do provide opportunities for nurses to develop enhanced nursing roles in which care associated with concepts of therapeutic nursing can be provided. However, even though the nurses derived satisfaction from their work on the NLU this model of care was seen by junior and middle grade nurses and other professional groups as being of low status. In contrast to senior nurses' views, they did not equate work on the NLU with the continuing professionalization of nursing. Senior nurses viewed the route to developing nursing on the NLU as involving nurses as doctor substitutes (extended roles) rather than as working in separate but complementary therapeutic domains (enhanced roles). CONCLUSIONS: NLUs provide opportunities for nurses to develop enhanced roles in which they can work autonomously in providing elements of therapeutic nursing aimed at improving patient outcomes at discharge. However, education, training and leadership will be needed to ensure that such opportunities are well understood and are optimized to the benefit of nurses and their patients.
Attitude of Health Personnel↗
Going the distance: Developing shared web-based learning programmes.
Despite a high demand for continuing professional education, it is becoming more challenging to provide education in a resource-limited environment that meets the varied needs of learners. The advent of user-friendly, interactive communication technology led the University of British Columbia in Canada to explore the feasibility of developing a web-based distance learning programme shared by undergraduate and practising therapists to address this problem. Potential benefits and challenges of distance learning, undergraduate web-learning, pilot-test results and an assessment of therapists’ interests and needs are profiled.
Journal Article↗
Managed care: the strategic future for education in quality.
This paper discusses the needs for future education in quality assurance, assessment and improvement, particularly in relation to managed care. The pressures for increased education about quality are derived from different components of the health care system; e.g., regulatory and governmental agencies, purchasers of care, and competitors of health institutions. The content of future education in health care quality is defined in six areas: (1) organization and management; (2) health systems; (3) quality theory and methods; (4) management information systems and research; (5) governmental policy; and (6) economics and finance. Education in health care quality in these content areas is delivered at both the primary and continuing education levels by universities, professional associations and private training and development corporations. Future oriented, strategic thinking education in health care quality is needed. The pressures for education about quality, including traditional concepts of quality assurance, methodologies for quality assessment and the newer approaches to continuing quality improvement, are clearly growing stronger. This article discusses the need for education in health care quality, the content areas and levels of education and the delivery system.
Forecasting↗
Dental implants. State of the art, state of the science.
Analysis of epidemiologic studies reveals that even with advances in preventive dentistry, edentulism continues to be a pressing problem especially in a rapidly expanding senior population. As an alternative to traditional removable dentures, dental implants can provide fixed support for crowns and bridges. A recent National Institutes of Health Consensus Development Conference revealed significant growth in implant technology and established that, although a complex treatment alternative, implants can function for 10 years or more. Continued development in basic and clinical research, federal regulations, professional education, public awareness, insurance, and marketing will shape the future of the field.
Biocompatible Materials↗
A survey of hygienists qualifying from the Liverpool School of Dental Hygiene 1977-1998.
OBJECTIVES: To analyse the working patterns of all those who qualified from the Liverpool School of Dental Hygiene over a 20-year period. To assess the proportion who give up practice, the degree of part-time work, career breaks, job satisfaction, availability of continuing professional education etc. METHOD: A questionnaire sent to all 226 hygienists who qualified from the School between 1997 and 1998, whether still enrolled as dental hygienists or not. RESULTS: Responses were received from 83% of whom 89% were still working as hygienists, the majority in general practice. 46% had taken an employment break, mostly for maternity reasons but a significant number for other reasons. Around 80% expressed good job satisfaction. Although there is a high level of part-time work, especially after career breaks, few had experienced difficulty in finding employment. One third of respondents considered that the availability of continuing professional education was 'poor' or 'very poor'. CONCLUSIONS: The great majority of hygienists enjoy good job satisfaction and work in more than one general dental practice. Comparisons suggest that they continue to work in their chosen career at least as much as female dentists do in theirs. The reasons for this are thought to be that hygienists tend to be recruited from the ranks of highly motivated, mature dental nurses and that the profession lends itself to part-time work which can be combined with family commitments. There are perceived deficiencies in the availability of continuing professional education, which may be remedied by the development of distance learning packages and Section 63 type courses designed specifically for them.
Dental Hygienists↗
Implementing nursing practice standards in the post-Soviet nations of central and eastern Europe.
There is an increasing interest by the healthcare industry in the post-Soviet nations of Central and Eastern Europe in adopting and applying at least some aspects of Western healthcare management technology, such as TQM, to contain healthcare expenditures and improve healthcare outcomes. However, interest is not enough. There must be a firm, long-term commitment to fostering sustainable change by these governments and healthcare organization management to redesign academic curricula to include healthcare quality management concepts, to develop and implement professional clinical practice standards, and to continue to monitor the quality of healthcare services provided.
Europe, Eastern↗
What is 'continuity of care'?
Continuity of care is concerned with the quality of care over time. There are two important perspectives on this. Traditionally, continuity of care is idealized in the patient's experience of a 'continuous caring relationship' with an identified health care professional. For providers in vertically integrated systems of care, the contrasting ideal is the delivery of a 'seamless service' through integration, coordination and the sharing of information between different providers. As patients' health care needs can now only rarely be met by a single professional, multidimensional models of continuity have had to be developed to accommodate the possibility of achieving both ideals simultaneously. Continuity of care may, therefore, be viewed from the perspective of either patient or provider. Continuity in the experience of care relates conceptually to patients' satisfaction with both the interpersonal aspects of care and the coordination of that care. Experienced continuity may be valued in its own right. In contrast, continuity in the delivery of care cannot be evaluated solely through patients' experiences, and is related to important aspects of services such as 'case-management' and 'multidisciplinary team working'. From a provider perspective, the focus is on new models of service delivery and improved patient outcomes. A full consideration of continuity of care should therefore cover both of these distinct perspectives, exploring how these come together to enhance the patient-centredness of care.
Continuity of Patient Care↗
Strategies for negotiating preemployment agreements.
Though the long-term effects of preemployment agreements on career development are unknown, these guidelines are suggestions to ensure responsible interactions among facilities, health information management students, and academic programs. Preemployment agreements meet personal, educational, professional, financial, and institutional goals. Long-term implications warrant additional study. Preemployment agreements are increasing because they mutually benefit HIM students and employers. This emerging process, however, is creating new ethical and legal dilemmas for academic programs and other involved parties. The intent of this article is to identify potential issues and dilemmas involved in student-employee negotiations and preemployment agreements. The issues and proposed guidelines may not be germane to all situations. Many successful relationships, primarily those that include the guidelines discussed here, have been negotiated. Terminology for preemployment agreements is different from terminology for financial aid. Consistent use of terminology, and knowledge regarding these agreement processes including guidelines for their appropriate use, is necessary to avoid ethical and legal problems. Exploration of the impact of preemployment agreements on future career decisions and professional development is needed.
Education, Continuing↗