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This article describes the development of a staff education consortium consisting of five large medical center hospitals. The major reasons for the existence of the Consortium are collaboration for the purpose of mutual sharing, reduction in duplication, and cost containment of educational programming. The development, organization, activities, problems and future of this Consortium are discussed.
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This paper presents a proposed model for continuing nursing education based on Imogene King's conceptual framework. The rationale for using King's conceptual framework as the foundation underlying this proposed model is three-fold: the concepts--social systems, health, perception, and interpersonal relationships--are relevant in every nursing situation; the interacting levels of operation--individuals, groups, and society--depict a reciprocal relationship between human behaviour and the environment; and the triad of elements--continuing nursing education, nursing practice, and nursing research--are interrelated in the nursing profession. The authors contend that this approach to continuing nursing education is beneficial to participating nurses, the health care consumer, and to the advancement of the nursing profession. Based on its simplicity and flexibility, the proposed intra-systems model described in this article is useful as a systematic guide for continuing nursing education. The authors believe that this proposed model provides an approach for stimulating continued learning, for establishing innovative foundations for nursing practice, and for generating inquiry through research. Utilizing this approach in maintaining the educational standards for professional practice will promote change for the advancement of the nursing profession.
A peer educational program sponsored by the National Alliance for the Mentally Ill uses a unique combination of healing, consciousness-raising, and empowerment to serve long-neglected family needs.
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The OPT/EVALUATE delivery model provides a system for applying principles of organizational management to the problems of administering health education. Whether one is a new health educator, or part of a health education team, solving operational problems calls for expertise in a variety of fields. Most health educators are not prepared for program administration functions. The article includes a diagram of the OPT/EVALUATE model and an Action Step Checklist. The checklist may be for professional self-assessment, for guiding internships and on-the-job training experiences, or for systematically coordinating a health education project. Each section of the checklist is explained in the article with resources for further reading. Individuals can adapt the OPT/EVALUATE model to their own work setting and target populations. The importance of the checklist steps will vary from project to project. Some specific steps may need to be added.
The anatomy of the temporal bone is extremely complicated. If a three-dimensional model could be simulated, it would greatly contribute to the stereoscopic understanding of anatomy and surgery. A simulated three-dimensional model of a human temporal bone was prototyped using the selective laser sintering method. The model could be shaved using a surgical drill in the same way as in real surgery. A magnified model was particularly useful for the instruction of anatomy and surgery. When a translucent area was selected, a bony labyrinth could be created together with an internal auditory meatus and facial nerve, which also contributed to the easy understanding of the inner ear structure. The three-dimensional prototyped model using selective laser sintering serves as a good educational material for middle ear anatomy and surgery.
A college of nursing and a teaching hospital partnered to meet the clinical educational needs of nursing students and the registered nurse staff retention needs of the hospital. The authors describe the process used to establish the partnership and outline the implementation and evaluation of the collaborative Clinical Partner Model.
The purpose of this paper is to provide a model for educators involved in teaching interrelated ethical, moral and legal dilemmas confronting health care delivery. For purposes of discussion, the AIDS epidemic is used as an example. Similarly complex issues, such as invitro fertilization, transplantation policy, etc. could also be analyzed using this model. A review of federal law, including a number of relevant cases, and their relationship of fundamental ethics issues is provided.
Clinical psychology is positioned to play key roles in mental and physical health issues of 21st century America. In this regard, however, the present Boulder model of educating clinical psychologists is not preparing our graduates to meet the diverse demands of either today's or tomorrow's marketplaces. Accordingly, we introduce a new, four level "matrix model" for the education of future clinical psychologists. The core focus of the proposed matrix model is on the weaknesses and strengths of people in their personalities and their environments. Moreover, this matrix model operates at the individual, interpersonal, institutional, and societal-community levels of analyses. The details and implications of this proposed educational curriculum are described.
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