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PubMedDate not supplied

Triangulation: a three-dimensional model for continuing education.

A variety of cultural phenomena have recently converged to create a demand for specialized adult education programs. One approach that can provide insights in adjusting traditional educational strategies is triangulation, a procedure that can help delineate both content and teaching approaches by assembling the perceptions of administrators, adult learners, and educators. This procedure can be especially helpful to educators in health care settings who must continually provide meaningful programs for adults.

Adult↗
PubMed1995

A practical model of diabetes management and education.

This article discusses an evolving conceptual model of diabetes self-management and patient education. The model contains three primary levels or stages: 1) social environment and contextual factors, which have received little research attention; 2) patient-health care provider interactions, self-management behaviors, and short-term physiological outcomes, which constitute an ongoing cycle of care feedback system; and 3) longer term health and quality-of-life outcomes, which include the major societal costs of treating diabetes complications. The assessment and intervention implications of factors within each of these levels are discussed, with emphasis on both low-cost system-wide activities appropriate for all patients and higher cost activities and resources (e.g., intensive management à la the Diabetes Control and Complications Trial) for appropriately targeted or higher risk patients. I hope that such a systems approach to diabetes management can help reduce victim blaming (whether the victim is the noncompliant patient or the insensitive provider). Such conceptual models, if practically oriented, may help accelerate the development, evaluation, and dissemination of programs that facilitate both patient and health care team adherence to recommended guidelines for diabetes care.

Computers↗
PubMed1977

A collaborative model for university nursing education and agency staff development.

A model is proposed for the integration of the education of senior nursing students and staff at a mental hospital, maximizing utilization of time and resources. A pilot study employed small group techniques with faculty as facilitators and resource persons, with the dual purpose of increasing competence and reducing communication barriers. Four students and four nursing staff participated in weekly meetings, alternating supervision groups (2 groups, each composed of 1 faculty, 2 students and 2 staff) with discussion groups (2 faculty, 4 students and 4 staff). Evaluation tools used did not yield significant differences between pre- and post-tests. However, objective and subjective indices point to positive changes of attitudes between all unit staff and students, improved therapeutic skills of students and staff, both on individual and group level. Ongoing group meetings of patients run by students and staff resulted.

Clinical Competence↗
PubMed2002

Domains-based outcomes assessment of continuing medical education: the VA's model.

Demonstrating outcomes of continuing medical education (CME) efforts has become increasingly important to CME providers, accrediting organizations, and licensing bodies. Many CME providers have difficulty defining the nature of the outcomes, much less documenting the outcomes for which they are responsible. The vague nature of the terms "outcome," "impact," or "result" in the complexity of health care and medical education environments is a particular obstacle to many education providers. To overcome these barriers, the VA's Employee Education System (EES), a large CME provider, created a model identifying five major domains of possible outcomes for CME interventions; these are the domains of individual participants, employee teams, the larger organization, patients, and the community. These domains are useful in either assessing a single CME activity's outcomes or comprehensively assessing a CME provider's outcomes-assessment strategy. The use of such a domains-based outcomes-management strategy links organizational mission, needs assessment, specific activity assessment, and assessment of the overall education program. This approach may be useful to CME providers, accrediting and licensing bodies, or others interested in the relationship of CME outcomes to the activities of CME providers.

Education, Medical, Continuing↗
PubMed1998

Examination of ethical practice in nursing continuing education using the Husted model.

Beliefs about human nature, adult education, adult learners, and moral commitment are at the heart of the educator-learner agreement. In continuing nursing education, it is the point where professional values, morals, and ethical principles meet. Using Husteds' bioethical decision-making model, the values, beliefs, and actions within the educator-learning agreement are identified and organized by the bioethical standards. By relating the bioethical standards to practice, continuing nurse educators can find their own basis for practice and work toward attaining a consistent professional ethical orientation.

Adult↗
PubMed2004

Application of the transtheoretical model to health education for older adults.

The application of theory to practice can be challenging. This article describes the experiences of one organization in applying the Transtheoretical Model (TTM) to a health promotion program for older adults, Health Stages. The concepts of the model, especially stage of change, were successfully used for program planning, curriculum development, and program evaluation. A Programming Grid was developed to guide curriculum development and evaluate if programs were reaching out to people at all stages of readiness to make healthy changes. Other TTM constructs, including self-efficacy, decisional balance, and processes of change were incorporated into the Health Stages curriculum. Evaluation showed that the pilot sites increased their offering of action- and maintenance-oriented programs, filling in the gaps in current programming. Older adults were receptive and interested in the model. The TTM enhanced the program by providing a framework for design and a method for reaching a wider audience of older adults with important health information.

Aged↗
PubMed1981

Developing a model for health education interventions in the hospital setting.

Health education interventions in hospitals represent a factor of major influence with regard to the effectiveness of treatment and the prevention of relapse. A purposeful health education system aimed at patients, their families and friends has therefore been developed in the USSR after due experimentation. As regards patients, focus is placed on raising their level of knowledge about adequate health behaviour during hospitalization and after discharge, in order to prevent relapses, acute states and complications. Topics covered include regimen, diet, physical exercise, developing resistance to cold, giving up harmful habits (smoking, for example), etc. This includes individual, semi individual, semi group and group activities at all stages of the patient's stay in hospital. The mass media supplements this approach through hospital radio and TV programmes and popular scientific literature from the hospital library. For patients' relatives and friends, a programme of individual talks has been developed. Another facet of health education involves correspondence with patients and their relatives, to whom special leaflets are distributed. Preliminary evaluation carried out by public health administrators and health education workers indicates that the system yields satisfactory results.

Family↗
PubMed2005

Telegenetics in Maine: Successful clinical and educational service delivery model developed from a 3-year pilot project.

PURPOSE: The goal of this 3-year pilot project was to increase accessibility to genetics educational and clinical services in Maine. METHODS: Southern Maine Genetics Services, Foundation for Blood Research in collaboration with Maine Telemedicine Services established telemedicine capacity to link with rural health care centers located in Northern, Central, and Southern Maine and public health nursing statewide for the provision of genetics clinical and educational services. Core partners included a rural family practice residency program, a rural pediatric practice in northern Maine, and public health nurses statewide. The telegenetics model created was based on development and implementation of a preventive and medical management technology solution, conducting a pilot study to collect data, and approaching insurance companies for reimbursement. Evaluation included surveys on the quality, acceptability, and usefulness of genetics services delivered via telemedicine, telephone interviews, and decision-making confidence evaluations. RESULTS: During the project period, 24 rural clinical sites participated. In total, 93 presentations were given, and 125 patients were evaluated. Sixty-four percent of patients evaluated were pediatric. Despite site coordinator efforts to complete satisfaction surveys, the provider and patient response level was low (18% and 25%, respectively). Of those evaluations received, provider and patient response to telegenetics was positive. Decision-making confidence for genetics and neurology consultants was high. Our experience contributes to the development of telegenetics models that can be used in other rural states.

Genetic Counseling↗
PubMedDate not supplied

Consortium model for master's education in nursing.

The authors describe a consortium model for graduate education in nursing among four regional universities in southern Louisiana. A multi-site collaborative approach was implemented to increase educational opportunities for place-bound professional nurses while increasing institutional cooperation and achieving educational efficiencies. The development, design, and operational components of the consortium are described, and recommendations are presented for nursing administrators and faculty who may consider using a similar approach.

Computer Communication Networks↗
PubMed1994

[Veterinary surgery education performed on models]

At the Veterinary Surgery Clinic of the University of Zurich models were developed in cooperation with a surgery professor from the United States. These models allow to practice manual dexterity of the students in basic surgical techniques. Additionally, proper assisting in these basic surgical techniques can also be practiced using these models. A further advantage represents the facts that these models do not have a scent because they are manufactured from a special polyurethane facilitating easy transport of these models to allow additional practicing at the students leisure at home. The result of this education, which was initiated three years ago, is better manual dexterity in surgical techniques, a dexterity which is achieved without sacrificing laboratory animals. This represents a big advantage for the students and later the veterinarian.

Journal Article↗