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PubMed2006

An information technology emphasis in biomedical informatics education.

Unprecedented growth in the interdisciplinary domain of biomedical informatics reflects the recent advancements in genomic sequence availability, high-content biotechnology screening systems, as well as the expectations of computational biology to command a leading role in drug discovery and disease characterization. These forces have moved much of life sciences research almost completely into the computational domain. Importantly, educational training in biomedical informatics has been limited to students enrolled in the life sciences curricula, yet much of the skills needed to succeed in biomedical informatics involve or augment training in information technology curricula. This manuscript describes the methods and rationale for training students enrolled in information technology curricula in the field of biomedical informatics, which augments the existing information technology curriculum and provides training on specific subjects in Biomedical Informatics not emphasized in bioinformatics courses offered in life science programs, and does not require prerequisite courses in the life sciences.

Biomedical Engineering↗
PubMedDate not supplied

Managing patient expectations.

Nurses and physicians are the leading advocates of patient education and patient safety. They believe that the more knowledge and understanding patients have about the procedures they are about to undertake, the better their expectations and recovery will be. Even though efforts are taken to ensure that patients have been adequately informed about risks, complications, and expectations, evaluation of patient comprehension and understanding remains difficult. Verbal information re-enforced by repetition, written text, and a signed consent do not ensure an accurate or adequate means of truly evaluating patient knowledge, understanding, or expectations.

Communication↗
PubMed1998

Utilization of intensive care unit technology.

Technology utilization in acute and critical care holds great promise for improving the management and outcome of patients. However, before this promise can be realized, technology has to be properly evaluated for appropriateness of use. This evaluation must include both the clinical impact on patient outcomes as well as the economic impact. Following this initial evaluation, for technologies deemed appropriate for use, careful preparation of clinicians in the use of the technology is necessary. Education must prioritize how the technology is to be used as well as provide incentives for the clinicians to change their current practice. If these three key steps are followed, technology can achieve the promise of improving patient management and outcome. Unfortunately, evidence exists which suggests that these three steps are not followed in many, if not most, hospitals in the United States. In this article, a method of implementing these three steps is presented. However, it is essential that national organizations and societies become active in this process, lest widespread variation in technology utilization continue.

Attitude of Health Personnel↗
PubMed2006

Lessons from the surgical experience with simulators: incorporation into training and utilization in determining competency.

Simulation technology in laparoscopic surgery has developed in response to a need to teach fundamental surgical skills in a safe environment. The skill set needed was defined carefully according to the classic educational model of needs assessment. Once defined, the skills were modeled in a simulator. The recognition that a simulator need not have high fidelity to achieve significant educational value was important in keeping costs reasonably low. Intrinsic to an effective simulation program is a set of metrics or measurements of performance. These metrics provide motivation for the student and allow comparison among students. Once shown to be reliable and valid, the simulator metrics can be used to set reasonable goals and standards for certification. Although simulators permit verification of learning, point simulation testing cannot by itself be used at present to ensure competence. Until the predictive value of these tests has been validated further, competence still needs to be determined by expert assessment of observed performance in real cases and by measurable outcome variables from real procedures. Simulation training is most beneficial when incorporated into a curriculum that teaches the accompanying knowledge and judgment essential for safe practice of the skills taught in the simulator. The FLS program distributed by the Society of American Gastrointestinal and Endoscopic Surgeons and the American College of Surgeons is an example of a carefully planned and validated program that incorporates these principles in laparoscopic surgery education. The lessons learned from development of the FLS program can be useful in designing a similar program for flexible gastrointestinal endoscopy.

Clinical Competence↗
PubMed1998

A rural vision of a healthy community.

Nurses can take a leadership role in the process of helping rural Americans to recognize and implement their vision of a healthy community. This necessitates an understanding of rural communities' perceptions of health and health care and allows nurses to more appropriately provide primary health care. As defined by the World Health Organization, primary health care is comprised of concepts of essentiality, community participation, intersectorial collaboration, access, and empowerment (Barnes et al., 1995). A focused ethnography involving 150 residents was conducted in a midwestern rural community and included 56 personal and 8 focus group interviews. A qualitative analysis of responses to the question, "What is your vision of a healthy community?" was conducted using Leininger's (1985) categories of economics, social-kinship, cultural, political-legal, religion, technology, and education. An eighth category of environmental concern emerged from the data. Responses were further assimilated into descriptive statements reflecting the community's vision of a healthy community, including issues of accessible and technologically adequate healthcare, job availability, strong community support by schools and churches, a caring community membership, and an attractive, pollution-free environment. This analysis demonstrates the need for application of primary health care at the level of community in designing services to achieve healthy rural communities.

Adult↗
PubMedDate not supplied

Attitude training.

Explore the source record for details and available documents.

Biomedical Technology↗
PubMed1992

Young children with disabilities and assistive technology: the nurse's role on multidisciplinary technology teams.

Considerations for the involvement of nurses in the provision of assistive technology in education and intervention settings as members of multidisciplinary teams are presented. Philosophical considerations when participating in these processes are discussed, followed by a delineation of factors important in the selection of appropriate technology. Recommendations are discussed that have practical implications for nursing professionals.

Child↗
PubMed2003

Health education and multimedia learning: educational psychology and health behavior theory (Part 1).

When health education researchers began to investigate how individuals make decisions related to health and the factors that influence health behaviors, they referred to frameworks shared by educational and learning research. Health education adopted the basic principles of the cognitive revolution, which were instrumental in advancing the field. There is currently a new challenge to confront: the widespread use of new technologies for health education. To better overcome this challenge, educational psychology and instructional technology theory should be considered. Unfortunately, the passion to incorporate new technologies too often overshadows how people learn or, in particular, how people learn through computer technologies. This two-part article explains how educational theory contributed to the early development of health behavior theory, describes the most relevant multimedia learning theories and constructs, and provides recommendations for developing multimedia health education programs and connecting theory and practice.

Computers↗
PubMed1993

Prenatal alcohol education for low-income women with interactive multimedia.

Prenatal alcohol use is a major cause of birth defects and other adverse outcomes of pregnancy. Educating expectant mothers concerning the need to limit alcohol consumption has been advocated as a method to decrease alcohol-related birth problems, however providing this service for low-income women is increasingly difficult due to ongoing changes in obstetrical practice patterns. The purpose of this work was to develop and test a computer-based multimedia prenatal alcohol education program which would be appropriate for use in a poor rural patient population. We first review the effect of alcohol consumption during pregnancy and previously employed intervention strategies. Then the design, development, and evaluation of the program is described. The content of the program reflects user beliefs and attitudes and takes advantage of a computer-based multimedia approach. This format provides numerous opportunities for user interaction, requires little reading ability and offers the potential to increase levels of health education efforts with no increase in staff. The program was found to be well accepted, to provide new information and to demonstrate potential for effecting change in behavioral intention. Possible uses of this technology for educating similar populations and the use of computers for health screening are discussed.

Alcohol Drinking↗
PubMed2004

Reluctant horses at the digital river.

Mastery of the changing bank of information needed to practice at the cutting edge will require the exploitation of emerging informatics and communication technologies. Whether their limitless promise will be embraced or forgone will depend as much on human as on technological practice.

Attitude of Health Personnel↗
PubMed1999

Effects of systematic education on heart failure patients' knowledge after 6 months. A randomised, controlled trial.

BACKGROUND: Many procedures for patient education are introduced in clinical practice without proper evaluation in randomised trials. AIMS: To compare systematic nurse and pharmacist led education including an interactive Kodak Photo-CD Portfolio technique with conventional information regarding heart failure patients' knowledge. METHODS: One hundred and thirty heart failure patients discharged from hospital were randomised to receive either conventional information or additional structured education with a follow-up of 6 months. Difference in knowledge was tested by questionnaire after 6 months. RESULTS: At the end of the study there was a significant difference in the intervention group (n = 50) compared to the control group (n = 58) regarding knowledge as tested by a questionnaire. Of maximal 28 points the intervention group attained 17.2 points (mean) and the control group 14.3 points (mean), 95% confidence interval for difference 1.0-4.7 points (P = 0.0051). CONCLUSIONS: Two to 3 hours of systematic education improved heart failure patients' knowledge on essential issues. High age does not preclude the introduction of a new technique for patient education.

Aged↗