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At least 991 records · Page 55Linked to original sources
PubMed2004

Can the Internet widen participation in reproductive medicine education for professionals?

BACKGROUND: Traditional campus-based models of education are unsuitable to many, particularly if in full-time employment supporting families, whereas the Internet now permits new models of education. Following an iterative process of development and evaluation in 2001, the University of Bristol launched a masters programme covering reproduction and development delivered principally over the Internet. METHODS: Students attend short biannual residential workshops and the rest of the course is delivered online. In 2003, the 20 active students were invited to complete a structured online questionnaire. RESULTS: The 18 students completing the questionnaire identified distance learning as the key factor in their course selection. Most students felt that residential workshops aided subsequent electronic communication. Discussion of ideas is an essential component of postgraduate courses and web-based discussion forums appeared to provide an acceptable medium for this. The use of web-based audio lectures and computer-assisted assessments was well received. Also these systems may reduce disadvantages overseas students encounter when completing assessments in their non-native language. CONCLUSIONS: The overall positive response from students (and their tutors) to using the Internet for multiprofessional reproductive medicine education is encouraging and has wider potential in the future.

Communication↗
PubMed2000

E-mail communication between medical students and schoolchildren: A model for medical education.

OBJECTIVE: To examine e-mail communication between student physicians and schoolchildren, in the context of a school-based tobacco prevention program, as a way to teach communication skills and model physician-patient interactions. DESIGN: Twenty medical students and pediatric residents were partnered with groups of children as part of HealthQuest, a tobacco prevention program implemented in 2 kindergarten through grade 12 Vermont schools. Medical students and residents acted as mentors for their group and provided support to the schoolchildren through e-mail and occasional site visits. E-mail messages were transmitted and stored in a Web server and monitored by preceptors. Content analysis of the messages was performed to identify emerging themes. RESULTS: During the 2-year intervention period, 1187 messages were exchanged between children, teachers, and the student physicians. Thirty-two percent (n = 383) of the messages involved tobacco, of which 54% addressed health effects; 23% were related to social influences of tobacco use, 15% to cessation by parents and others, and 7% to cessation by students. Other categories included nontobacco health issues (n = 135), personal questions (n = 294), and classroom information (n = 735). Many inquiries required medical students and residents to research their answers, and several required collaboration with preceptors, because the questions raised serious medical or psychosocial issues. With feedback, medical students and residents adjusted their responses so that they were appropriate for the developmental level of the children. CONCLUSIONS: The e-mail component of this program provided important learning opportunities for student physicians in tobacco control, child development, communication skills, and developing a physician-patient relationship. This model also offers potential benefits for medically underserved pediatric populations. Arch Pediatr Adolesc Med. 2000;154:1258-1262.

Child↗
PubMed2000

Exploration of a group model in fieldwork education.

OBJECTIVE: Organizational changes, such as program management and managed care, and fluctuations in resources present challenges to the effective provision of fieldwork placements. This study compared an innovative group model with a traditional 1:1 supervision model to determine their effect on students and supervisors. METHOD: The two models were implemented at an urban clinical facility in several areas of practice over a 2 year period. Questionnaires were used to assess student skill development, student and supervising therapist satisfaction, and impact on supervising therapists' use of time. Focus groups were used to explore the advantages and disadvantages of each model. RESULTS: There were few statistically significant differences in students' (n = 26) and supervising therapists' (n = 28) ratings when the two models were compared. The qualitative findings suggest that the advantages of one model often relate to the disadvantages of the other model. In addition, supervising therapists and students offered several suggestions for how to improve implementation of the group model. CONCLUSION: When the results of the study are compared to the objectives established for the group model, it appears that many of the objectives outlined for the model were partially achieved. Several issues, such as the student-supervisor relationship and the evaluation process, need to be addressed with participants to ensure successful implementation of the group model.

Data Collection↗
PubMed1986

Seat belt education program--a model for public health settings.

A cohort of 268 low-income mothers participating in the Women, Infants, and Children (WIC) Supplemental Food Program was enrolled in a seat belt education and motivation program. The goal of the study was to determine whether seat belt use could be increased by incorporating a brief educational intervention into an existing public health program. Seat belt use was monitored by an unobtrusive observer prior to and one month following the intervention. Seat belt use increased from a baseline of 4.9 to 12.6% one month following education (p less than .01).

Adult↗
PubMed2006

Clinical education delivery--a collaborative, shared governance model provides a framework for planning, implementation and evaluation.

Following a scheduled review of a university pre-registration Bachelor of Nursing program, a decision was taken to introduce a new model of clinical education delivery. Principles of collaboration, as used by other university nursing programs, were applied to the change management process. As the process of change progressed, a model incorporating collaboration and shared govemance emerged to address the challenge posed by multiple stakeholders from culturally different organisations and the genuine commitment by those stakeholders to share contol in the planning, implementation, and evaluation of the clinical education delivery model. Using a case study approach, this article demonstrates how the principles of collaboration and shared governance were combined to effectively manage change in the delivery of clinical education across several different organisations, aind provides an extended framework for collabortive change management involving multiple stakeholders.

Australia↗
PubMedDate not supplied

Restructuring registered nurse curricula.

National initiatives in higher education, health reform, and the nursing curriculum revolution are applied to five curricular patterns for registered nurse (RN) upward mobility baccalaureate education. American Association of Higher Education principles for quality baccalaureate education are applied to the curricular models. The patterns described are: community model, health promotion model, nursing diagnosis model, case management model, and caring model. Three educational strategies for prompting paradigm shifts in RNs who return to school are discussed: collaborative learning, portfolios, and self-assessments. These learning strategies are designed to move the adult student through Perry's phases of cognitive development from duality to relativism. The combination of fresh new curriculum patterns and collaborative learning strategies can empower nurses to discover new paradigms with which to transform the profession.

Career Mobility↗
PubMed2004

Shared decision making in patients with newly diagnosed prostate cancer: a model for treatment education and support.

Screening for prostate cancer is controversial. Treatment choices for verified cases of prostate cancer provide another level of controversy as to which treatment, if any, is best. This controversy and uncertainty create a dilemma for the newly diagnosed patient. A great deal of information must be assimilated if the patient is to make an informed decision to pursue any treatment A metropolitan Veterans Affairs hospital has created a model to assist the newly diagnosed prostate cancer patient in acquiring this information, while helping him through the decision tree. This model, which utilizes the skills of the advanced practice nurse, strives toward maintaining the patient's autonomy while clarifying these uncertainties, introduces the concept of shared decision making, and provides a potential support group.

Algorithms↗
PubMed2006

A conceptual model for interprofessional education: the international classification of functioning, disability and health (ICF).

A shared language and conceptual framework is essential to successful interprofessional collaboration. The World Health Organization's International Classification of Functioning, Disability and Health (ICF) provides a shared language and conceptual framework that transcends traditional disciplinary boundaries. This paper will familiarize readers with the ICF and describe the biopsychosocial perspective that is adopted in its conceptual framework and language. The presentation of a case study will illustrate how the ICF can enhance interprofessional learning by promoting a multidimensional perspective of an individual's health concerns. The case study will also highlight the value of the shared language and conceptual framework of the ICF for interprofessional collaboration. It is argued that a strong foundation in the principles exemplified by the ICF may serve to enhance interprofessional communication, and in so doing, encourage involvement in interprofessional collaboration and healthcare.

Activities of Daily Living↗
PubMed2002

Reflections across boundaries: the European nursing module.

This article explores the development and implementation of an internationally agreed module, the European Nursing Module. This module comprises 4 weeks of student learning and is coordinated by a network of 26 colleges in 14 European countries. It is hoped that through the module, students are helped to acquire cultural sensitivity, which leads toward the development of a culturally competent health care practitioner. The development of the module, the student experience, and the added value of the network are shared. It is argued that considerable cultural learning can occur from short international electives when students and teaching staff are well prepared and sensitised to cultural issues prior to their exchange.

Attitude of Health Personnel↗
PubMed1994

A situation analysis of nursing education. Part one: Conceptual framework.

A Strategic Planning Committee was established by the Transvaal Provincial Administration to plan for and reposition nursing education in the Transvaal. Various focus areas were identified, including the Focus Area Curricula. The aim of the Focus Area Curricula Committee is the establishment of curricula for the education and training of all categories of nurses to provide for the needs of nursing services in the Transvaal. The committee is still working towards the aim but a situation analysis has been completed. The purpose of this Article is to discuss a conceptual framework by which a logical approach to the situation analysis can be maintained.

Curriculum↗