CE institute style.
This article describes the philosophy and operation of The Pankey Institute for Advanced Dental Education as one example of the "institute" approach to professional development for dentists.
Communication↗
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Results for “continuing professional development”
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Pharmacy staff training and development: upside-down thinking in a changing profession.
We suggest that the most fundamental change in staff development that must occur is recognition of the need for a professional belief system as the basis for any pharmaceutical care activity. Values derived from fundamental moral ideals and professional beliefs foster the development of attitudes and behaviors. It would be wrong to suggest or imply that such a change need only occur in postbaccalaureate training. The development of personal and professional value systems in existing primary professional training programs is inadequate--we do not yet do enough to develop people before they enter practice. Nevertheless, to say that this failure of the professional education system precludes us from taking action within professional departments is unwise. The primary skills that must be developed during the next decade involve the ability of the practitioner to competently make informed, patient-specific decisions necessary for effective pharmaceutical care. Such decisions are made not only on the basis of a practitioner's knowledge but on the basis of his or her beliefs and values as well. The practitioner also must be willing to assume responsibility for the consequences of those decisions. The pharmacist who professes to deliver pharmaceutical care can no longer be shielded by assigning to the physician the ultimate responsibility for the patient's drug-therapy outcomes. Facilitating the development of a value system and attitude that enhance the pharmacist's ability to make such decisions must be a principal focus of staff training and development in the coming years.(ABSTRACT TRUNCATED AT 250 WORDS)
Education, Pharmacy, Continuing↗
Sustainability in changing clinical practice promotes evidence-based nursing care.
AIM: To examine the relationship between sustained work with quality improvement (QI) and factors related to research utilization in a group of nurses. DESIGN: The study was designed as a comparative survey that included 220 nurses from various health care organizations in Sweden. These nurses had participated in uniformly designed 4-day basic training courses to manage a method for QI. METHODS: A validated questionnaire covering different aspects of research utilization was employed. The response rate was 70% (154 of 220). Nurses in managerial positions at the departmental level were excluded. Therefore, the final sample consisted of 119 respondents. Four years after the training courses, 39% were still involved in audit-related activities, while 61% reported that they had discontinued the QI work (missing = 1). RESULTS: Most nurses (80-90%) had a positive attitude to research. Those who had continued the QI work over a 4-year period reported more activity in searching research literature compared with those who had discontinued the QI work (P = 0.005). The QI-sustainable nurses also reported more frequent participation in research-related activities, particularly in implementing specific research findings in practice (P = 0.001). Some contextual differences were reported: the QI-sustainable nurses were more likely to obtain support from their chief executive (P = 0.001), consultation from a skilled researcher (P = 0.005) and statistical support (P = 0.001). Within the broader health care organization, the existence of a research committee and a research and development strategy, as well as access to research assistant staff, had a tendency to be more common for nurses who had continued the QI work. CONCLUSION: Sustainability in QI work was significantly related to supportive leadership, facilitative human resources, increased activity in seeking new research and enhanced implementation of research findings in clinical practice. It appears that these factors constitute a necessary prerequisite for professional development and the establishment of evidence-based practice.
Education, Nursing, Continuing↗
The management of health library outreach services: evaluation and reflection on lessons learned on the VIVOS project.
PURPOSE: The aim of the VIVOS project was to develop and evaluate methodologies, i.e., sets of methods, for determining the value and impact of "virtual outreach" information services in the health sector in the UK. METHODS: Five different projects were recruited initially, with another two added later. Methods were largely qualitative, with over 130 interviews conducted among health professionals, complemented by postal questionnaire surveys. RESULTS: Identified factors that affect the successful roll-out and continued development of the projects included the need for help-desk type services to provide sustained support for new users to the services. CONCLUSIONS: Follow-up of the projects eighteen months after the end of the VIVOS project revealed that the long-term impacts for the participating library managers included the benefits of using evidence on service outcomes, enhanced recognition locally, and greater confidence in evaluation.
Community-Institutional Relations↗
Reasons for delay in the management of patients with pulmonary tuberculosis.
The study assessed reasons for delay between patient's first symptoms of tuberculosis and initiation of therapy. Fifty newly diagnosed cases of pulmonary tuberculosis admitted to the NRITLD in Teheran were studied. Mean patient delay before consulting a physician was 12.5 +/- 10 days, significantly higher among men than women. Mean delay until the physicians' diagnosis was 93 +/- 80 days, significantly higher for women than for men. Almost no treatment delay was observed (mean 4 +/- 4 days after diagnosis had been confirmed). The major delay was the time taken by physicians to diagnose tuberculosis in symptomatic patients. An active and effective national tuberculosis programme is needed in the Islamic Republic of Iran, with integration of the programme in medical school curricula and in continuing professional training.
Adolescent↗
Education guidelines for self-care living with diabetes.
Educational processes for those with diabetes can occur in a variety of settings. Major problems in education and implementation of programs for this population continue to be discussed. Methods for assessing programs' effectiveness in establishing adherence to individual regimens are developing. Health care professionals have assumed that individuals who are better informed make better decisions. This assumption implies that exposure to a body of facts and opportunities to develop technical skills provide the necessary elements for self-care and thus responsibility for self-health-care. Until sufficient data either confirm or negate these assumptions, programs to develop these skills and knowledge will continue. Educational program planning should occur in a systematic way with the process of the learning experiences identified along with an evaluation of the outcome of the program objectives. This educational model described (SURVIVAL, HOME MANAGEMENT, and LIFE STYLE) provides a systematic method for developing educational programs in a variety of health care and community settings. Diabetes self-care programs can be evaluated for content, design, and process. Their outcome in terms of short-term health behavior skills can also be measured. The yet unanswered question remains: Do educational programs resulting in desirable individual behaviors (adherence) make a difference in the long-term effects, quality of life, and avoidance of disability in the diabetic population? The answers may come in the future through well controlled and defined evaluative research studies. The profession of dietetics is an important part of the future. Have we been effective in our counseling or educational endeavors and, if so, can that professional function be documented? Current economic trends are stimulating to cost-effective research. Although research studies to demonstrate such effectiveness are difficult to design, the current "Guidelines" provide a model for evaluating outcome of educational programs in terms of the knowledge and skills necessary for self-care.
Diabetes Mellitus↗
Report of the world association of medical editors: agenda for the future.
During a 3-day meeting at Bellagio in January 2001, a group of 20 editors from 12 countries in 5 continents met to map out a strategy for the World Association of Medical Editors (WAME)'s continued development in the service of medical editors over the next several years. The group: 1) Developed a statement of principles on the standards of professionalism and responsibilities of editors (this statement will be posted on the Web site after electronic consultation with and comment by WAME editors); 2) Agreed to assess the extent to which these principles are reflected in practice and to explore barriers to their adoption, using data from a survey and focus groups; 3) Developed and outlined an on-line program for distance learning, targeted at new editors; 4) Planned for formal evaluation of the educational outreach program; and 5) Agreed to support regional initiatives to strengthen local editorial capacity. Underpinning all past and proposed future activities is the WAME Web site. The ambitious plans outlined above will require extensive development of the site, plans for which were made at the Bellagio meeting.
Croatia↗
Computers, criminals, an eccentric billionaire, and APA: a brief autobiography.
In this invited autobiographical account, I sum up what life has been like for me personally and professionally. For most of the first 50 years of my life, I lived in Alabama. During my years at the University of Alabama, my professional activities included developing a computer-based system to interpret the MMPI (Hathaway & McKinley, 1943), managing a national and international continuing education program for psychologists, involvement in a class action suit that resulted in the deinstitutionalization of Alabama's mental hospitals, organizing a team of professionals to reclassify all of the inmates of Alabama's prison system, and conducting a psychological autopsy on Howard Hughes. I was the American Psychological Association (APA) president in 1988 and served from 1989 to 2003 as APA Chief Executive Officer. Since my time at APA, I have been engaged in work with international psychological organizations.
Computers↗
An essay on reflection.
From the vantage point of her personal experience, the author examines milestones since the 1960s which have changed the medical library profession and helped shape the Medical Library Association. The advent of automation, including cataloging with OCLC and online literature searching through the SUNY Biomedical Communication Network, was a dramatic event that transformed the work and priorities of librarians, fulfilling the dreams of earlier visionaries. The application of technology in libraries led to an increased demand for education and training for librarians. The Medical Library Association responded with continuing education programs, and a series of important reports influenced how the association filled its role in professional development. Legislation providing federal funding, such as the Medical Library Assistance Act, resulted in a period of expansion for libraries and their services. The Medical Library Association has developed a legislative agenda to influence action in areas such as copyright. In the future, health sciences librarians must take a leadership role.
Education, Continuing↗
Continuing nursing education: why don't nurses go? Why don't they use what they learn?
There are barriers that block nurses from participating in continuing nursing education (CNE) and from using what they learn when they do participate. This article describes the problems nurses experience in going to, and using what they learn from, CNE. Possible causes for the barriers, and steps to take to surmount them, are discussed. This information has implications for human and financial resource management, staffing and scheduling, staff development, policy regulations, economics, and professional trends.
Adult↗
Enhancing research utilization capacity through multifaceted professional development.
Some occupational therapists report that they do not feel adequately prepared to perform the arduous tasks involved in integrating research into their practice. To explore how research utilization can be conducted by practicing clinicians, self-reported research utilization behaviors of a sample of 11 occupational therapists practicing in adult stroke rehabilitation were analyzed. The constant comparison of the interview data revealed that participants' clinical experiences, engagement in continuing education, involvement in research activities, and their mentoring of students contributed to their capacity to translate research evidence into practice. The results of the study suggest a model for enhancing research utilization capacity through professional development. Implications for practitioners, provider organizations, educators, and regulators of occupational therapy are discussed.
Adult↗
Evaluation from start to finish: Incorporating comprehensive assessment into a training program for public health professionals.
This article examines the role of a comprehensive evaluation process in the context of a program to enhance use of the Internet by public health professionals. The Public Health Information Link for Nevada incorporated training and Web site development into a program to raise levels of awareness and competence of the public health professional. Evaluation played a key and ongoing role in the planning and implementation phases and made a marked contribution to the overall effectiveness of the project. Evaluation contributed to the ability to make midprogram adjustments, thereby enhancing user satisfaction and confidence. Participant evaluations indicated significant improvement in self-perceived competence in utilizing the Internet for job-related activities. The authors conclude that the effort to integrate evaluation in an ongoing manner is balanced by the value of continuous feedback. A Web site review checklist, which will be useful to public health professionals who are developing new Web sites, is appended.
Education, Public Health Professional↗
The cost of health professionals' brain drain in Kenya.
BACKGROUND: Past attempts to estimate the cost of migration were limited to education costs only and did not include the lost returns from investment. The objectives of this study were: (i) to estimate the financial cost of emigration of Kenyan doctors to the United Kingdom (UK) and the United States of America (USA); (ii) to estimate the financial cost of emigration of nurses to seven OECD countries (Canada, Denmark, Finland, Ireland, Portugal, UK, USA); and (iii) to describe other losses from brain drain. METHODS: The costs of primary, secondary, medical and nursing schools were estimated in 2005. The cost information used in this study was obtained from one non-profit primary and secondary school and one public university in Kenya. The cost estimates represent unsubsidized cost. The loss incurred by Kenya through emigration was obtained by compounding the cost of educating a medical doctor and a nurse over the period between the average age of emigration (30 years) and the age of retirement (62 years) in recipient countries. RESULTS: The total cost of educating a single medical doctor from primary school to university is 65,997 US dollars; and for every doctor who emigrates, a country loses about 517,931 US dollars worth of returns from investment. The total cost of educating one nurse from primary school to college of health sciences is 43,180 US dollars; and for every nurse that emigrates, a country loses about 338,868 US dollars worth of returns from investment. CONCLUSION: Developed countries continue to deprive Kenya of millions of dollars worth of investments embodied in her human resources for health. If the current trend of poaching of scarce human resources for health (and other professionals) from Kenya is not curtailed, the chances of achieving the Millennium Development Goals would remain bleak. Such continued plunder of investments embodied in human resources contributes to further underdevelopment of Kenya and to keeping a majority of her people in the vicious circle of ill-health and poverty. Therefore, both developed and developing countries need to urgently develop and implement strategies for addressing the health human resource crisis.
Adolescent↗
Continuity of information for breast cancer patients: the development, use and evaluation of a multidisciplinary care-protocol.
The multidisciplinary nature of much patient-care may lead to gaps in the continuity of information which they receive, as well as to different care-professionals giving them contradictory information. As a counter-measure, a protocol has been developed which integrates medical, nursing, and a variety of extramural events and activities into a comprehensive description of 15 'moments' in the care of breast cancer surgery-patients. Among innovations, the protocol includes information about psychosocial guidance following diagnosis, and about the discharge procedure and contact with fellow-sufferers. The protocol was implemented in Rotterdam in 1994, in two hospitals and in the community; and evaluated formatively on the basis of reactions from 53 patients and 81 care-professionals. Both groups found its form and content to be successful and informative.
Breast Neoplasms↗
A multi-generational staff development model for registered nurses.
The paper focuses on a significant nursing initiative for staff development undertaken in South Australia. The initiative arose out of Health Commission funded consultancy which sought to develop a staff development model for registered nurses. The outcome of this consultancy was the development of a multi-generational staff development model, known as the DPS Staff Development Model. This model provides a framework through which staff development activities can be analysed, consolidated and extended. The paper outlines the DPS Staff Development Model, the context in which it was developed and its implications for nursing staff development programmes. The development of the model was premised on a number of assumptions. These included the need to ensure flexibility, longevity, offer a perspective of staff development that is realistic and practical, and facilitate in registered nurses a sense of ownership and personal responsibility with respect to their development. The model comprises six broad areas of focus: the Career Development Model for registered nurses in South Australia, the structure of the model, locations in which staff development occurs, elements which assist in maintaining skills and knowledge, elements which enhance growth and development and the processes and relationships necessary for the successful implementation of staff development programmes.
Career Mobility↗
Education for navigating "permanent white water:" establishing a bachelors program for Canadian health services managers.
A rapidly changing health services environment challenges educators to critically assess what they do, and what they should do, to prepare managers to survive and grow professionally and to contribute to clients, organizations and the health system. In this paper we describe the establishment of an undergraduate degree-completion program in Health Services Management at Ryerson Polytechnic University in Toronto, Canada. In contrast to traditional programs which begin the process of education as the basis for later practice, this program, the first of its kind in a Canadian university, is designed to develop management skills and competencies on an existing base of professional experience and practice; it offers practitioners with 3-year diplomas in a health technology or allied health field the opportunity to complete an undergraduate degree on a part-time basis. Sections of the paper outline the multidisciplinary and multi-stage process of program development which took place outside of traditional departmental lines and involved a partnership of academics and practitioners; and the curriculum design, which integrates knowledge specific to the field of health administration, relevant knowledge from other professional fields, and liberal studies. In a final section we discuss the ongoing development of the program and factors contributing to its success.
Allied Health Personnel↗
Developing an outcomes approach to health management education.
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Education, Continuing↗
Quantity and distribution of continuing professional education opportunities among healthcare workers in Ghana.
BACKGROUND: Despite their importance, continuing professional education opportunities have been rarely addressed in literature. This study explains how continuing professional education opportunities among the healthcare workers in Ghana are distributed. METHOD: A census was conducted using a self-administered questionnaire (N = 6,696). Three focus group discussions with a total of 23 healthcare workers were undertaken. RESULTS: The study found that the quantities of continuing professional education opportunities were unequally distributed. The total continuing professional education opportunities were greater than the target of the Ministry of Health but fewer than healthcare workers' demand. Type of occupational group was the major determinant of continuing professional education opportunities. CONCLUSION: To ensure homogeneously appropriate quality of services, continuing professional education opportunities should be equally distributed.
Adult↗