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PubMed1976

In-service teacher training in removable prosthodontics.

A partial review of educational literature with respect to in-service education has been presented. The design and evaluation of an in-service teacher training or staff development program in removable prosthodontics have been described. Measurement instruments necessary for the program were also included. In such a program, various educational principles and methodology are presented to dental faculty members who, for the most part, have never before had this type of training.

California↗
PubMed1990

Infection of staff during an outbreak of viral gastroenteritis in an elderly persons' home.

An outbreak of viral gastroenteritis in an elderly persons' residence is reported. Seventeen of 37 (47%) residents and 22 of 50 (44%) staff developed illness. Adenovirus was seen by direct electron microscopy in two vomitus and two faeces specimens. It is suggested that the most likely mode of transmission was environmental contamination by vomitus.

Adenoviridae Infections↗
PubMed1995

Occupation risk of needlestick injuries among health care personnel in Saudi Arabia.

In a four-year study of penetrating injuries potentially contaminated with blood among health care personnel, the majority of cases occurred amongst nurses (65%). The wards were the commonest place for injury to occur (39%) which questions whether difficult practical procedures should be performed there. Injuries occurred most commonly during the afternoons (63%). Although needles were the most frequent implement (79%) causing injury, very few cases (7%) were related to the re-sheathing of cannulae. The commonest injured area (46%) was the palmar surface of the distal forefinger of the non-dominant hand. Western staff reported most incidents. There were no episodes of repeated needlestick injury. No staff developed any blood-borne infection (HIV, hepatitis B, treponemal infection) within a one year follow-up period after such a penetrating injury.

Accidents, Occupational↗
PubMed1992

The perceptions of nurse teachers regarding the preparation for their role in Project 2000 programmes.

This paper discusses the findings related to the perceptions of nurse teachers regarding the preparation for their role in Project 2000 programmes. Data were collected by utilising three rounds of a Delphi survey with a panel of experts made up of Grade 2 nurse teachers. The panel of 201 respondents was obtained from 25 of the 28 colleges of nursing and midwifery that had implemented Project 2000 between September 1989 and April 1991. The profile of the respondents revealed that 68% work in general nurse courses, 18% in mental health, 8% in mental handicap and 6% in child care. Over half of the respondents hold a degree related to health care and over a quarter are studying for one. The findings suggest that the nurse teachers working in Project 2000 programmes consider their teacher preparation course an important means of preparation for the activities within their role. Degree and diploma courses are also considered important along with additional professional qualifying courses and subject related courses. What did not appear evident was any preparation for the many specific activities they carry out apart from teaching. Experience came out strongly as an important means of preparation for all the activities. Staff development programmes were said by 52% of respondents to be organised within their colleges and perceived by many as an important means of preparation.

Attitude of Health Personnel↗
PubMed1994

A shortened common foundation programme for graduates--the students' experience of student-centred learning.

This paper examines the students' experience of student-centred teaching and learning strategies within a shortened Common Foundation Programme (CFP) for Graduates. The perceptions of 'student-centreness' and its use as experienced by the students is addressed using material generated from on-going research using new-paradigm methodology within an action research framework. Graduates enter nurse training from the background of a subject area and possessing the academic skills required to access and assimilate knowledge effectively. These qualities underpin the design of this course, which concentrates on enabling the students to achieve the learning outcomes of the CFP within a flexible structure concentrating on skill acquisition and reflective practice according to the needs of the individual. The differing expectations of the course, the need for clear, externally set objectives, and the question of the ability of the students to self-motivate arise as the pertinent issues from the evaluation. These are discussed with reference to the students perceived needs, levels of achievement and differing learning styles. The author concludes that student-centred methods are appropriate for nurse education, but that these have significant implications for course design, course content and staff development, if the course is to satisfy both students and teachers.

Curriculum↗
PubMed1995

A factor analytic study of midwives' attitudes to research.

Midwives are increasingly being encouraged to undertake research activities at various levels, as a routine part of their job. However, despite topdown directives to this end, there is some evidence that relatively little research is published and reasons, such as lack of time, confidence and skill have been put forward to explain the short-fall. While these reasons may be valid obstacles, it is also conceivable that they are manifestations of a set of underlying attitudes to research in midwifery. If attitudes are assumed to be predictors of behaviour, then it may be relevant to study midwives' attitudes to research more closely in order to identify whether these are responsible in some measure for the short-fall in research output. To this end, a national survey of 397 midwives was undertaken to establish their attitudes to research. The results were subjected to factor analysis, using an orthogonal solution, in order to establish whether any coherent source components existed in the sample's attitude responses. The factor analysis yielded four coherent factors, which were (i) other health care professionals' views of the value of midwifery research; (ii) the value of research for midwifery practice; (iii) the research role of the midwife; (iv) midwives' competence to carry out research. On further analysis the first two factors were also found to be significantly related to midwives' likelihood of undertaking research and publishing research findings. These factors could form the basis for future attitude change and staff development and training programmes as a means by which midwifery research output could be increased.

Attitude of Health Personnel↗
PubMed2006

Art, Chaos, Ethics, and Science (ACES): a doctoring curriculum for emergency medicine.

ACES (Art, Chaos, Ethics, and Science) is a curriculum developed by 2 residents and a faculty mentor at the Denver Health Medical Center Emergency Medicine Residency Program. The goal of the ACES curriculum is 2-fold: (1) to discuss areas of clinical consequence typically outside the scope of the regular academic curriculum, such as ethical dilemmas and the challenges of professionalism; and (2) to encourage reflection on our roles as caregivers on a personal, public health, and political level. Each bimonthly "doctoring roundtable" session focuses on one of these goals, bringing local and national leaders in the field to the forum to enrich discussion. Attending physicians from academic and private settings within the residency, residents at all levels, rotating medical students, and, for the past year, emergency department nurses participate in the meetings. Thus far, regular voluntary participation has been the only measure of the ongoing program's success. In this descriptive article, we discuss the aim of the program, the curriculum, and how the ACES program enriches the residency's educational goals. Recent accreditation requirements for residency training programs mandate educational experiences that allow residents to demonstrate competency in professionalism and ethical principles. The ACES curriculum developed a unique niche in our residency, creating an open forum for passionate discussion of challenging clinical encounters, unpressured reflection on ethics and decisionmaking, and constructive personal and professional development.

Colorado↗
PubMed2004

The "Safer Choices" intervention: its impact on the sexual behaviors of different subgroups of high school students.

PURPOSE: To measure the relative impact of a school-based human immunodeficiency virus (HIV)-, sexually transmitted disease (STD)-, and pregnancy-prevention intervention on sexual risk-taking behaviors of different subgroups of students. METHODS: Twenty schools were randomly assigned to receive Safer Choices or a standard knowledge-based HIV-education program. Safer Choices was designed to reduce unprotected sex by delaying initiation of sex, reducing its frequency, or increasing condom use. Its five components included: school organization, an intensive curriculum with staff development, peer resources and school environment, parent education, and school-community linkages. A total of 3869 9th-grade students were tracked for 31 months. Results are presented for initiation of sex, frequency of unprotected sex, number of unprotected sexual partners, condom use, and contraceptive use. These results are presented separately by gender, race/ethnicity, prior sexual experience, and prior sexual risk-taking. Statistical analyses included multilevel, repeated measures logistic and Poisson regression models. RESULTS: Safer Choices had one or more positive behavioral effects on all subgroups. On four outcomes that could be affected by condom use, it had a greater impact on males than on females. It had greater effects on Hispanics, including a delay in sexual activity, than on other racial/ethnic groups. Its greatest overall effect was an increase in condom use among students who had engaged in unprotected sex before the intervention. CONCLUSIONS: Safer Choices reduced one or more measures of sexual risk taking over 31 months among all groups of youth, and was especially effective with males, Hispanics, and youth who engaged in unprotected sex and thus were at higher risk for HIV, other STD infections and pregnancy.

Adolescent↗
PubMed2005

The impact of illicit drug market changes on health agency operations in Sydney, Australia.

At the end of 2000, in Sydney, Australia, there was a dramatic reduction in heroin availability. This study examines how health agencies treating clients for drug and alcohol related issues were able to respond to the changes that took place in their clients and their treatment needs. Key informant interviews were conducted with 48 staff from a wide range of health services in Sydney to provide the data for a thematic analysis. Changes experienced by health agencies included changed patterns of drug use in their clients, increased aggressive incidents, changed numbers of clients accessing treatment services, and a need for more assistance from outside agencies. A strong evidence base for a range of drug treatment options, support of staff development in aggression management skills, and development of good interagency links between mental health, drug and alcohol, and law enforcement services would make health services better prepared for future changes in the drug use of their clients.

Health Planning↗
PubMedDate not supplied

Innovative strategies for incorporating gerontology into BSN curricula.

To prepare nurses in providing competent care to older adults, schools of nursing at the Otterbein College and the Florida International University, supported by American Association of Colleges of Nursing/John A. Hartford Foundation, developed innovative strategies for incorporation of gerontological content into their BSN curricula. Both nursing programs integrated these innovative gerontological learning experiences into sophomore-, junior-, and senior-level baccalaureate courses; developed independent gerontology courses, including online courses; supported the development of faculty expertise and sensitivity in elder care; and established new and/or enhanced existing community partnerships. The program objectives, planning, and implementation procedures for each of the two schools evolved similarly. Faculty development strategies and examples of community and international partnerships are presented. Finally, lessons learned from the implementation of these projects and recommendations based on these initiatives are presented.

Aged↗
PubMedDate not supplied

Incorporating geriatrics into baccalaureate nursing curricula: laying the groundwork with faculty development.

In June 2001, the John A. Hartford Foundation of New York awarded the American Association of Colleges of Nursing (AACN) a 3.99 million dollar grant to enhance gerontology curriculum development and new clinical experiences in 20 baccalaureate and 10 graduate schools of nursing. Over the 4-year grant implementation period, AACN learned a valuable lesson from the grant's site directors: Faculty development is the single most necessary precursor to the successful implementation and maintenance of geriatric curricular enhancements. Unless faculty members foster positive attitudes toward aging, expand their geriatric nursing knowledge base, and are able to integrate geriatric content into the curricula, progress cannot be made. Enhancing Geriatric Nursing Education project directors recommend that the following steps be taken toward the creation of successful faculty development activities: (1) anoint a champion to mentor and persuade faculty members to embrace gerontology; (2) garner faculty buy-in by engaging the faculty early so that they become active participants in the curricular change process; (3) assess faculty knowledge and comfort level by administering tools developed by the John A. Hartford Foundation Institute for Geriatric Nursing and by conducting surveys based on AACN geriatric core competencies; (4) conduct faculty development workshops that include cutting-edge knowledge and research and provide the faculty with opportunities to discuss feelings and stereotypes about aging; (5) elicit the dean's support to encourage and allow time and opportunities for training; and (6) use the many excellent resources that help the faculty integrate geriatric content into their courses. This article will further elucidate such strategies and will highlight the range of faculty development activities in which grant-funded schools engaged.

Attitude of Health Personnel↗
PubMed2006

Challenges to HIV prevention in psychiatric settings: perceptions of South African mental health care providers.

Mental health services in South Africa increasingly feel the brunt of the AIDS epidemic. Despite the high prevalence of infection in the psychiatric setting, HIV risk reduction interventions targeting South Africans with psychiatric illness remain few and far between. The attitudes of mental health care providers about sexual relations and HIV among people with mental illness continue to influence the extent to which these issues are addressed in care settings. This study examines these attitudes through the use of a semi-structured interview administered to 46 mental health care providers in four provinces of South Africa. I found that personal, contextual and political factors in the clinic and the hospital create barriers to integrating prevention activities. In particular, providers face at least three challenges to intervening in the epidemic among their patients: their own views of psychiatric illness, the transitions occurring in the mental health care system, and shifting social attitudes toward sexuality. Barriers operate at the individual level, the institutional level, and the societal level. At the individual level providers' perceptions of psychiatric symptoms shape their outlook on intervention with psychiatric patients. At the institutional level disruptive transitions in service delivery relegate HIV services to lesser importance. At the societal level, personal beliefs about sexuality and mental illness have remained slow to change despite major political changes. Minimizing barriers to implementing HIV prevention services requires institutional and health care policies that ensure adequate resources for treating people with mental illness and for staff development and support.

Attitude of Health Personnel↗
PubMed2005

Local school district adoption of state-recommended policies on HIV prevention education.

BACKGROUND: This study evaluated the extent to which school districts in Massachusetts adopted HIV education policies consistent with state education agency recommendations, and whether adoption of state-recommended policy language was associated with other core components of school-based HIV prevention programs such as staff development, curriculum, and implementation characteristics. METHODS: A census of health coordinators (n = 251) and high school HIV teachers (n = 174) in randomly selected schools in Massachusetts were surveyed. Chi-squares and analysis of variance (ANOVAs) were used to analyze data. RESULTS: Most districts' policies fully incorporated state-recommended language for training HIV teachers (62%), providing HIV education within comprehensive sexuality education (62%), and providing skills-based instruction (57%). Districts adopting state-recommended policies were significantly more likely to have trained more HIV teachers (82% vs. 59% of teachers trained; P < 0.001), provided HIV education to a greater percentage of students (90% vs. 50% of students educated; P < 0.001), and adopted research-based curricula (44% vs. 27%; P < 0.01). High school teachers who received training and those using research-based curricula covered more HIV prevention topics and used more skills-based instructional methods than those who did not receive training or did not use research-based curricula (P < 0.01). CONCLUSIONS: Results suggest that strong, state-level HIV prevention education policy recommendations can help shape local school health policy and, when adopted locally, can positively influence the reach and quality of HIV education.

Analysis of Variance↗
PubMed1995

Description and results of a needs assessment in preparation for the "Surgeons as educators" course.

BACKGROUND: In August 1993 the American College of Surgeons sponsored a course entitled "Surgeons as Educators" (SAE) aimed at equipping academic surgeons with the knowledge and skills necessary to enhance surgical education administration, curriculum, teaching, and evaluation. METHODS: The instructional design model used to construct the course called for a formal needs assessment to determine the importance, current skill level, and priority of what needed to be learned to be an effective educator. The needs assessment was accomplished using a job analysis and questionnaire approach. The 68-item questionnaire was mailed to 320 academic surgeons representing eight medical schools. RESULTS: A 62% response rate was achieved. Results indicated the education-related tasks or activities that faculty felt were important to their careers, as well as their perceived level of development in each area. Descriptive statistics were used to summarize the responses that were critical to the SAE faculty in helping prioritize, sequence, and time ration course content. Collective results became the foundation for developing the SAE curriculum by the course's five faculty members. CONCLUSIONS: A well-done needs assessment does not necessarily guarantee course success; however, it is the first and critical step to planning an educationally sound faculty development course or program designed for adult learners.

Adult↗
PubMed1989

Monitoring and evaluation in an Army health clinic.

In 1987, the authors implemented an indicator monitoring system that allows for ongoing evaluation of important aspects of care at the Erlangen Health Clinic, Erlangen, Federal Republic of Germany, a U.S. Army primary medical clinic serving approximately 1,200 patients a month. Staff developed prospective and retrospective indicators based on identified high-risk, high-volume areas, and established thresholds of evaluation for each of the indicators. A numerical auditing mechanism is used to record compliance with established objective criteria that determine whether or not a case is deficient. A peer review committee reviews and recommends actions for deficient cases.

Ambulatory Care Facilities↗
PubMed1992

Case mix management education in a Canadian hospital.

The Sunnybrook Health Science Centre's matrix organization model includes a traditional departmental structure, a strategic program-based structure and a case management-based structure--the Clinical Unit structure. The Clinical Unit structure allows the centre to give responsibility for the management of case mix and volume to decentralized Clinical Unit teams, each of which manages its own budget. To train physicians and nurses in their respective roles of Medical Unit directors and Nursing Unit directors, Sunnybrook designed unique short courses on financial management and budgeting, and case-costing and case mix management. This paper discusses how these courses were organized, details their contents and explains how they fit into Sunnybrook's program of decentralized management.

Cost Allocation↗
PubMed1998

Diabetic emergencies and sick day rules.

In home care, the health educator or staff development coordinator is responsible for providing current information on the chronic illnesses diagnosed within the geriatric populations serviced by the respective home care agencies. The in-service provided in this column concerns updated information regarding diabetes mellitus, a common diagnosis of people who receive care by skilled home care nurses.

Absenteeism↗