Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Models, Educational”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,135 records · Page 63Linked to original sources
PubMed2000

[Contribution to the development of political-pedagogical nursing projects].

Based on the concepts of project and political-pedagogic project, authors presented a proposal for the development of such a project. The framework includes: the reference, the philosophy, the concept and the structure. The reference is the starting point, meaning the knowledge and critical view of reality; the philosophy represents the faith and the community's values involved in the project; the concept represents the theory that gives support to the proposal; and, finally the structure establishes the competences and the profile of the professional to be formed as well as the methodologic option for the organization and development of courses and disciplines. The Habermas' theory of communicative action is proposed as a methodology for the development of projects.

Education, Nursing↗
PubMed1981

Collaboration not competition: a model for nursing continuing education.

It can be stated that Nursing Staff Development and the Continuing Nursing Educational Department of a university can collaboratively produce effective continuing education for nurses. Their similarities, differences, and duplications can be utilized constructively rather than in a competitive manner. To accomplish this, the two departments could collaborate through a joint committee that has equal representation, equal respect and an equal workload from both departments. The joint committee can reduce the cost and effort of providing continuing education and improve the efficiency and effectiveness of meeting the educational needs of the nursing community.

Education, Nursing, Continuing↗
PubMed1997

The Australian Quality Assurance and Continuing Education Program as a model for the reaccreditation of general practitioners in the United Kingdom.

A Quality Assurance and Continuing Education Program has been developed in Australian general practice over the past nine years. This effectively integrates audit and education within a coherent strategy for quality improvement. The programme fulfils many of the same aims as current proposals for reaccreditation in the United Kingdom (UK). This report describes the operation of the programme and an analysis of the effects of the scheme. A similar quality assurance strategy is proposed for the UK, which would address many of the criticisms of postgraduate education and may provide a realistic model for reaccreditation.

Accreditation↗
PubMed1999

A model for clinical and educational psychiatric service delivery in remote communities.

OBJECTIVE: A model of intermittent psychiatric service provision to rural and remote New South Wales communities by metropolitan psychiatrists and mental health professionals has been evaluated. The services provided included peer support to lone mental health and generic health workers, direct psychiatric care to clients in their own environment and skills development education sessions to general health staff and other professionals affiliated with health care (e.g. police and ambulance officers). METHOD: There were 10 visits of teams made up of a psychiatrist and another mental health professional to six rural and remote locations. Outcomes of the services delivered were examined including clinical services and teaching skills training sessions. Indirect outcome measures included changes to Pharmaceutical Benefits Scheme prescription patterns in areas serviced and data regarding transfer of clients for psychiatric care in regional centres. Difficulties in evaluation are discussed. RESULTS: The feasibility of intermittent service provision was demonstrated. Education packages were well received and a positive change in workers' attitudes toward mental health practice was found. CONCLUSION: Intermittent psychiatric services in remote settings add value to health care delivery particularly when dovetailed with skills-based education sessions.

Adolescent↗
PubMed1993

The power of peer health education.

Peer education on college and university campuses has grown from self-educated students responding to campus health issues to state-of-the-art health education and motivational models designed to empower students to help each other promote positive health beliefs and behaviors. Peer education models come in many paradigms and often represent the best use of campus resources for specific needs. Model peer education efforts are based on carefully trained and closely supervised programs that ensure continuing quality improvement. Health educators are now exploring more comprehensive training and delivery models that encompass the complex nature and relationship, among risk behaviors, life skills, and the social pressures that have an impact on students' lives. Future peer education possibilities will involve many facets of college life created by people who care and believe that prevention is the essential component for empowering future leaders on both a personal and professional level.

Forecasting↗
PubMed1983

A model for assessing patient education.

Patient education is becoming a more visible activity. The Michigan Hospital Association and the Michigan state health planning and resource development agency (Office of Health and Medical Affairs) agreed to jointly pursue a patient-education project to determine its effectiveness. The overall goal of the project is to determine generically what constitutes a quality hospital-based patient-education program. This paper focuses on the development of a model for assessing patient-education programs. Through a multistep process 18 criteria were ultimately selected to serve for patient-education assessment. An analysis and description of the utility of the criteria is presented. The need for establishing and maintaining quality in patient-education programs has been established. The criteria developed for the project offer the potential of meeting this need.

Management Audit↗