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Reflections on health management education.

Responses of 29 interviews summarise problems in health management and health management education and point to available options in response to these problems. Views are presented regarding accredited graduate programs and their strengths and weaknesses. Recommendations are made on various issues relating to the education of health services managers and include: revising curricula and exploring new methods of teaching health management; developing closer linkages with clinician educators and health managers; undertaking or expanding related missions of continuing professional education and multidisciplinary research and evaluation. Commentary follows in response to these recommendations from the perspectives of education and practice.

Attitude↗

The Pediatric Alliance for Coordinated Care: evaluation of a medical home model.

OBJECTIVES: The American Academy of Pediatrics recommends a medical home for children with special health care needs (CSHCN). In the Pediatric Alliance for Coordinated Care (PACC), 6 pediatric practices introduced interventions to operationalize the medical home for CSHCN. The intervention consisted of a designated pediatric nurse practitioner acting as case manager, a local parent consultant for each practice, the development of an individualized health plan for each patient, and continuing medical education for health care professionals. The objectives of this study were 1) to characterize CSHCN in the PACC, 2) to assess parental satisfaction with the PACC intervention, 3) to assess the impact on hospitalizations and emergency department episodes, and 4) to assess the impact on parental workdays lost and children's school days lost for CSHCN before and during the PACC intervention. METHODS: A total of 150 CSHCN in 6 pediatric practices in the Boston, Massachusetts, area were studied. Participants were recruited by their pediatricians on the basis of medical/developmental complexity. Physicians completed enrollment information about each child's diagnosis and severity of condition. Families completed surveys at baseline and follow-up (at 2 years), assessing their experience with health care for their children. RESULTS: A total of 60% of the children had >5 conditions, 41% were dependent on medical technology, and 47% were rated by their physician as having a "severe" condition. A total of 117 (78%) families provided data after the intervention. The PACC made care delivery easier, including having the same nurse to talk to (68%), getting letters of medical necessity (67%), getting resources (60%), getting telephone calls returned (61%), getting early medical care when the child is sick (61%), communicating with the child's doctor (61%), getting referrals to specialists (61%), getting prescriptions filled (56%), getting appointments (61%), setting goals for the child (52%), understanding the child's medical condition (56%), and relationship with the child's doctor (58%). Families of children who were rated "severe" were most likely to find these aspects of care "much easier" with the help of the pediatric nurse practitioner. Satisfaction with primary care delivery was high at baseline and remained high throughout the study. There was a statistically significant decrease in parents missing >20 days of work (26% at baseline; 14.1% after PACC) and in hospitalizations (58% at baseline; 43.2% after PACC). The approximate cost per child per year of the intervention was 400 dollars. CONCLUSIONS: The PACC medical home intervention increases parent satisfaction with pediatric primary care. Those whose needs are most severe seem to benefit most from the intervention. There are some indications of improved health as well as decreased burden of disease with the intervention in place. The PACC model allows a practice to meet many of the goals of serving as a medical home with a relatively small financial investment.

Adolescent↗

Professional standards and public accountability.

In a rapidly evolving healthcare environment, nurse anesthetists will experience increased pressure to deliver value based anesthesia care. Activities of the professional association must be dedicated to advancing patient safety and excellence in anesthesia. To best serve the public and the profession, the nurse anesthetist profession must continue to be accountable for quality of care to patients, committed to continuing competency for professional practice, and promote sustained communication and dissemination of research-based standards development.

Certification↗

[Quality assurance of inpatient care--exemplified by surgery].

Internal quality assurance is natural for hospital physicians. External quality control is undertaken in cooperation with medical societies and sponsors-partly on voluntary basis. Despite considerable efforts in optimizing treatment procedures by classification of injuries and tumor stages, algorithms and tightly scheduled practical medical training, further control mechanisms are demanded; the economic drive is evident. In parallel to the introduction of quality control for services with a case-based flat rate, an interstructural result quality is desired. Hospital certification procedures are no longer utopian. The physician's duty for continuing medical education, which is set down in the professional code, has to be proven. The development of guidelines by scientific societies may help but is in need of a corrective. The medical chambers may play a particular role in this connection. Even if mechanisms of quality assurance differ, it is in the patient's interest that there must be no difference between ambulant and hospital care.

Cost Control↗

MLA's professional development program: how we took control of our future.

This article, which focuses primarily on the last fifty years, reviews the evolution and expansion of MLA's professional development activities. It shows how an integrated professional development program has emerged from a group of individual activities with little coordination among them. Continuing review, discussion, and new initiatives are needed to ensure that the membership is equipped with the knowledge and skills needed to function effectively in the twenty-first century.

Certification↗

The development of the nurse biopsy role.

Research shows that nurse surgery posts strengthen continuity of care and allow collaboration with other health professionals to ensure patients receive appropriate and timely care. The consistent and integrated approach provided with the nurse biopsy role fills gaps in service provision and avoids duplication of services. Skin cancer is the most common cancer in the UK and at Queen's Medical Centre in Nottingham they see approximately 160 suspected cases each week. Before the introduction of the nurse biopsy role there was an 8-week wait for a biopsy by the doctor and a further 8-week wait for the removal of the tumour. Now, a patient with a suspected skin cancer can have a biopsy on the first visit to the clinic, reducing the wait from 8 weeks to 0 weeks. This reduction in waiting time facilitates improved mortality and morbidity from the skin cancer. It took 3 years to develop the nurse biopsy role in Nottingham and another 2 years to provide the service that is currently available. The nurse-led biopsy service is now being adopted nationwide, as recommended by the All Parliamentary Group on Skin (2003). The dermatology department at Queen's Medical Centre in Nottingham also runs an annual course to teach the surgery skills required to primary- and secondary-care nurses.

Biopsy↗

[Legal and epidemiological aspects of strong opioids].

In spite of the fact that the treatment of pain is highly developed, outpatient care of patients suffering from chronic pain is frequently insufficient. In particular general practitioners often refrain from prescribing the necessary pain therapy with opioids. Because of the contract regarding medical treatment, however, the patient has a legal claim to adequate pain treatment, if necessary by administration of opioids. The failure to meet this claim may not only give rise to a claim for damages towards the doctor, but even to a charge of bodily injury. In comparison, charging the physician with criminal behavior on the basis of the Narcotics Act is rather unlikely. Negligent or incorrect prescription of narcotic drugs does not constitute criminal behavior, but an administrative offence. Even this is hardly something which the physician has to fear. Any medically necessary administration of opioids is covered by the Narcotics Prescription Ordinance. The narcotics prescription form, however, remains indispensable for the safety in the use of narcotics. The doctor's prescription alone is obviously not sufficient to curb the considerable abuse of pharmaceutical products among the population. In the course of the introduction of EDP-readable narcotics prescription form as of 1 July 1995, however, the issuing of this kind of prescription was further simplified. Handwritten particulars will soon be entirely a thing of the past. Now that the legal and administrative conditions for prescribing opioids have been consolidated, the main objective is to exhaust the possibilities of prescription for the benefit of patients suffering from pain in a better way. This is first and foremost, an organizational and technical task of the medical professional group. In particular, training and continuing education in the field of pain therapy must be further developed without delay.

English Abstract↗

Continuing professional education: a challenge for rural health practitioners.

Health professionals in rural and remote areas of Australia are disadvantaged when accessing continuing education. Their geographical isolation influences attendance at seminars, workshops and even informal discussions with colleagues. This paper describes the strategies adopted to meet the continuing education needs of a group of health professionals working in diabetes education and discusses how other specialist areas can provide similar educational opportunities. The education programs for isolated health professionals involved in diabetes care in South Australia were created by a team, and the resources of their associated institutions. Formal working agreements were established to achieve the aim of relevant continuing education for rural health professionals and to ensure ongoing ventures. All programs have been positively received, and evaluations identify the need to develop other, related subjects. Future developments will further utilise advances in technology to extend access and add to the current modes of education delivery. It is the intention of this group to continue to develop practice-based subjects capable of meeting rural health practitioners' needs and thus enhance the quality of care in rural and remote communities.

Diabetes Mellitus↗

Continuing education for nurses: a necessity or a nicety?

The changing health care climate has resulted in escalating financial constraints. One department that is often scrutinized for its cost-benefit relation to the hospital is the nursing education department. These departments are increasingly being reduced in size and investment in the continuing education of nurses is being rationalized. However, reducing financial support of education may be counterproductive in both the short- and long-term. This article does not propose a "recipe" for effectively facilitating continuing education. However, it does provide sound justification for investing in the continuing education of nurses and demonstrates not only that quality education results in enhanced knowledge and skills, but that there is also a positive correlation between professional development and factors such as staff satisfaction, staff retention, and quality patient care.

Cost-Benefit Analysis↗

Technological changes in the healthcare sector. A method to assess change readiness.

This paper describes the theory, method and recent results of a study developing methods for assessment of change readiness. The empirical focus is on development and implementation of clinical IT systems in the Danish healthcare sector. To assess change readiness, a questionnaire has been developed. The questionnaire has been tested in a hospital department as a part of a pre analysis related to development and implementation of an IT quality assurance system. The study shows a general positive attitude to the IT system and the organisational changes, related to the implementation and use of the system. It also supplies the project organisation with specific information, useful to the project organisation to continue the essential dialogue with the healthcare professionals during the change process. Furthermore it provides a useful tool for planning the ongoing developing processes. Several other healthcare organisations are at the moment entering the study.

Attitude to Computers↗

Distance learning in occupational health.

The burden of occupational illnesses and injuries in the developing world is now enormous. Local experts in occupational health and safety are needed to address the growing worker and environmental health problems brought about by global industrial expansion, but such expertise is lacking. The author describes a 15-week, online, instructor-led course, Principles of Environmental and Occupational Health, that was offered to international students over two semesters. She suggests the needs that must be determined and recommends collaborative development of a real-time, online curriculum to enhance the training of professionals in occupational and environmental health.

Curriculum↗

Information resources and knowledge needs of rural nurses regarding Alzheimer's disease.

BACKGROUND: The need for current information on Alzheimer's disease (AD) is apparent as medical research, diagnostic, and treatment guidelines are advancing at a rapid rate. METHOD: A needs assessment survey determined what educational topics related to dementia nurses perceived they most need, would be most likely to attend, and what information they likely would solicit in a telephone consultation. RESULTS: Nurses in Iowa were interested in continuing education programming and teleconferences on major topics regarding AD provided through the state's fiberoptic system such as: (a) challenging behaviors over the course of illness; (b) family needs such as education, support, respite, referral, and safety; (c) case management services for patients and families; (d) long-term care services from adult care to hospice; and (e) new developments in AD. CONCLUSION: Rural nurses experiencing professional isolation and lack of resources can access up-to-date information via continuing education programs transmitted by telecommunication strategies.

Aged↗

Developing benchmarks for prior learning assessment. Part 2: Practitioners.

Part 1 of this article examined a study into the use of benchmarking for prior learning assessment (PLA). This article outlines the benchmarks and practitioner guidelines that emerged from the study. The guidance is based on the benchmarks for practice and is intended to encourage PLA practitioners and adult learners to purposefully apply proven assessment theory to a variety of personal and professional goals and needs, by developing a portfolio. The basic principles and processes necessary for effective, systematic assessment of prior learning are identified and discussed.

Benchmarking↗

Developing critical reflection for professional practice through problem-based learning.

AIMS: To explore the influence of current learning traditions in nursing on the development of reflection and critical reflection as professional practice skills and to offer suggestions for nursing education that will specifically facilitate the development of critical reflection. ORGANIZATIONAL CONSTRUCTS: Mezirow's transformative learning theory, Barrows conceptualization of problem-based learning (PBL). METHODS: Integrative literature review of published literature related to nursing, health science education and professional education from 1983-2000. FINDINGS: Professional education scholars concur that specialized knowledge is clearly essential for professional practice, however, they also suggest that self-consciousness (reflection) and continual self-critique (critical reflection) are crucial to continued competence. While strategies to facilitate reflection have been outlined in the literature, specific strategies to facilitate the development of critical reflection and implications for nursing education are much less clear. Advocates of reflective and critically reflective practice suggest that the development of these abilities should be inextricably linked to professional development and can be developed through active repeated guided practice. In health care, PBL based on constructivism, has been identified as one way to facilitate the development of these skills. CONCLUSIONS: Nursing learners exposed to PBL develop the ability to be reflective and critically reflective in their learning and acquire the knowledge and skill within the discipline of nursing by encountering key professional practice situations as the stimulus and focus of their classroom learning. The learners' ability to be both reflective and critically reflective in their learning is developed by critical questioning of the faculty tutor during situational analysis, learning need determination, application of knowledge, critique of resources and personal problem-solving processes, and summarization of what was learned.

Education, Nursing↗

Education in science information management. The foundation for quality assurance in the 1990's.

This article explores the need for health care quality assurance professionals to keep up with scientific information related to both quality management and clinical medicine. Using data from a recent survey of this nation's primary practitioners and their national opinion leaders, the three basic functions of science information management are reviewed and related to QA tasks. The article suggests that education and training for QA professionals in "science information management" might substantially enhance their impact in terms of improved outcomes of health care. Finally, several basic educational goals are listed for those who wish to develop proficiency in this developing field of information management.

Data Collection↗

The French language virtual medical university.

The work program of the French Language Virtual Medical University started about 2 years ago, and entered into a real active phase of development and implementation in 2002. Various national programs and organizational initiatives should accelerate and facilitate further appropriation of modem pedagogical approaches by knowledge providers and all users of the FSVMU, so as to advance on the way of virtual education. The French Language Virtual Medical University under the auspices of both the National Conference of Deans of Medical Schools and the International Conference of Deans of French-Speaking Medical Schools has been developed to create a major Internet portal for French-speaking distance medical learning and teaching. This construct should be representative of all medical schools in France and French-speaking countries. Contents will also be translated into English, Spanish and Arabic. All medical disciplines with their various levels of teaching are to be included. Cross-related fields are also going to be present in order to offer full range programs. The latter are intended to provide both initial and continuing education for medical students as well as all other categories of health professionals and medical and scientific research workers. To develop the appropriate technology and make such a portal, on one hand correspond to the specific educational requirements and proper training for health professionals, and on the other hand provide a general access to e-learning in all schools of medicine; in keeping with such goals, the following approaches should be stressed upon. To build a virtual space where individual patients, their families, patient associations as well as the general public, can obtain medical information of good quality for the purposes of both education and prevention. Providing such categories with reliable and validated sources of information, and offering an ethical basis for the increasing practice of e-medicine, represent in today's and tomorrow's world one of the great modern challenges for the medical community. Beyond the sole medical domain, the model offered by the FSVMU should be useful for the French-speaking Universities in all the fields of knowledge and training which are candidate to benefit from new educational means and methods.

Computer Simulation↗

Using videoteleconferencing for continuing education and staff development programs.

In times of tight budgets for continuing nursing education and staff development, using live, interactive videoteleconferencing is one approach to maintaining the quality and viability of continuing education programs. Participation in professionally produced closed circuit, satellite, or cable broadcast continuing education programs can be the first step in that effort. Careful planning for and promotion of the use of such broadcasts may not only enhance a hospital's education programs and facilitate learning, but may also prove financially beneficial.

Education, Nursing, Continuing↗