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At least 1,171 records · Page 65Linked to original sources
PubMed2006

Students' perception of the psycho-social clinical learning environment: an evaluation of placement models.

Nursing is a practice based discipline. A supportive environment has been identified as important for the transfer of learning in the clinical context. The aim of the paper was to assess undergraduate nurses' perceptions of the psychosocial characteristics of clinical learning environments within three different clinical placement models. Three hundred and eight-nine undergraduate nursing students rated their perceptions of the psycho-social learning environment using a Clinical Learning Environment Inventory. There were 16 respondents in the Preceptor model category, 269 respondents in the Facilitation model category and 114 respondents in the clinical education unit model across 25 different clinical areas in one tertiary facility. The most positive social climate was associated with the preceptor model. On all subscales the median score was rated higher than the two other models. When clinical education units were compared with the standard facilitation model the median score was rated higher in all of the subscales in the Clinical Learning Environment Inventory. These results suggest that while preceptoring is an effective clinical placement strategy that provides psycho-social support for students, clinical education units that are more sustainable through their placement of greater numbers of students, can provide greater psycho-social support for students than traditional models.

Attitude of Health Personnel↗
PubMed1992

Patient education programmes in obstructive airway disease. The Ingelheim Model for promoting health through patient education.

Chronic obstructive airway diseases (COAD) can be regarded as one of the major health problems needing environmental actions and screening programs for early detection and intensive patient education programs to cope with the needs of tertiary prevention. On the basis of our epidemiological study focused on COAD carried out in FRG (sample size August 1988: 63,000 participants) a patient education program has been developed and evaluated. In cooperation with general practitioners and pneumologists the program has been installed at practice and community level. The need for a patient education program has been assessed during the three years of the PNEUMOBIL-Project. It is not just a matter of cutting costs, but to a large extent a matter of the wellbeing of the patients and of reducing side effects to a minimum. The objective of the project can be split into three dimensions: (1) The cognitive aspect. Here significant lack of knowledge has to be overcome. At this point it has to be stated clearly that at the present time the medical community is not able to solve this problem on their own. (2) The psychomotoric aspect. Here the competent use of medication has to be trained. (3) The emotional aspect. The patient has to be motivated and integrated into the therapeutic process in a way that his compliance contributes significantly. The didactical concept consists of modules that can be used in varying sequences according to the needs of the target audience.(ABSTRACT TRUNCATED AT 250 WORDS)

Airway Obstruction↗
PubMed2000

Development of clinical assessment criteria for postgraduate nursing students.

This paper explores the development and implementation of specific criteria to determine the level of clinical performance of postgraduate nursing students during the first year of a Master of Nursing course. The authors describe two commonly used clinical skill assessment tools and identify limitations of these tools for postgraduate nursing students. As a result of these limitations, Clinical Assessment Criteria (CAC) utilising the framework of Benner (1984) was developed. Inherent within the CAC is four levels of clinical nursing performance, which enable the nurse teacher and student to monitor the progression from novice to proficient levels of practice within a specialty area. Following a successful pilot study, the CAC was incorporated into clinical assessments in nine specialty postgraduate courses. Furthermore, the framework developed for the CAC can also be integrated into a variety of professional development domains.

Clinical Competence↗
PubMed1983

A new model for employer-provided health education programs.

The most frequently recommended model for employer-provided health education programs includes (1) assessment of needs; (2) survey of interest; (3) development and implementation of a program based on the results of the needs assessment and the interest survey; and (4) evaluation of the results. This model requires a greater investment of time and resources than most organizations are willing to commit. As a result, many employers defer implementation until cost-effectiveness has been proved. For this reason, evaluation of the current model for health education programs and consideration of new approaches that appear to be more cost-effective are necessary.

Cost-Benefit Analysis↗
PubMed1993

Boundary work in the nursing curriculum: the case of sociology.

A discussion of the boundaries between nursing and sociology is contained in this paper. The creation of nursing as an academic subject is discussed and compared with the creation of academic geography. The creation of academic subject involves 'boundary work' in which power and legitimacy are conferred on some forms of knowledge and not others. Boundary work enables a discipline to stake out a claim to its legitimate territory and the resources that go with it. In a practice discipline such as nursing, the boundaries between nursing and supporting subjects, such as sociology and physiology, create problems of transfer of learning. This has implications for curriculum design. Bernstein's work on educational transmissions offers useful insights. He suggests a distinction between educational knowledge codes. 'Collection' codes involve strong boundaries between subjects, 'integrated' codes imply weak boundaries. The implications of the move to an integrated code in nursing are discussed. The existence of an integrated code implies a 'strong ideological consensus' within a discipline. In nursing this entails a belief in the 'individualized care' of the patients. This is incompatible with the sociological understanding of nursing.

Curriculum↗
PubMed1999

Education in periodontology. A need for a new teaching model.

The objectives of the present work were to elucidate faculty perceptions and effects on traditional teaching and the supplement of a problem-based learning model in periodontal education. Students and faculty members at one university were asked to respond to a battery of relevant questions in periodontology that had been previously discussed at two European academic workshops. Differences in responses were noticed both between faculty, students, and their responses as compared to responses given by participants at the European workshops. On several topics, faculty within the selected university held significantly different opinions. Thus lecture content and concepts may vary dependent on who gives the lecture and may not be consistent with the common interpretation of the scientific evidence. Responses given by those participating in the workshops indicated consensus. The study results suggest that students were able to extract appropriate conclusions from the scientific literature in the they were able to concede with an expert panel on specific issues studied. Students were however unable to convince other students, who had not participated in the specific activity, that their conclusions were consistent with the scientific evidence and different than what had been taught in class. In many cases, these conclusions differed from their previous perceptions obtained during traditional lectures. In conclusion, the present study suggests that problem-based learning activities should be introduced early in the curriculum to avoid bias in understanding which may occur when students have been previously exposed to information presented in standard lectures. The use of interactive teaching via internet is discussed.

Education, Dental, Graduate↗
PubMed2003

Place matters in physician practice and learning.

Since the early 1960s, most discussions about the improvement of continuing medical education (CME) have begun by seeking a better understanding of how physicians learn. The goal of this movement has been to put physician learners and their learning needs, not new research findings, at the center of the educational process. This has led CME away from the update model of education and into many innovative and exciting educational developments. However, as the conditions of medical practice have been changing in the past 20 years, the possibilities and conceptions of CME have also changed. Many in medicine and CME now recognize that the real world of physician decision making takes place in a highly charged political-economic context, where the interaction between the patient and physician is perhaps the least complex element. From this fundamental starting point, an emerging discourse has begun in CME that addresses physicians' changing work environments, the accountability schemes and financial incentives built into medical practice, and the importance of physicians' community of peers in making practice changes. We need to build on these observations to change the focus from "how physicians learn" to "where physicians learn." From this new perspective, physician practice and learning are seen as fundamentally social acts, and our attention is drawn to all of the ways in which "place matters." Attention to where physicians practice and learn can be used to improve CME.

Education, Medical, Continuing↗
PubMed2005

A look at the educational preparation of the health-diagnosing and treating professions: do dietitians measure up?

Basic educational requirements for dietitians were developed almost 80 years ago and remain largely unchanged. In the interim, other health professions have increased their academic standards. A review of the educational preparation of 16 health-diagnosing and treating professions was undertaken to better understand the standards for dietetics education within a larger context. Educational standards for each profession were obtained and reviewed for types of degrees; duration of post-secondary, college-level education; division of didactic and clinical education; and presence of accredited post-professional education. Findings reveal that at least 11 of the professions studied offer first professional degrees. Differences were noted in duration and sequencing of undergraduate education, didactic or classroom education, and especially supervised practice. Models to facilitate comparison between educational standards were developed. The current educational model in dietetics is designed to prepare entry-level practitioners and academics who comprise less than 20% of the profession. This review supports the need to investigate educational opportunities for beyond-entry-level dietitians, and to develop educational programs that amplify the existing models for educating dietitians.

Accreditation↗
PubMed1998

Developing patient and family education services. Innovations for the changing healthcare environment.

As the healthcare environment changes, systems that have served hospitals well for many years no longer meet the current needs of patients, families, and communities. This is particularly true with regard to health education. The authors describe an innovative learning center that offers comprehensive health education services and programs designed to empower consumers with the information and skills needed to maintain health or recover from illness or injury.

Boston↗
PubMed2004

Reflective learning with drama in nursing education--a Swedish attempt to overcome the theory praxis gap.

It is obvious that the gap between theory and praxis in nursing education affects the students' ability to develop understanding and professional knowledge that stems both from theory and practice. Appropriate didactic methods are thus needed in nursing education. In a project we developed and practised a didactic model with the intention of encouraging a reflective attitude within the student, considering caring science in theory as well as in praxis. The didactic model, based on educational drama, was implemented during three terms of the nursing education programme. In this paper we present the educational model and its theoretical foundation. We also present the preliminary outcomes of the project.

Drama↗
PubMed2005

Explaining educational-related inequalities in health: Mediation and moderator models.

This paper studies how education and certain lifestyle factors affect people's self-reported health. In addition to the assessment of the effects of education and lifestyle, the study contrasts two models of explaining educational-related health inequalities: the mediation model and the moderator model. The mediation model posits that well-educated people's better health, as compared to the poorly educated, is caused by their more 'healthy' lifestyles. The moderator model suggests, by contrast, that the effects of the lifestyle variables on health are dependent upon educational level. Several analyses are carried out on two large data sets comprising of middle-aged men and women in two Norwegian counties, Rogaland and Nordland. Two main findings are presented: (1) Both education and lifestyle factors have the expected effects on health. (2) The results do not permit a clear-cut conclusion as to which of the two models of educational-related health inequalities should be preferred: whereas the results support the mediation model in the data from Rogaland, the moderator model is partially supported in the Nordland data.

Adult↗
PubMed1990

Rurally based education: confronting social forces underlying ill health.

Skills needed by physicians to address and prevent our communities' leading causes of premature death--injuries, cancer, cardiovascular disease, homicide, and suicide--are not in the typical roster of medical school learning experiences. And traditional, urban, hospital-based venues of medical education scarcely model for students appealing careers in the community. These twin problems are especially severe in rural America. Yet rural training sites are ideal locations for students to confront the array of social, political, and economic forces underlying ill health in our society. If learning in medical schools is to be suitable for rural practice, students must receive early and sustained exposure to rural communities and to rural physician role models. To facilitate this educational redirection, medical schools must (1) sensitize their existing faculty and residents to community health needs via in-service training on community health topics, (2) encourage faculty and residents to provide service and education outreach to rural communities, and (3) promote rural health research. Finally, to prevent the marginalization of rural health concerns within the academic agenda, efforts should be made to develop university-community partnerships in which model rural training practices and a "field" teaching faculty are established and nourished by the medical center.

Curriculum↗
PubMed2003

An evaluation-based model for palliative care education: making a difference to practice.

It has been recognized that education may be one way of improving the provision of palliative care to patients and their families. This article is the culmination of a multi-phase evaluation project that aimed to investigate the effectiveness of palliative care education provided by a hospice education network in the north west of England. Results from a study of 46 students over a three year period indicate that in order for education to be deemed effective, there are certain fundamental requirements. These include responding to the changing and individual needs of participants, competent teaching in theory and practice, and enabling students to make a difference to practice. This paper describes a model for providing palliative care education, which encompasses these fundamental requirements. It also meets the needs of stakeholder and provides evidence of improvements in clinical practice. In particular, it focuses on the challenges of implementing this model in the current climate of clinical effectiveness, evidence-based practice and value for money.

Attitude of Health Personnel↗
PubMedDate not supplied

Learning to nurse: reflections on bathing a patient.

The reflective process allows nurses to view their practice by bringing their theoretical knowledge and nursing practice closer together. In this article, a nursing student describes different methods of reflection and applies them to her experience of bathing a patient. Issues of bathing, preparation and the conflicts with time management are explored, demonstrating the benefits of reflection as a tool for learning.

Adaptation, Psychological↗