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Outlines the workings of action learning sets, team-building and cultural change, and explores the use of action learning methodology in the development of health-care managers. Outlines the spin-off benefits of the implementation of action learning at Ashworth Hospital, such as self-discipline, commitment, improved morale, empowerment, etc. Concludes that it could be a powerful tool for future health-care management.
Looks at management development at Ashworth Hospital as part of a continuing programme of professional development. This programme is innovative and revolutionary. It puts control of learning in the hands of the participants who are responsible for driving the programme and share the responsibility for supporting and motivating colleagues.
AIMS AND OBJECTIVES: The aim of this study is to explore the introduction of portfolios into the first year of an MSc in Nursing Programme. BACKGROUND: This paper outlines a framework for portfolio development in postgraduate nursing practice. The framework is being piloted, within the Irish context, with students in the first year of a Masters in Nursing programme and has the potential to be developed for other nursing programmes at postgraduate level. DESIGN AND METHOD: An action research approach has been chosen to study the implementation of the portfolio and the development of a framework to guide this initiative. To date the development of the framework is being piloted as part of the 'taking action' phase of a first action research cycle. RESULTS: In its current stage of development the framework is constructed to embrace the core concepts of specialist nursing practice and the nursing management competencies, from current Irish health care documents. In addition the portfolio is anchored around personal development planning and is supported by the use of action learning tutorials and academic and practice facilitators. The first evaluating phase will take place later this year and will involve the collection of data from students, facilitators and lecturers. CONCLUSION: The introduction of the portfolio at postgraduate level has highlighted, to date, issues of confidentiality in committing experiences to paper, issues around its assessment, and issues around sharing this document with other students. RELEVANCE TO CLINICAL PRACTICE: Portfolio development at postgraduate level emphasizes linking theory and practice and stresses the importance of reflection on practice. The portfolio can also be used by nurses to develop their clinical career pathways and encourage personal development planning.
This paper describes an implementation project to incorporate an evidence-based, structured model of relapse prevention into routine clinical practice at the Community Mental Health Team in Reading, Berkshire. This project has currently reached the end of the pilot stage, which this paper reports in details. It is proposed that clinicians will adopt Smith's Self-Management Training Manual for individuals with psychosis as a clinical tool for working with patients who have schizophrenic-form disorders or bipolar affective disorders with psychosis. Effects of the proposed change are considered from the viewpoint of the clients and families/carers, the clinicians and the service. The process of transition and its impact on members of the multidisciplinary team is examined. It includes an audit of Care Programme Approach (CPA) forms and a staff survey, which give background information on the needs for improvement and staff development initiatives. A pilot study incorporating the structured relapse prevention work into the local community mental health team is also underway. The method of evaluation and dissemination to the wider team and service settings across the organizational boundaries is reviewed with implications for practice drawn. This paper aims to describe the background and development of this ongoing development project whilst focusing on the current pilot stage. Ongoing work will be carried out in addressing and reporting the outcomes of the full project in future papers.
In response to the increased need to train well-rounded general practitioners within a limited time schedule, the teaching staff developed a self-instructional videotape programme devoted to suicide assessment. This tape, if successful, was to serve as a pilot for a full series of 18 tapes devoted to the assessment and treatment of normally stable patients suffering acute situational stress. In order to avoid the passivity induced by most educational tapes and films, a self-instructional format was adapted to the videotape medium and extensively tested. Students in the experimental group scored significantly higher on three of four measures of effectiveness than did the control group. Students and teachers both strongly supported the production of tapes using a similar format.
The Primary Medical Care Group at the University of Southampton contributes to the medical curriculum in the first, third and final years. A visiting lecturer from Sweden took the opportunity to interview a sample of 20 final-year students using a qualitative approach. Questioning centered on the impact of the primary care course both in relationship to medicine as a whole and to general practice. It was found that primary medical care was often not seen as a central or integral part of the curriculum but many students acknowledged its important contribution to seeing the patient as a whole and in integrating the various other parts of the curriculum, with significant opportunity for role modelling and informing career choice. A hidden curriculum emerged of attitudes which provided a conflict for some students. Improvements should include clearer dovetailing of primary medical care with other curricular components, limitation of aims with more specific and rigorous assessment and a wide strategy of staff development not confined to those directly involved in general practice attachments.
Excellence in teaching through recruitment of good teachers, rewarding good teaching and the creation of staff development programmes are priorities in the mission statement of most universities. Often, reality belies intention. At many universities serious attempts to ensure maximum teacher effectiveness, overt recognition of teaching excellence, and specific development funding are lacking. This study examines the extrinsic (i.e. financial) reward systems which operate at the eight medical schools attached to South African universities and reports on the current situation. Replies indicated that a reward system of some type operates within the university at seven South African universities which have faculties of medicine and embraces all faculties. One university rewards medical school teachers specifically but, at another, no reward system exists at all. The monetary value of rewards varies greatly. Significant criticism of all systems was the inability to meet their design aims. There was criticism of the criteria, such as they are and where they exist, used to identify teaching excellence and to reward recipients. All replies indicated support for an impartial and equitable system of reward for effectiveness and excellence in teaching.
BACKGROUND: Interactive forms of continuing medical education (CME) are more likely to improve clinical practice than traditional, passive approaches. This study investigated CME participation and preferences among surgeons. METHOD: Questionnaire survey of surgeons in New South Wales, Australia. RESULTS: On average, respondents (n = 418, 77% response rate) committed 364 hours (interquartile range 228-512 hours) to CME per year. Surgeons working at tertiary referral teaching hospitals were twice as likely as those working in other types of hospital to report spending more than 12 hours per month on CME (OR 2.1, 95% CI: 1.4-3.1). Overall, reading accounted for 17% of CME time and attending conferences a further 12%. Clinical audit accounted for significantly less CME time (3.5%) (both P < 0.001). Conferences were considered the single most useful form of CME by 28% (95% CI: 24-33%). Over half (55%, 95% CI: 50-59%) ranked reading as 1 of the 3 most useful types of CME, whereas significantly fewer so ranked clinical audit (6%, 95% CI: 4-9%) (chi2 = 230.8, 1 d.f., P < 0.001). CONCLUSION: Australian surgeons commit a considerable amount of time to CME, but much of this time is spent in passive educational activities. Development of acceptable and effective CME programmes will benefit both surgeons and their patients.
CONTEXT: Prominent factors in problem-based learning (PBL) are the problems to be solved, tutorial group functioning and tutors' competencies. These factors mutually affect one another and largely determine whether a powerful learning environment will be created. It is a tutor's task to stimulate active, self-directed, contextual and collaborative learning and display interpersonal behaviour that is conducive to students' learning. We investigated the effects of tutors' competencies on students' learning and on other variables, such as group functioning and student achievement. OBJECTIVES: We investigated whether tutors who stimulate active, self-directed, contextual and collaborative learning make better use of problems and meaningful contexts in PBL and also enhance group functioning. We also investigated whether the quality of problems has a positive impact on group functioning and whether group functioning advanced student achievements. METHODS: Questionnaires were used to collect data from students at the end of 11 modules in Years 1 and 2 of a PBL undergraduate medical curriculum. We used structural equation modelling to test the fit of a theoretical model representing the factors of interest and their relationships. RESULTS: Stimulation of active and constructive learning, self-directed learning and collaborative learning by tutors enhanced the quality of the problems and group functioning. The quality of the problems promoted group functioning, which was found to have a positive effect on student achievement. CONCLUSIONS: Tutors' competencies had a positive effect on the learning of students. This suggests that it would be worthwhile including these competencies in staff development.
This study aimed to explore complexities in nursing documentation and related factors. Nursing documentation has been one of the most important functions of nurses since the time of Florence Nightingale because it serves multiple and diverse purposes. Current health-care systems require that documentation ensures continuity of care, furnishes legal evidence of the process of care and supports evaluation of quality of patient care. However, nursing documentation has not served such objectives because of its complexities. This study explores nursing documentation complexities and related factors through both qualitative and quantitative methodologies. The study used multiple methods of inquiry: in-depth interviewing; participant observation; nominal group processing; focus group meetings; time and motion study of nursing activities; and auditing of completeness of nursing documentation. Complexities in nursing documentation include three aspects: disruption, incompleteness and inappropriate charting. Related factors that influenced documentation comprised: limited nurses' competence, motivation and confidence; ineffective nursing procedures; and inadequate nursing audit, supervision and staff development. These findings suggest that complexities in nursing documentation require extensive resolution and implicitly dictate strategies for nurse managers and nurses to take part in solving these complicated obstacles.
Cost-containment strategies initiated in the early 1980s caused a major shift in site of care delivery for persons needing nursing care. Where once the majority of clients were cared for in the acute-care setting until they were self-sufficient, now most are discharged to the home environment still requiring acute-care nursing interventions as well as community health nursing skills. This rapid shift in practice sites has placed severe strain on community health nursing agencies. Not only are more nurses required to fill the increased demand for services, but the demand comes at a time when we are experiencing a severe nursing shortage. This has forced many agencies to hire acute care nurses who have little or no community health nursing experience. These nurses come to community health nursing expecting to use the same set of skills and knowledge base used in their acute-care practice; however, the skill levels and concepts required for community health nursing are quite different from the acute care setting. Educational preparation has not kept pace with this shift in practice. Consequently, many nurses are not adequately prepared to enter community health nursing. Preparation must include theoretical and experiential components that focus on assessment skills (of the community and individual), decision making, case management, health systems management, teaching, and leadership. Collaborative efforts between community health organizations and educational institutions would seem to be one solution that would ensure adequately prepared nurses for community health nursing. The establishment and maintenance of strong staff-development programs within community health nursing agencies are also required.
BACKGROUND: The skills of faculty working in health fields are inadequate to meet the needs of those adversely affected by alcohol. This project was designed to increase the teaching, clinical, and research activities of faculty from multiple disciplines at the university level. METHODS: The faculty development model included two 2-day skills-based courses held 6 months apart, precourse and postcourse evaluations, active mentoring, and development of a specific work plan for each participant. The educational model utilized skills-based courses previously developed for full-time clinical/teaching medical faculty with limited time and resources. RESULTS: A total of 153 participants at 6 locations completed the courses; 131 completed the 6-month follow-up interview. Sixty-four designed teaching, clinical, or research projects during the 6-month period between the first and second courses. Precourse versus postcourse clinical scores from standardized patient encounters showed highly significant improvements in screening, brief intervention, and motivational interviewing skills (p<0.001). At the 6-month follow-up interview, 61% of the participants reported teaching on alcohol, tobacco, or drug problems; 49% reported clinical activities in this area; 36% reported conducting research; 10% had submitted manuscripts for publication; 12% had submitted grant applications; and 32% percent had sought additional AODA training. Participants gave high scores to all components of the faculty development model; 81% would repeat the training and 98% would recommend the program to colleagues. CONCLUSIONS: This cost-effective faculty development program can serve as a model to increase educational programs on substance abuse at public universities, increase faculty research activities in the alcohol area, and increase clinical programs in university hospitals.
The objective of this project was to describe geriatric care provided under Medicare-risk contracts in HMOs with established Medicare programs. These findings provided the basis for an invitational workshop, sponsored by the National Institute on Aging and the Robert Wood Johnson Foundation, to formulate a research agenda for geriatric care in HMOs. The case study method involved site visits to seven HMOs by a physician with expertise in geriatrics, a managed care specialist, and a program development specialist. Representatives from the HMOs included senior executive officials, physicians recognized for providing and promoting geriatric care, research and program development staff, and various clinical staff including pharmacists, geriatric nurse practitioners, nurses, and social workers. The most frequently encountered geriatric care programs were categorized by the following six objectives: (1) identifying high risk patients, (2) assessing multi-problem patients, (3) treating multi-problem patients, (4) rehabilitating patients following acute events, (5) reducing medication problems, and (6) providing long-term care and home health care. Unique programs identified from these site visits included screening methods for new enrollees, approaches to comprehensive geriatric assessment, use of skilled nursing facilities for intensive rehabilitation and postacute care, and drug profiling and review. Utilization of geriatric nurse specialists and programs aimed at coordination with social services were pervasive in many of these HMOs. Workshop participants proposed several research and demonstration projects in all six areas. Overall consensus emerged that HMOs with Medicare-risk contracts provide a valuable setting for experimentation in geriatric care. Given the current health policy emphasis on managed care and capitated payment methodologies, geriatric care research in HMOs should be a high priority.
A convenience sample of 110 registered nurses in four western states completed a demographic questionnaire and a 20-item medication calculation test to investigate errors in medication calculation that contribute to medication error rates. Intravenous questions were most difficult, then oral, then intramuscular/subcutaneous items. Nurses erred more when more than one calculation was required and when milligram to grain conversion was needed. Nurses who rated their skill and comfort with medication calculation above average scored higher. Yet 81 percent of the nurses were unable to correctly calculate medications 90 percent of the time and 43.6 percent of the test scores were below 70 percent accuracy. Strategies are suggested which may be used in staff development in identify registered nurse medication calculation abilities and to enhance these skills in practicing nurses.
PURPOSE: To describe the nursing interventions used most frequently during an acute hospital stay for three patient groups. METHODS: Analysis of nursing interventions documented by use of the Nursing Interventions Classification (NIC) contained in an electronic clinical database obtained from 33 general inpatient units in one large health care facility from July 1, 1998, to June 30, 2002. The numbers of hospitalizations for each sample in the analyses were: 1,435 in the heart failure group, 567 in the hip fracture procedures group, and 11,756 in the fall prevention group. FINDINGS: The mean number of interventions done at least once during a single hospitalization ranged from 18 to 22 for the three samples. For the total number of patient hospitalizations for each group, the number of interventions ranged from 94 for the hip fracture procedures sample to 182 for the fall prevention sample. Seven interventions were done twice or more a day in at least 20% of the sample in all three groups. Patterns of interventions during the first 6 days of care differed by intervention and sample, indicating that nursing care was individualized. CONCLUSIONS: The results indicate the types of information that can result from analysis of actual clinical nursing data documented with standardized language (Nursing Interventions Classification) in a nursing information system. The knowledge of nursing interventions used in clinical practice has major implications for staff development and nursing education. The information is also useful in making staffing decisions for different types of patient populations.
Home care will continue to be a rapidly expanding area of health care. This growth will be evident in the perinatal nursing specialty. There are multiple models for delivery of perinatal home services. In each case, consideration needs to be given to licensing and other standards; to operational areas such as staffing, supplies, equipment, and reimbursement; and to quality issues, such as staff development, internal and external customer service, and a continuous quality improvement program. Successful marketing of the services requires recognition that the product is nursing care.
Reports have begun to proliferate throughout the world which describe various models of pediatric hospice care. While encouraging, these reports identify universal obstacles that continue to compromise effective care. Challenges persist in areas of pain management, medical ethics, program administration, cost analysis, staff development and bereavement follow-up. Cooperative efforts are encouraged to address these issues.
It is difficult for school nurses to meet the many and varied demands of students, school personnel, and parents. This is especially true since the expectations of each may differ in different circumstances. However, if the school nurse has a clear perception of her own role and its inherent limits, if she takes every opportunity for staff development through inservice education or graduate work in counseling and human development, then she is in a unique and invaluable position to assume a role of major importance in the pupil personnel team within the school.