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At least 1,225 records · Page 68Linked to original sources
PubMed1994

The new paradigm: concepts and application in community health nursing.

The central role of community health nursing in future health care delivery systems is undisputed. The abilities and characteristics of nurses who will practice in those systems depends to a large extent on their learning experiences in basic nursing programs. Educators are being asked to prepare skilled, compassionate scholar-clinicians to provide care for the complex needs of clients, despite already packed curricula. The curricular changes cannot be additive; learning must be designed to empower students to become nurses who are both skilled and compassionate. Certain faculty attitudes and behaviors are essential to this new educational paradigm and student activities and assignments must foster confident effective practice.

Community Health Nursing↗
PubMed2006

Curriculum structure and the European Credit Transfer System for European dental schools: part I.

This paper presents a proposed curriculum structure and system of European Credit Transfer (ECTS) for undergraduate dental schools throughout Europe. It is the result of the work of a Taskforce ('Taskforce II'), appointed by DentEd, a thematic network of European dental schools and the Association for Dental Education in Europe (ADEE). There has been pan-European discussion of the document in draft stages (it was distributed to 200 dental schools) and following amendment, it was agreed formally at the National Assembly of ADEE in Athens, Greece, in September 2005. The main elements of the paper relate to: (i) a description of the framework proposed with relevance to the Bologna recommendations and common directive on recognition for professional qualifications as they apply to Dentistry; (ii) the structure of an undergraduate dental curriculum; (iii) student exchange and ECTS. In addition, the paper presents a series of requirements, guidelines and recommendations for action. ADEE expects that the 'requirements' proposed will be followed by dental schools in Europe, whilst the 'guidelines' and 'recommendations' also provided are open to local interpretation. The paper is also published on the ADEE website.

Advisory Committees↗
PubMedDate not supplied

[Teaching development and professional identity in nursing: the system of concepts as a mediator in learning].

The focus of this study is characterisation of the representations socially constituted about the concepts "Nursing" and "Nursing and context". The interpretative mental schemes were sequentially configured during the Graduation course starting from the written answers supplied by students to the following questions: "How do you judge Nursing?" and "What is the relation between the profession and social context? "We have used interpretation schemes based on the contain analysis. As a result, we have identified a peculiar development of schemes formed by means of structures that were involved with forming system and used system of human resources as reference which promote distinct perspectives of professional performance. The components nucleuses of each stage of conception expressed the logical structure which were incorporated to subsequent construction, that configures a evolution determined by selective adhesion of students to the graduation or to the practice field. There has been a movement alongside to those systems resulting from discrepancy between the experience and personal schemes.

Education, Nursing, Baccalaureate↗
PubMed2003

[Pedagogical approaches and educational practices in health sciences].

Educational practices are widely used in the health field, both in continuing education for health professionals and health education for the general population. These two fields intersect through the development of educational knowledge oriented by a set of target representations of man and society. Such representations are demonstrated by teaching/learning processes in the four main pedagogical trends in Brazil: traditional, renewed, conditioning-based, and liberating (or the Paulo Freire approach). Based on their respective principles, methods, and individual and social consequences, we contend that liberating pedagogy can produce better results than the others by allowing the student's active participation in the learning process, thus fostering continuous development of human skills in both the health services clientele and health workers.

Education, Continuing↗
PubMedDate not supplied

Continuing professional education: individual responsibility, collective consciousness.

Continuing professional education in the United Kingdom is discussed and the influences examined. Within a framework of national, nursing, and local perspectives, the issues and implications for the various individual agencies and personnel are identified. An overview is provided to include agendas for action.

Education, Nursing, Continuing↗
PubMedDate not supplied

Competence: an evolving concept.

Formal and informal definitions of competence are the basis for building a useful understanding of the concept. However, further dissection and analysis are necessary before the concept of competence can be rebuilt into a new and more meaningful whole useful in theory development and hypothesis generation around staff development and continuing education in nursing. Reflection, analysis, thought, perception, visualization, and contextualization of the concept of competence are the foci of this article.

Clinical Competence↗
PubMed2003

Institutional issues in the implementation of an international student exchange program.

This article discusses institutional issues related to the development and implementation of an undergraduate student exchange program in nursing. A consortium of four universities in the United States and six nursing schools in three European countries developed an exchange program to teach a common community health module. Thirty-one students from the United States and 30 students from Europe participated in this program, which was funded by the U.S. Department of Education and the European Union. The project commenced with a 3-week meeting of faculty and students to design the 8-week exchange program and cultural preparation module. This article describes institutional issues related to the project. Academic issues, nonacademic issues, and exchange procedures are presented. The extended meeting of faculty and students that occurred early in the funding period was critical to this program's success.

Curriculum↗
PubMed2005

The effect of curricula approaches to the development of the student's clinical reasoning ability.

A comparative analysis was undertaken using descriptive and cross sectional survey design, to explore the effect of Problem Based Learning and Traditional approach on the development of clinical reasoning abilities of nursing students. Using quota sampling, a sample of 87 subjects was used from two University Nursing Departments, each using these curricula approaches. Students from their first, second and fourth year were interviewed, using the Triple Jump Exercise as an instrument to collect data. Data analysis using the SAS computer software package was employed to obtain both descriptive and statistical summarizations. Though descriptive analysis of the scores of clinical reasoning showed a slight difference between the two curricular approaches, this was not confirmed statistically as the two factor ANOVA and Tukey's methods revealed no significant differences by approaches. The only significant difference was revealed between the students' levels of study with senior levels (4th years) outperforming their juniors. These findings therefore conclude that, students using Problem Based Learning and Traditional approach perform on a similar level in clinical reasoning.

Analysis of Variance↗
PubMedDate not supplied

A critical appraisal of preceptorship.

Preceptorship is a concept which has been wholeheartedly endorsed by the UKCC. On the evidence of a proliferating body of literature on the subject, it also has wider approbation. This article questions the foundation of the UKCC's concept of preceptorship and examines the implications for nurses of uncritical acceptance of five assumptions, perceived by the author to be inherent in the UKCC's definition.

Clinical Competence↗
PubMedDate not supplied

Saving lives. An innovative approach for teaching CPR.

In the 1960s, the concept of saving lives through the use of cardiopulmonary resuscitation (CPR) was a revolutionary idea. In the 1990s, CPR is a household word, and CPR classes are taught to both medical and nonmedical groups. The layperson is a critical link in the chain of survival for cardiac arrests (1). However, despite the number of CPR classes taught to the public, disturbing findings have been noted. Studies have revealed that bystanders trained in CPR often fail to recognize emergencies and typically delay the initiation of CPR when emergencies are present. A change in the approach to CPR instruction is needed. CPR instructors are encouraged to develop innovative teaching strategies that enhance learning and meet the goal of community CPR training.

Cardiopulmonary Resuscitation↗