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PubMed1996

Can educational accreditation drive interdisciplinary learning in the health professions?

BACKGROUND: Accreditation in higher education serves as a means of assuring the public of academic program quality and of promoting continuing review and self-improvement by educational units. Educational program accreditation is a means of seeking continuous improvement in the academic activities of programs and institutions. Discussions of interdisciplinary education raise questions about the responsiveness of accreditation to such approaches. ACCREDITATION AS A STIMULUS FOR CONTINUOUS IMPROVEMENT: Some health professions accrediting agencies have followed the lead of industry and have adapted their approach and philosophy of evaluation to a continuous improvement philosophy, while others continue to perpetuate an "inspection" mentality. The perpetuation of such an approach limits the value of the accreditation process. Accrediting agencies need to focus attention instead on stimulating professional preparation to develop in students the knowledge, skills, and competencies needed for health professions practice. Since such practice frequently occurs in team or interdisciplinary settings, the accreditation evaluation can support practice by incorporating an interdisciplinary perspective. THE CHALLENGES OF INTERDISCIPLINARY EDUCATION FOR ACCREDITATION: As models of interdisciplinary education are developed in the health professions, accreditation will be challenged to evolve in its effectiveness to evaluate interdisciplinary learning experiences. The accrediting community will need to recognize the barriers posed by interdisciplinary learning, as well as the special skills and situations needed to offer effective interdisciplinary experiences. Without this perspective the usefulness of accreditation will be diminished. A CHARGE FOR THE FUTURE: Standards and procedures for accreditation will need to be revised to address the unique characteristics of interdisciplinary education. A set of mock accreditation standards to guide the evaluation of interdisciplinary health professions education learning experiences is proposed. Finally, questions are posed about the role of accreditation in the context of interdisciplinary health professions education.

Accreditation↗
PubMed2002

Empowering practitioners: an unrealistic expectation of nurse education?

BACKGROUND: Empowerment has become an increasingly popular theme in nurse education. This is evident from the growing number of courses that claim to enable nurses to become empowered. However, this is taking place in an environment with little critical debate about the assumptions and implications for educators and students. Consequently there is a risk of creating hegemony and regimes of truth. AIM: This paper sets out to review critically existing discourses on empowerment and to suggest a more reflexive and realistic view. THEMES: The origins of empowerment are established, together with its relationship to professional education. There is a review of the nature of power and autonomy, followed by an examination of the effects of expectations of empowering practice on educators and students. The lack of reflexivity in notions of empowerment is discussed. Consideration is given to the possibility of rehabilitating empowerment by offering an alternative conception that is realistic and reflexive. CONCLUSIONS: Conclusions are drawn to suggest that although much of the writing on empowerment in education is insufficiently self-critical and consequently is open to censure, ideas of empowerment should not be rejected completely: they may serve to stimulate educators (and their students as future practitioners) to connect with and challenge society.

Attitude of Health Personnel↗
PubMedDate not supplied

The integration of research by nurse educators: advancing practice through professional development programs.

BACKGROUND: This article describes how nurse educators at The Hospital for Sick Children, Toronto, have used Benner's findings as a framework to direct the advancement of professional development programs, specifically preceptorship, orientation, and central education programs. METHOD: Narrative methodology was introduced as a key educational strategy to capture the complexity of pediatric clinical practice and enhance learning experiences. RESULTS: The shift in content and structure of the education programs from a structured behavioral teaching-learning framework to the use of narrative methodology has enhanced learning, professional development and clinical practice. CONCLUSION: Participant evaluations of these programs suggest a high level of satisfaction with the use of narrative methodology. Evaluative measures focusing on the relationship between narrative methodology, professional development, and client outcomes is needed. This evaluative approach that measures outcomes is imperative to future directions in program planning.

Career Mobility↗
PubMed2003

Clinical nursing competence of RN-to-BSN students in a nursing concept-based curriculum in Taiwan.

This 3-year longitudinal study used a questionnaire to evaluate the clinical nursing competence of RN-to-BSN students in a nursing concept-based curriculum in Taiwan. The research sample consisted of 52 full-time and 69 part-time RN-to-BSN students. A four-dimensional Clinical Nursing Competence Questionnaire was developed to measure student caring, communication/coordination, management/teaching, and professional self-growth competence. Results indicated full-time students' scores on self-evaluations of overall clinical nursing competence significantly increased with each successive evaluation (p < .05). The scores of part-time students fell significantly with successive evaluations, with the exception of professional self-growth competence (p < .01). Instructor evaluations generally showed no significant difference between the two groups. Student self-evaluations were significantly higher than instructor evaluations (p < .05). The results of this study may serve as a reference for nurse educators developing curricula for RN-to-BSN education.

Adult↗
PubMed2005

Social justice as a framework for professional nursing.

A persistent connection exists between health disparity and societal inequality. Since more research is designed to document, rather than alter, those trends, nurses are called on to reinvest in a social justice agenda. An educational focus on social justice is necessary to prepare future nurses to address health concerns related to how societies are structured. This article reports on how social justice was used as a framework to teach concepts related to professional nursing. The course structure is described, a focus on how the course content was taught is outlined, and conclusions are drawn. Linking content on social justice to professional nursing is important because research indicates that, if societal relationships are more equal, population health indicators between diverse groups become more stable nationally and globally.

Attitude of Health Personnel↗
PubMed2003

Mentor relationship as a tool of professional development of student nurses in clinical practice.

This is a condensed version of a research project relating to the design and the development of a research instrument concerning 'Mentor Relationship as a Tool of Professional Development of Student Nurses in Clinical Practice'. This short research paper is taken from and reproduces the research work undertaken by Saarikoski (2002). The main themes refer to: (1) Evaluation scale to assess the quality of clinical learning environment and (2) Supervision of student nurses during their clinical placements. Parts one and two are taken from the main research study and include the following (i) developing and testing an evaluation tool (ii) describing how nursing students experience their clinical learning environment and (iii) the supervision given by qualified staff nurses working in a hospital setting. This abridged report discusses the methodology approaches undertaken by the author and includes: (a) comparative phased twin centred study (b) a pilot scheme and (c) a primary research instrument that was developed into an extensively validated assessment-measuring tool. This report strongly suggests that there is clear evidence in this research report that the supervisory relationship is the most important single element of pedagogical activities of staff nurses. The total satisfaction of students correlated most clearly with the method of supervision and that those satisfied students had a successful mentor relationship and frequently enough access to private supervision sessions with mentor. In the sample of this empirical study (n = 279 student nurses in Finland) individualized supervision system was most common on psychiatric wards. All nurse educators and clinical practitioners working across Europe and around the World in clinical learning environments will find this paper very useful in helping them to improve and quantify the supervisory process. This study starts bridging the gap between using and integrating both at a National and European level qualitative assessment systems that relate to the learning and supervisory process. The study encourages the need for professionals to test these new instruments in other nursing cultures and reflects upon the need for further research work in this area.

Attitude of Health Personnel↗
PubMedDate not supplied

Critical thinking in nursing education and practice as defined in the literature.

Critical thinking is frequently discussed in nursing education and nursing practice literature. This article presents an analysis of the concept of critical thinking as it applies to nursing, differentiating its use in education and practice literature. Three computerized databases (CINAHL, MEDLINE, and EBSCO) were searched for the years 1981 to 2002, using the keywords critical thinking. References were stratified into two 11-year periods (1981-1991, 1992-2002) to identify changes in the concept over time and integration of the concept differentially into nursing education and nursing practice. A random sample of literature from each stratum was coded for definitions, attributes, surrogate terms, referents, antecedents, and consequences of critical thinking. Critical thinking as a nursing concept has matured since its first appearance in the literature. It is well defined and has clear characteristics. However, antecedents and consequences are not well defined, and many consequences are identical to attributes and surrogate terms. Additional work is needed to clarify the boundaries of the concept of critical thinking in nursing.

Accreditation↗
PubMedDate not supplied

Public education: promoting the midwifery model of care in partnership with the Maternity Center Association.

Most people who are ignorant or misinformed about midwifery are also misinformed about birth, the needs of pregnant women, and problems related to the care provided to most pregnant women in this country. An understanding of these issues is the conceptual substrate that makes it possible to understand and value midwifery. Although midwives need to educate people about midwives and midwifery, it is also necessary for them to educate people about the nature of childbirth, the needs of pregnant women in general, and appropriate (and inappropriate) maternity care. Midwives are experts in these subjects, but they have to go beyond talking about midwifery--beyond talking about themselves. To maximize their effectiveness, midwives should work in partnership with individuals and organizations that support the midwifery model of care--regardless of the professional background of the person who practices this model. Midwives can advance public education by collaborating with organizations, such as the Maternity Center Association (MCA), which supports family-centered maternity care, based on the midwifery model. MCA's current public education activities are described and two new MCA brochures are presented. Information that supports midwifery care may be particularly effective when it is presented by an organization with broader objectives.

Female↗
PubMedDate not supplied

Outreach to multiethnic, multicultural, and multilingual women for breast cancer and cervical cancer education and screening: a model using professional and volunteer staffing.

Reaching low-income women from diverse ethnic and cultural communities for the purpose of breast and cervical cancer education and screening is a challenge. This article describes an approach used by Center for Healthy Aging in Santa Monica, California, to implement three projects aimed at Hispanic and African American women to encourage early intervention behaviors. Hispanic and African American volunteers and professional staff work together to establish trusting relationships, join forces with community leaders and develop collaborative approaches to achieve the goal of screening about 1,000 underserved women annually and providing education for an additional 5,000 women. Incorporated in the article are lessons learned about working with this population, the communities in which they live and the use of volunteers for these and other projects.

Black People↗
PubMed1999

A new paradigm in patient education: a four-part model using videotape production.

In this article, the effectiveness of an instructional videotape for newly admitted hospitalized psychiatric patients is discussed and evaluated. It is suggested that by using 'actors' with whom the patient is familiar (hospital staff), the educational and therapeutic benefit of the video is enhanced. This paper provides a method for pre-production planning of an effective videotape based on a four-part model. In this model, the educational subject matter is divided into four categories; facts, procedures, support, and mastery. An attempt is made to match various styles of presentation by each member of the treatment team to the nature of the part being presented. The short attention span common to newly admitted depressed patients, for example, is remedied by the use of concise messages delivered by each treatment team member. Although videotapes are not a substitute for one-to-one professional interaction, they can provide some basic understanding of the therapeutic environment and allay some of the fears that often plague the newly admitted patient. This paper also demonstrates how the use of videotaped instruction allows the treatment team to administer organized information using unlicensed personnel or the patient himself, thus conserving the professional staff's time.

Evaluation Studies as Topic↗
PubMed1991

The Swedish study circle--possibilities for application to health education in the United States.

There has been a growing recognition over the past decade of the need to broaden the focus of health promotion by placing greater emphasis on the social context in which individual behavior change interventions occur. As a result, health educators are being required to look for innovative pedagogical methods to address this broader focus. A model of education that is used extensively in Sweden and that takes a broader approach to health matters is the study circle. Because of its simple, flexible structure and its capacity to address lifestyle as well as social and environmental factors, the study circle could serve as a model for health education efforts undertaken in the United States. The first part of this article presents an overview of the literature from the field of public health that calls for a broader concept of health promotion. The second part of the article looks at the principles and concepts of the study circle. The role of the study circle in health promotion is discussed and use of the method is illustrated in three different case examples. In addition, possibilities for application of the model to health education in the United States are also addressed.

Health Behavior↗
PubMed1994

Meeting the learning needs of post-myocardial infarction patients.

The current emphasis on programme evaluation and the gravitation towards total quality management models have challenged health care professionals to determine the effectiveness of available services in facilitating measurable changes in patient behaviour and in reducing acute care costs. This paper examines the current state of knowledge regarding the effectiveness of in-patient teaching programmes for clients sustaining acute myocardial infarction. A critical review of the literature examining this is presented and an alternative model for education programmes for this patient population is proposed. The new model incorporates adult learning theory, principles of self-directed learning and recognises the negative effect of stress on learning. This multidimensional approach may be more useful in facilitating long term changes in patient behaviour and, ultimately, in reducing acute care costs.

Adult↗
PubMedDate not supplied

Designing courses for the Internet. A conceptual approach.

One current higher education paradigm shift is the movement from traditional classroom settings and interactive television satellite transmission to course and program delivery via the World Wide Web (WWW). The authors describe the experiences of faculty in reconceptualizing and redesigning course and program delivery via the Internet. An electronic "template" has been collaboratively developed by multidisciplinary university partners to facilitate this work. The template incorporates an advanced nursing practice conceptual framework based on American Association of Colleges of Nursing (AACN) core educational essentials for advanced practice combined with a continuum of electronic course tools. Strategies, tools, and applications are discussed.

Computer-Assisted Instruction↗