The nursing staff organization: a needed development.
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Governing Board↗
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Results for “Staff Development”
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[Infection control in a teaching hospital without a tuberculosis ward].
Approximately 30 cases of tuberculosis are diagnosed in our hospital each year. Because three of our nurses contracted tuberculosis in 1998, we implemented the following control measures for tuberculosis : (1) immediate examination, diagnosis, and treatment in suspected cases; (2) screening of all health-care workers with a two-step tuberculin skin test (TST); (3) examination of all persons exposed to tuberculosis-infected persons; and (4) greater awareness of tuberculosis. We offered prophylactic medications to all exposed persons with a TST reaction greater than 20 mm. These control measures increased the numbers of outpatients who were examined and treated, and decreased the prevalence of tuberculosis among long-term inpatients. High-risk indices also decreased over a 2-year period. Forty-seven staff members showed TST reactions, and 5 of them received prophylactic medication. No cases of tuberculosis developed in staff members exposed to tuberculosis-infected persons. However, tuberculosis developed in one staff member who had a strong TST reaction at the start of employment. In this case, results of TSTs previously administered to all health-care workers was useful for estimating the prevalence of infection. We used a new method for diagnosing tuberculosis in 27 persons believed to be infected. Of these 27 persons, 5 (19%) showed reactions greater than pseudopositive reactions and were given prophylactic medication. Early diagnosis of infected persons, examination of persons exposed to tuberculosis, and greater disease awareness are important measures for monitoring tuberculosis and controlling its spread.
Adult↗
A pilot scheme for the development of evidence-based practice.
This article presents an evaluative account of a pilot scheme that aimed to introduce evidence-based practice in one NHS trust. The scheme was based on collaboration between staff in the quality assurance department and a nurse researcher based in a university. This collaboration enabled three designated staff to develop skills required for evidence-based practice and guide the production of information that could be disseminated to nurses throughout the trust. Evaluation demonstrated that participants had examined eight practice-based topics and devised protocols that could be applied to practice in a range of hospital and community settings throughout the trust. Evaluation also highlighted the importance of ensuring that members of other disciplines are aware of, and feel involved in, new developments even if they are not directly concerned with them.
Community Health Nursing↗
Substance abuse and AIDS: a faculty development program for primary care providers.
The authors implemented a three-day faculty development program on substance abuse and AIDS for primary care faculty. Objectives included: 1) increased knowledge concerning clinical issues; 2) skill development focusing on provider-patient interactions; and 3) the development of educational approaches for teaching about substance abuse and AIDS. Teaching formats included didactic (40%) and experimental (60%) sessions emphasizing role playing with patients affected by both substance abuse and HIV infection. Four courses have been given to 109 participants, who have rated the course highly in terms of its educational quality (4.4/5.0) and usefulness (4.2/5.0). At six-month follow-up, 75% of the participants reported enhanced teaching as a result of this faculty development program.
Acquired Immunodeficiency Syndrome↗
Education-practice partnerships: faculty practice as faculty development.
The importance of establishing service-education partnerships in nursing is well recognized. Many such associations will include provisions for faculty practice, ideally occurring within the context of a comprehensive program that advances clearly stated goals put forth by all participants. We describe the continuing clinical education component of faculty practice, and discuss its place within a hypothetical, broader program. Faculty practice is conceptualized as one aspect of ongoing faculty development.
Boston↗
Outcomes of a pilot faculty mentoring program.
OBJECTIVE: The purpose of this study was to determine whether a junior faculty mentoring program is beneficial to participants and to identify particular positive and negative aspects of such a program to enable others to institute similar programs. STUDY DESIGN: In 2001 a pilot program was instituted in our obstetrics and gynecology department for interested faculty members. There were 3 focus groups and a written survey that assessed the project. A combination of qualitative and quantitative methods were used for data analysis; Fisher's exact test was used. RESULTS: Two recurring themes emerged from the focus group sessions: participants felt better supported by the department and appreciated a greater sense of camaraderie. Most mentees noted the program's success in the following areas of having a role model (83.3%), having increased visibility (82.3%), and having to whom someone to turn (93.8%). CONCLUSION: The faculty mentoring program had significant benefits for everyone who participated.
Academic Medical Centers↗
Preparing ED nurses to function as charge nurses with an 8-hour class and preceptor support: a successful UCSD program.
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Academic Medical Centers↗
Faculty development and curricular change: a process and outcomes model for substance abuse education.
Health care reform carries with it an imperative to change nursing education to address emphases on primary care, community-based practice, managed care, and cost-containment. comprehensive curricular revision must be accompanied by faculty development if those changes are to be supported. This article traces the process of faculty development and curriculum change and defines outcomes that resulted from a 5-year Faculty Development Project grant to increase nursing expertise in alcohol, tobacco, and other drug use and abuse issues. The model has broad applicability to faculty development and to curricular revision in general. Strategies outlined include independent learning experiences, consultations, workshops, seminars, and retreats. A comprehensive evaluation plan that measured the impact of the project on faculty, students, institution, and community is discussed.
Consultants↗
Learning throughout life: can a progress file help?
UNLABELLED: Modern dentistry demands continuous professional development. This paper reports part of a project to develop a lifelong learning tool known as a progress file for members of the dental team. AIM: To elucidate the views of dentists (as employers/managers) and dental therapists (as employees) on the potential use at work of a progress file. To obtain feedback from these groups on a prototype progress file for dental therapists. METHOD: Consultations were conducted with an opportunistic sample of 15 dentists and 32 dental therapists. Twenty eight dental therapists trialled the prototype for 6 months and 15 dentists appraised it. Opinion was obtained through interview and questionnaire, yielding largely qualitative data, which was content-analysed. FINDINGS: Both dentists and therapists were positively disposed towards a progress file at work but considered its success conditional upon factors including input from the team leader and rewarding dentists for time spent on supporting file users. Evaluation of the prototype was mainly positive. Trial data bore out many impressions from the consultations. CONCLUSION: A progress file that addresses the needs of both employers and employees has potential to help all members of the dental team meet the demands of lifelong learning.
Attitude of Health Personnel↗
Computer-assisted learning for teaching anatomy and physiology in subjects allied to medicine.
Computer-assisted learning (CAL) may provide an effective supplement to conventional methods of teaching, particularly in subjects such as anatomy and physiology. CAL provides the student with an important additional resource and facilitates alternative modes of learning that are well suited to the requirements of students in subjects allied to medicine. A brief survey is presented which examines those studies that have investigated the utility of CAL for teaching anatomy and physiology within subjects allied to medicine.
Allied Health Personnel↗
Effective faculty preceptoring and mentoring during reorganization of an academic medical center.
The experience and lessons learned in the design, implementation and initial evaluation of a demonstration faculty-to-faculty mentoring program, during a time of major institutional reorganization, are described. The question addressed was: Can a voluntary mentoring program be established with minimal resources and be effective in the context of major organizational change? Key design elements included two-tiered programs (one year preceptoring and multi-year mentoring), voluntary participation, and selection of senior faculty members by the junior faculty members. A total of 20% of junior faculty and 30% of senior faculty participated. Faculty indicated the program was worth the time invested, had a positive impact on their professional life and increased productivity. There was high satisfaction with the mentoring relationship, especially the psychosocial mentoring functions, and a trend toward increased retention of minority faculty. Within two years, the program was institutionalized into the Office for Faculty Affairs, and faculty approved a mentoring policy. It is concluded that voluntary mentoring programs can have a positive impact on junior and senior faculty satisfaction, reinvigorate the collegial culture, and improve productivity and retention even during a time of reorganization and minimal resources.
Academic Medical Centers↗
Fundamentals of education: "Edu-Mentals".
As new accreditation standards for health professions education increasingly require end-of-life (EOL) curriculum and performance-based assessment, health professions educators struggle to shift through the educational literature to find core principles, practical strategies, emerging trends, and on-line resources to advance as educators. A new kind of resource is needed for educators in today's health care environment. Emerging literature in the field of faculty development and continuing education in health professions highlight key features of resources for health professionals. To be effective, this faculty development resource must be: timely, problem focused, practical, and easily accessible. Based on these principles, the Medical College of Wisconsin initiated a series of short, focused fact sheets for educators. Dubbed, "Edu-Mentals" to represent the fundamentals of education, the series was launched in late spring 2001 and consists of short, focused fact sheets for health care professionals based on the parts of a systematic instructional design process.
Curriculum↗
Faculty development and support needed to integrate the learning of prevention in the curricula of medical schools.
Comprehensive coverage of prevention-related topics in the curricula of medical schools is important for the training of future physicians; however, the changes needed in educational programs to include such topics are likely to challenge many institutions. Faculty members are central to the successful adoption of any new curricular paradigm, yet many of the impediments to change are also likely to be found within the faculty ranks. Achieving major curricular change requires institution leaders to define a new vision and allocate sufficient resources to support faculty efforts. Appropriate steps should be taken to actively involve the faculty early in the process of change and to recruit stakeholders from within the faculty ranks to play prominent roles. The educational models should be based on educationally and scientifically sound underpinnings that will facilitate acceptance of the models by the faculty, and faculty members must be offered appropriate opportunities to develop the skills to successfully implement the models. A school-wide faculty development program should address organizational development, instructional development, and personal development. The expertise needed to design and implement these activities may be secured from within or outside the institution. Individuals who have played key roles in the curricular change process must be rewarded and given appropriate recognition for their contributions. These steps will help in the successful integration of prevention-related topics into the curriculum, which will add a much-needed dimension, resulting in students' being better prepared to address the needs of their patients and the community.
Community Health Services↗
Designing a leadership development program for nurse managers: an evidence-driven approach.
The authors describe an evidence-driven approach used in designing a leadership development program targeted for nurses in middle management positions in an academically affiliated integrated healthcare system. A qualitative study was conducted to investigate leadership development needs and experiences of nurse managers across the health system. Study findings were used to inform educational programs and organizational initiatives responsive to needs of both novice and expert nurse managers across diverse clinical settings.
Attitude of Health Personnel↗
Leadership development: an external-internal coaching partnership.
Professional coaching is a leadership development strategy that has the potential to improve individual and organizational performance, retain leadership talent, support succession planning, and help healthcare leaders meet professional and personal goals. The authors describe the development and benefits of a partnership between an external and an internal coach who joined forces to provide individual and group coaching to 64 clinical leaders in a health system. Program evaluation demonstrated an excellent return on investment. Recommendations for implementing professional coaching programs in other healthcare organizations are provided.
Attitude of Health Personnel↗
Nurse executives' perspectives on succession planning.
Six nurse executives from 5 settings were interviewed to learn more about how succession planning is being applied in today's practice. Their experiences, presented in this article, provide a snapshot of ways succession planning can be applied in different organizations. Interviewees share their personal philosophy, concepts, and approaches to succession planning. Although these nurse executives approach succession planning differently, they share a belief that succession planning is embedded in the nurse executive role and that succession planning is key to sustaining quality nursing practice. Insights and recommendations for further study of succession planning are summarized.
Attitude of Health Personnel↗
Senior partnership practicum.
Discussions between clinical nurse leaders and nurse faculty regarding changes in healthcare that affect the new Bachelor of Science in Nursing (BSN) graduate resulted in the creation of the Senior Partnership Practicum. This article describes the process that took place to implement this clinical partnership model at Johnson City Medical Center (JCMC).
Clinical Competence↗
The success story of an intermediate care area nurse internship program.
Mayo Clinic Rochester Hospitals have experienced significant growth in the number of patients requiring the specialized nursing care offered in intermediate care areas (ICAs). To ensure quality nursing care for ICA level patients, a standardized educational program was developed. The Mayo Intermediate Care Area Nurse Internship Program was a tuition-free education program that provided additional knowledge, insights, and skills needed to develop a highly competent ICA nurse. This article will describe how the concept of an ICA nurse internship program was taken from birth of an idea to fruition.
Career Mobility↗