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PubMed2006

Why invest in an educational fellowship program?

Expanding and refining the repertoire of medical school teaching faculty is required by the many current and changing demands of medical education. To meet this challenge academic medical institutions have begun to establish programs--including educational fellowship programs--to improve the teaching toolboxes of faculty and to empower them to assume leadership roles within both institutional and educational arenas. In this article, the authors (1) provide historical background on educational fellowship programs; (2) describe the prevalence and focus of these programs in North American medical schools, based on data from a recent (2005) survey; and (3) give a brief overview of the nine fellowship programs that are discussed fully in other articles in this issue of Academic Medicine. These articles describe very different types of educational fellowships that, nevertheless, share common features: a cohort of faculty members who are selected to participate in a longitudinal set of faculty development activities to improve participants' teaching skills and to build a cadre of educational leaders for the institution. Evaluation of educational fellowships remains a challenging issue, but the authors contend that one way to evaluate the programs' effectiveness is to look at the educational improvements that have been instigated by program graduates. The authors hope that the various program descriptions will help readers to improve their existing programs and/or to initiate new programs.

Adult↗
PubMed2006

The academic health center coming of age: helping faculty become better teachers and agents of educational change.

There is a growing appreciation of the need for educational faculty development within medical education. The authors describe the establishment and subsequent expansion of one such fellowship in medical education that arose from the cooperative efforts of Harvard Medical School, Beth Israel Deaconess Medical Center, and Mount Auburn Hospital. Three resultant fellowships are outlined that share the common goals of enhancing the skills of the faculty as educators, providing an opportunity to conduct scholarly educational research, supporting the fellows as change agents, and fostering the creation of a supportive community dedicated to enhancing the field of medical education. Curricular structure and content are outlined as well as current approaches to curricular and programmatic evaluation. The fellowships have been well received and are widely perceived as transformative for the faculty, many of whom have assumed increased roles of organizational and educational leadership. Lastly, future directions for these fellowships are presented.

Academic Medical Centers↗
PubMed1998

The third way: a new approach to management education in health care.

This article describes a number of significant changes taking place within the management education and development sphere within the National Health Service. It also highlights a number of important developments within the higher education world. At the confluence of these changes, it is possible to identify a new alternative to more conventional in-house management training and the pursuit of postgraduate management qualifications. An example of this "third way" in action is offered through the description of an in-house accredited management development programme run within an NHS Trust.

Administrative Personnel↗
PubMed2003

Building a research conscious workforce.

With the aim of building a research conscious workforce, the former Northern and Yorkshire Research and Development office explored the nature and purpose of research and development (R&D) support for NHS staff. Part of the study used a questionnaire to seek healthcare professionals' R&D education and training needs. Some findings were unexpected, such as the significant differences between professional groups' needs and preferences. Recommendations, therefore, include local, flexible R&D education and training programmes.

Attitude of Health Personnel↗
PubMed2006

An evaluation of a combined education and multi-project practice development programme in mental health.

This paper describes a unique mental health practice development programme, which aims to integrate education, research, clinical practice and culture change, and promote collaboration between academics, researchers and healthcare practitioners to meet current government policy needs. The programme combines academic qualifications within the context of practice development and aims to produce practitioners who are dynamic leaders, capable of critical thinking, influencing culture change and challenging the nature of conventional practice. The aim of the evaluation was to give insight into participants' experience of the programme using a qualitative approach. Open-ended questionnaires obtained participant's views on facilitation and module content. Focus groups discovered the views and experiences of participants of the programme. The findings showed that the programme was well-received and impacted positively on both patient care and the personal and professional development of participants. The findings were used to modify the programme for the next intake of participants. The research complements the existing body of knowledge on practice development and highlights the benefits for staff, nurses and service users, and the challenges of implementation. The framework and design has the potential to be applied to other areas of practice beyond mental health.

Evidence-Based Medicine↗
PubMed2005

Creating an organizational infrastructure to develop and support new nursing roles--a framework for debate.

AIM: This paper offers for debate a framework that will promote an effective organizational infrastructure when developing and supporting new nursing roles. The framework identifies key systems that need to work effectively in isolation but also clearly integrate to ensure a joined up approach to organizational thinking and working. A working example of how the infrastructure could be initiated in practice utilizing the concept of developing an Advanced Practitioner role is offered. BACKGROUND: The National Health Service has set out a modernization agenda to deliver consistent and high quality care to patients. However, often underpinning government vision and philosophy is the need for trust strategies to make real and operationalize recommendations made. It is against this background of government targets and change in the National Health Service that new nursing roles are created, which require an effective organizational infrastructure if they are to survive, let alone succeed. The government seems to be recognizing that lessons could be learned when developing new roles in the National Health Service by acknowledging the key themes identified from the earlier literature on the development and impact of new roles in nursing. KEY ISSUES: In reality, each of the key systems identified as part of the framework is very complex, particularly in large organizations. However, the framework proposed offers a simplified and user-friendly approach to this complex subject. There is no suggestion that organizations do not have the systems in place but what is often missing is the underpinning communications to link the systems together. Although, this paper relates to nursing roles the framework is transferable to all health care practitioners and organizations. CONCLUSION: Whilst supporting new roles, the framework presented offers a wider dimension for enhancing organizational thinking and working practices. It is open to debate, which would be welcomed by the authors, yet provides a challenge to health care organizations in assessing how integrated their systems are in meeting its business, aspirations and new targets.

Humans↗
PubMedDate not supplied

Clinical and professional role development among experienced pediatric nurses: the pediatric medical nursing certificate program.

ISSUES AND PURPOSE: The development of a multiunit-based certificate program to promote retention by increasing experienced pediatric nurses' knowledge, skills, and professional role development through a blend of didactic, clinical, and mentoring components. CONCLUSIONS: The certificate group demonstrated an increase in knowledge and skill, advanced leadership role acquisition, promotion, certification, and graduate school matriculation, and achieved a 95% retention rate within the organization. PRACTICE IMPLICATIONS: With support from management and multidisciplinary team members, a certificate program like this can be implemented in a variety of settings and specialties.

Certification↗
PubMed2001

Continuous quality improvement: educating towards a culture of clinical governance.

The National Health Service in England and Wales has recently adopted a policy aimed at embedding continuous quality improvement (CQI) at all levels and across all services. The key goal is to achieve changes in practice which improve patient outcomes. This paper describes the use of a training course for multiprofessional groups of participants tailored to offer them relevant knowledge, management and team working skills, and approaches to personal and career development. These were intended to assist them in changing their practice for the benefit of patients. The participants rated the course highly in fulfilling its objectives. One cohort followed up for 6 months named changes in practice which related specifically to learning from the course. This paper shows the important contribution of multiprofessional learning to CQI and presents a useful method of evaluating links between learning and performance.

Education, Continuing↗
PubMed2005

Managing and promoting change: implementing the Leg Club model.

Patient knowledge of their disease may increase concordance to compression therapy. The Lindsay Leg Club model (Lindsay, 2004) empowers the community nursing team to truly get to know their communities and deliver local, high-quality, evidence-based care for patients with leg ulcers and leg related problems. The author's experience of opening a Leg Club has lead to changes in clinical practice: re-evaluation of the use of long stretch bandages in favour of short stretch; replacing conventional compression bandage systems with two piece graduated compression hosiery; increased patient concordance post healing with increased use of compression hosiery; the introduction of toe bandaging and appropriate long-term management for those patients with lymphoedema; and developing the role of the nursing auxiliary in leg ulcer care.

Bandages↗
PubMedDate not supplied

Overview of the educational scholarship track.

The educational scholarship track represented 1 of 3 tracks of the Ambulatory Pediatric Association/Health Resources and Services Administration faculty development initiative. Two cohorts of participants (N = 38), selected via a peer-review process, took part in a series of three 2-day workshops presented over an 18-month period designed to assist experienced pediatric faculty in becoming more proficient educators. The program was developed through an iterative needs assessment process and consisted of 7 major areas of study and skill development: principles of adult learning; teaching skills; feedback and evaluation; the workshop as a teaching and faculty development tool; curriculum development, implementation, and evaluation; research in medical education; and scholarship and promotion. At program completion, 35 scholars rated themselves on their pre- and postprogram competencies, demonstrating improvement in most areas. Scholars were required to lead educational workshops and reported having led a total of 118 local and 64 regional or national workshops as part of their program participation. There are objective indications that scholars in this track were successful in furthering their careers in medical education.

Ambulatory Care↗
PubMed1993

Focus Charting in a psychiatric facility.

1. Focus Charting is a structured method of documentation that allows the nurse to consider interventions and patient responses, as well as observations of the patient. The method meets accrediting agencies' standards and clearly demonstrates the care given to patients. 2. The educational process is vital to the success of transitions from narrative to Focus Charting. 3. Nursing leaders must be familiar with the staff and develop educational programs consistent with the staff's ability to grasp concepts and implement new methods. 4. The staff must be supported in the implementation process of new methods and receive positive feedback.

Humans↗
PubMed1996

Management development for mid-level managers: results of a demonstration project.

This article examines a demonstration program to develop skills and experience for middle managers at a mid-sized urban hospital. Many of the middle managers selected for the program lacked formal management training or management experience prior to their present position. Elements of the program are summarized and first year accomplishments examined. Issues associated with continuation and replication of the program are discussed so that other hospitals may benefit from the lessons learned during development and implementation.

Attitude of Health Personnel↗
PubMed1989

Collaboration in management development: health and education in Gwent.

Management development in the health service calls for collaboration between health authorities and educational bodies, but the two parties have different cultures and priorities. Ray Smith and Paul Thomas describe how collaboration is facilitated in Gwent, particularly for the Certificate in Management Studies, by the appointment of a management development adviser who is on the staff of both the health authority and the college of higher education.

Administrative Personnel↗