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PubMed1999

Implementation of the resident assessment instrument: a Canadian experience.

As the population ages, the increasing number and complexity of needs of individuals requiring institutionalization will increase the demands for chronic care services. In this article, the authors describe the implementation process used to introduce interdisciplinary staff to the use of the Minimum Data Set (MDS) for assessment of both nursing home and chronic care residents. This screening tool assesses resident characteristics over a wide spectrum of dimensions. The assessment findings are then integrated into the clinical plan of care.

Aged↗
PubMedDate not supplied

Development and implementation of a leadership skills course for the charge nurse.

Formal education in leadership behaviors and skills is paramount to the development of staff nurses as effective leaders. The need for effective leadership during the present transformation of healthcare, and the Joint Commission for Accreditation of Health Care Organization's mandate to educate and train staff as appropriate to their job responsibilities, resulted in the development and implementation of a leadership skills course for the staff charge nurse. A literature review, input from experienced charge nurses, and clinical nurse managers' perspectives of what is effective leadership for a charge nurse played key roles in development and implementation of the course.

Clinical Competence↗
PubMed2001

A center-based approach to a transplant employment program.

The return to work after transplantation has been actively discussed in the transplant community for years. However, despite the desire for transplant practitioners to have recipients return to being healthy, contributing members of society as well as return to work, practitioners often passively support the sick role. We discovered that patients who are returning to work after transplantation may have been out of the work force for several years, and require assistance that we as health care providers were unable or untrained to provide. An employment specialist was added to the transplant staff and became a vital part of our attempts to create a proactive employment atmosphere and enhance our patients' quality of life. Adding an advocate for employment in our center has also facilitated the shift in our thinking and approach to care from the sick role to one of rehabilitation and from reactive to proactive. This change in attitude has assisted in empowering our recipients to feel as if they can truly resume a normal life.

Adult↗
PubMed1998

Bay Area Young Positives: a model of a youth-based approach to HIV/AIDS services.

Bay Area Positives, Inc. (BAY Positives), founded by and for youth living with human immunodeficiency virus (HIV), is a peer-run, peer-based organization including the board of directors, the executive director, staff, and volunteers, and was funded in part by the Special Projects of National Significance (SPNS) Program. It responds to the unique needs of HIV-positive adolescents and young people 26 years old and younger (n = 108) and targets gay and bisexual youth, youth of color, and young women. The organization has found that when young people are brought together to help one another and to mentor their peers, living with HIV becomes more manageable. It serves as an entry point into the HIV/acquired immunodeficiency syndrome (AIDS) service system, using member advocates (peer case managers) to guide members to youth-sensitive services and to help them through the delivery system. BAY Positives' goals are to provide emotional and other support to youth with HIV and to empower infected young people to get information about and access to the services they need. Its success also depends on the ability to provide as much support and development for staff as provided to members.

Acquired Immunodeficiency Syndrome↗
PubMed2000

A competency-based tool for education.

Through a multidisciplinary team approach, a competency-based tool has been developed to help to assess and identify training and development needs for staff working within the cancer field. The tool assists both individuals and organisations to gain a micro and macro picture of staff's existing skills and their development needs.

Clinical Competence↗
PubMed2003

Reinventing a health sciences digital library--organizational impact.

What is the organizational impact of becoming a digital library, as well as a physical entity with facilities and collections? Is the digital library an add-on or an integrated component of the overall library package? Librarians see sweeping environmental and technological changes. The staff members feel exhilarated and challenged by the pressures to adapt quickly and effectively. Librarians recognize that a Web presence, like other technology components, must be continuously enhanced and regularly re-engineered. The Health Sciences Library, University of North Carolina at Chapel Hill, is reinventing its digital presence to better meet the needs of the community. This paper provides a case study focusing on major changes in planning processes, organizational structure, staffing, budgeting, training, communications, and operations at the Health Sciences Library.

Computer Communication Networks↗
PubMed1993

Developing leaders from within.

Now more than ever, hospital administrations and staff need to respond quickly and decisively as the rules of the game continue to change, or lose their competitive advantages. With the prospect of massive and radical reform of the health care system over the next 2-3 years, hospital managers and their staffs are going to be asked to integrate and implement more complex changes in shorter and shorter time frames. Externally driven changes in the structure and operation of hospitals will mean changes in individual job profiles, organizational performance measurements, patient care responsibilities, information systems and regulatory requirements, to name but a few.

Hospital Administrators↗
PubMed1986

Developing computer simulations for staff nurse education.

Computer-assisted instruction holds promise for individualizing continuing education programs. This article describes how staff nurse educators are taught how to use the principles of instructional design to write clinical nursing simulations. At the conclusion of a 15-hour workshop participants have written, programmed, and begun the process of field testing their simulation.

Computer-Assisted Instruction↗
PubMed2000

First step: report on a pilot course for personal and professional development.

OBJECTIVE: To describe a pilot course in personal and professional development, entitled 'Becoming a doctor: the first step' and our suggestions for what might be incorporated into future courses. SETTING AND CONTEXT: Leeds Medical School begins a new curriculum in September 1999 with a proportion of the first 3 years being devoted to a new module on personal and professional development. This module will include courses involving communication skills, ethics, working in groups and early patient contact through community visits. Some of these topics were piloted in a short course for first-year medical students in 1998. LEARNING METHODS: The course ran for 9 weeks and was largely experiential. The group facilitators came from diverse health and social care backgrounds. A variety of learning methods were used, concentrating on self-reflection, discussion, community visits and information gathering. EVIDENCE FOR EFFECTIVENESS: The views of both facilitators and students were analysed. Students particularly appreciated the community visits and group work. The facilitators were positive about the course overall while suggesting improvements, including their own involvement in future development of the course. CONCLUSIONS: The pilot course has helped us to focus on objectives for the new curriculum and to plan the new course. In particular there is a need for more attention to be given to the involvement of facilitators in course development.

Community Medicine↗
PubMedDate not supplied

Enhancing relationships between nursing faculty and clinical preceptors.

Rapid changes in health care and nursing education have necessitated an increased need for educators and clinicians to build alliances. Historically, the economic demand has been placed on clinical agencies to provide quality educational experiences for students. However, clinical agencies are increasingly refusing to precept students because of cost and liability issues. To secure and maintain optimal clinical experiences for students, nurse educators must learn to develop positive relationships with practicing nurses, contribute to staff education, and share educational responsibility in evaluating student learning.

Clinical Competence↗
PubMedDate not supplied

Providing mandatory safety information to hospital employees: finding a way that is fast, fun, and effective.

An interdisciplinary team of medical center employees transformed a 2-hour mandatory safety class into a 15-minute interactive marathon. The marathon, coupled with a self-learning packet and posttest, not only measured cognitive knowledge but included a component of competence demonstration. The information included 10 specific safety topics pertinent to all medical center employees including those in 12 physician satellite offices. This educational format has proven successful in providing safety information that is fast, fun, and effective.

Attitude of Health Personnel↗
PubMed2006

From novice to informed educator: the teaching scholars program for educators in the health sciences.

The Teaching Scholars Program for Educators in the Health Sciences at McGill University, in Montreal, Quebec, was designed to promote the professional development of health science educators by increasing their expertise in developing and implementing educational programs and taking on leadership roles in education. This program, which was initiated in 1997 and is tailored to the individual needs of the participants, consists of participation in: two university courses; a monthly seminar; a research study or an educational project, consisting of curriculum design and evaluation; and faculty-wide faculty development activities. As of 2006, 34 scholars have completed this program. Outcome data indicate that the majority of teaching scholars have taken on new roles and responsibilities in medical education; maintained the changes implemented in their teaching practices; continued to participate in faculty development activities; and presented their work at educational meetings. A number of scholars have also applied successfully for educationally related grants and have published their educational projects. Five of the scholars have pursued advanced studies. This program, which aims to move beyond the improvement of teaching skills by providing a foundation for educational leadership and scholarship, resembles many others in its emphasis on independent study, peer support, and the maintenance of ongoing responsibilities. It is innovative in that scholars participate in university courses and are encouraged to attend an "outside" conference or course. The overall benefits of this program, as noted by the scholars, include increased knowledge and skills, introduction to a "community of practice," and new career paths and opportunities.

Adult↗
PubMed1989

The role of fantasies, countertransference, and psychological defenses in patient violence.

Over the past decade the management of aggression on psychiatric units has generally focused on pharmacologic and physical interventions rather than on psychodynamic concerns. The author reviews the dynamics of violence and discusses how clinical staff's fantasies, countertransferences, and psychological defenses may interact to trigger patient aggression. Interventions that address these issues with staff include developing a cohesive treatment team in which clinical staff can express their feelings without the need to explore the psychodynamic underpinnings, having clinical leaders maintain a strong presence on the unit to serve as role models, and providing regular inservice training.

Conflict, Psychological↗
PubMed1998

Trainee specialist: meeting the needs of service provision and career development.

A two-year modular training scheme to enable qualified speech and language therapists (SLTs) to become specialists in the field of acquired neurological disorders in adults was set up to address problems of: difficulty recruiting to senior posts; lack of opportunity for inexperienced therapists to gain experience in this field and the need for structured supervision. The paper describes how time was found to devise and implement the modular Nine Box System, the problems encountered, the advantages and disadvantages of the scheme as a whole and future developments. The scheme has potential to meet the needs of managers in creating a pool of experienced specialists to recruit to senior posts. It meets the needs of junior SLTs in providing a structured means of preparing for specialisation with guaranteed supervision.

Aphasia↗