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Results for “Models, Educational”

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At least 163 records · Page 9Linked to original sources
PubMedDate not supplied

An educational model for explaining hospice services.

Explaining the concept and philosophy of hospice can be difficult. There is a reluctance in our society to openly address dying/death issues; there is a reluctance on the part of many health-care professionals to look beyond physical issues. The following model has been used successfully to explain hospice to both the general public and health care professionals. It is not intended to introduce hospice to a patient/family during the initial referral/assessment visit.

Health Education↗
PubMedDate not supplied

Combining the role of the nurse practitioner and the community health nurse. An educational model for implementing community-based primary health care.

With increasing health care costs, public health agencies and other institutions have a critical need for master's-prepared nurses who can provide health care for common health problems of individuals and families but also assess, plan, intervene, and evaluate the needs of communities. This article describes the development of a nursing master's degree program to meet that need which combines the traditional roles of the nurse practitioner and the community health nurse. The program is based on the global concept of primary health care as defined by the World Health Organization, which includes more emphasis on economic, political, environmental, and social factors.

Community Health Nursing↗
PubMed1983

Dementia in the elderly: an education model including information, management, and counselling.

The number of elderly people in the United States who have dementia is increasing because there are proportionately more older adults in the total population. Because dementia causes progressive deterioration in memory and reasoning, families of individuals with dementia experience emotional, physical, and economic burdens. It is necessary to educate and counsel healthcare professionals and caregivers to assure appropriate care for the patient with Alzheimer's disease.

Aged↗
PubMed1989

Minority workers: educational models for workers, health providers, and planners.

1. The Labor Occupational Health Program's (LOHP) experience with occupational health problems in minority communities demonstrates that information on a client's past work history and occupational exposures is essential in providing comprehensive health care. Occupational health histories are an excellent tool to utilize in community health. 2. Community clinics and primary health care professionals are integral components in health care delivery services. 3. The occupational health professional has a unique opportunity to provide leadership in educating community health providers about the basics of occupational health.

Agriculture↗
PubMed1991

Preventing abuse during pregnancy: a national educational model for health providers.

The National Preceptorship Program was funded by the March of Dimes and established at Texas Woman's University in Houston to prepare health care providers to assess pregnant women for abuse and to initiate primary intervention strategies. Essential content was identified and a diversity of learner-focused teaching methods and learning strategies were required for the 21-hour program. Combining didactic and experiential strategies proved to be effective. Thirty-nine health care providers from across the country participated in the program. Process evaluation of the classroom and field learning experiences were particularly positive. A 1-year follow-up product evaluation revealed that participants had presented 120 seminars on preventing battering, had instituted assessment for battering in their agencies, and were planning future seminars.

Education, Continuing↗
PubMed1995

Enhancing service productivity in acute care inpatient settings using a collaborative clinical education model.

BACKGROUND AND PURPOSE: Exposure of physical therapy students to acute inpatient settings is difficult to achieve because of staff shortages and 1:1 supervision. The purpose of this study was to examine the productivity effects of the 2:1 teaching model in the acute inpatient clinical setting. Changes in patient throughput and the amount of care provided were the measures used to define productivity. SUBJECTS: The work load measurement statistics of 8 Clinical Instructors (CIs) and 16 physical therapy students were examined. METHODS: The productivity of each CI during a control period was compared with the productivity of the CI-student team. RESULTS: Each CI-student team's mean productivity was greater during the clinical placement than during the control period when the CI worked independently. Even when the students' productivity measures were prorated by 0.6, the productivity was greater during the student placement than during the control period. CONCLUSION AND DISCUSSION: The study demonstrates that students make positive contributions to clinical service units that can exceed normal productivity levels of the CI. The 2:1 model has the potential to increase productivity while increasing the numbers of placements for academic programs in limited specialty areas.

Efficiency↗
PubMed1985

Behavioural objectives for medical auxiliary training in Tanzania: 9 years' experience with an education model.

The behavioural objectives model of curriculum design was introduced to the Medical Auxiliary Training Sector in Tanzania during the 1970s while problems of expansion, novelty and economic stress were abundant. Experience in a relatively privileged school, Rural Medical Training Centre, Sengerema, shows that the model did not result in more practical teaching time, due mainly to various constraints. The students did, however, appreciate the 'sharing of objectives' at the onset of a teaching block as a great help for their (theoretical) learning. Due to unfamiliarity of teachers with new subject matter related to primary health care, the model has failed thus far to result in a relevant practical course in public health promotion. A more problem-oriented approach to curriculum development is recommended.

Behavior↗