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At least 19 recordsLinked to original sources
PubMed1995

Health education models and food hygiene education.

Education of food industry personnel in hygiene matters has been recommended as a means of improving food handling practices and thus the safety of food. Provision has been made within the Food Safety Act 1990 for the making of regulations to specify the nature and extent of such training. There is, however, a lack of documentary evidence of improvements in food hygiene standards which can be directly related to education or training. Evaluations of formal food hygiene education courses have identified increased knowledge levels of course participants and improvements in the relationship between food industry and enforcement personnel. This paper considers the operation of food hygiene training in the context of health education theory. Interpretation of this suggests that further evaluation of training is warranted prior to programme development and that behavioural change might be more likely to occur if the settings approach to health promotion were to be adopted in food premises.

Curriculum↗
PubMed1996

Physical therapy clinical education in a 2:1 student-instructor education model.

BACKGROUND AND PURPOSE: The purpose of this descriptive qualitative field study was to explore a 2:1 student-clinical instructor (CI) model of clinical education and identify factors that promote or interfere with a successful 2:1 clinical education experience. SUBJECTS AND METHODS: An initial conceptual framework was developed from the professional literature and researcher experience to bound the study and guide the study design and data analysis. The purposive sample consisted of three CIs and six students participating in a 2:1 clinical education experience. Observational data were collected during the rotation, and all subjects recorded their experiences in journals and participated in postexperience interviews. RESULTS: The data included descriptions of a typical day and themes about communication, advantages and disadvantages, and factors designed to make the 2:1 model feasible. Based on these results, a new conceptual model was developed to describe the key factors that positively influence the 2:1 clinical education model. CONCLUSION AND DISCUSSION: This article presents descriptions of the 2:1 student-CI experience, identifies factors that may contribute to the success of the model, and offers implementation suggestions.

Clinical Competence↗
PubMed1993

Treatment for clients with cumulative trauma disorders: using an educational model to communicate choices.

1. Cumulative trauma disorders comprise more than half of all occupational injuries reported in the U.S. 2. Lack of clear definition about cumulative trauma disorders causes confusion for clients in the workers' compensation system. 3. A teaching poster about cumulative trauma disorders was developed (describing prevention, acute care, and rehabilitation) to assist clients in understanding this disorder. Emphasis was placed on clients' choice in decision making about treatment. 4. Evaluation was carried out using a survey questionnaire. The majority of clients thought the poster was "helpful" or "very helpful." Actual behavioral change was most noticeable in the categories of "took steps to reduce risk factors" and "asked more questions about care."

Audiovisual Aids↗
PubMed1984

Clinical education model for staff training in orthopedic manual therapy.

We designed a clinical education model for training staff orthopedic physical therapists to provide basic skills in orthopedic manual therapy. The program evolved in a health maintenance organization, where a large number of patients with acute and chronic musculoskeletal disorders receive care. As physical therapy became primary in the treatment of these patients, the staff needed to develop specialized clinical skill. We divided the program into four phases: Phase I--Lecture Series, Phase II--Evaluation of Clinical Skill, Phase III--Self-directed Study, and Phase IV--Re-evaluation. This clinical education assures the staff physical therapist of a supportive learning environment. The program enhances clinical development by identifying individual strengths and weaknesses and providing a positive framework for improvement and self-evaluation.

Clinical Competence↗
PubMed1979

A health education model for ambulatory care.

Nurses in this ambulatory care center recognized a need for a systematic, planned approach to health education, and developed a health education model. The nurses on the committee serve as inhouse consultants to help other nurses develop, implement, and evaluate health education programs.

Ambulatory Care↗
PubMed1995

An educational model for the acute care nurse practitioner.

As new opportunities for acute care nurse practitioners (ACNP) evolve, there is increasing recognition of the need to distinguish between the knowledge base and the role functions generic to all advanced practice nurses, and the knowledge base specific to different areas of clinical specialization. This necessitates differentiating between converging core curriculum elements and merging the roles of advanced practice nurses. This article presents an educational model for the ACNP.

Acute Disease↗
PubMedDate not supplied

[Rational structures in health education models: basics and systematization].

The different Health Education (HE) models appeared in the scientific literature are analyzed, trying to eliminate the confusion produced by its great diversity, applying a general and systematic point of view. Due to the relevance of that topic in the activities of Health Promotion in Primary Health Care it is urgent a deep reappraisal due the heterogeneity of scientific papers dealing with that topic. The curriculum, as the confluence of thought and action in Health Education, is the basic concept thanks to which it is possible to integrate both scientific logic, the biological one and that pertaining to the social sciences. Of particular importance have been the different paradigms that have emerged in the field of HE from the beginning of the present century: a first generation with a "normative" point of view, a second one orientated from positivistic bases, and a third generation adopting an hermeneutic and critic nature. This third generation of paradigms in HE has taken distances from the behaviouristic and cognitive perspectives being more critical and participative. The principal scientific contributors in the field of HE, internationals as well as spaniards are studied and classified. The main conclusions obtained from this Health Education paradigm controversy are referred to both aspects: 1) planning, programming and evaluating activities, and 2) models, qualitative and quantitative methodologies. Emphasis is given to the need of including Community Participation in all phases of the process in critic methodologies of HE. It is postulated the critic paradigm as the only one able to integrate the rest of the scientific approaches in Health Education.

Community Health Centers↗
PubMedDate not supplied

A creative clinical education model: three views.

To effectively educate nurses who are able to meet changing health care needs, new models for clinical experiences must be considered. Collaborative arrangements between practice and education are particularly useful. The preceptor approach is used widely for seasoned students in senior experiences nearing graduation. The "paired" model, a variation on the preceptor model, has worked well in one setting for beginning students. It needs to be tried in other settings with different faculty and perhaps in other types of courses, and it needs to be tested. Collaboration between education and practice not only benefits education, but lays the groundwork for shared scholarly endeavors. Ultimately these relationships have a positive impact on patient care.

Anxiety↗
PubMed1978

Training in prevention: an educational model for social work students.

Graduate schools of social work have made infrequent use of public health settings as a locus for practice education and a particular resource for learning in prevention. This report is on a project aimed at the development of an educational model in preventive work with families and children, using a student unit in fieldwork in a county health department. The 3-year project emphasizes early intervention with concern for developmental and life cycle tasks of families. Ongoing evaluation of process indicates clearer identification of populations "at risk" and changes in student appreciation of collaborative roles with other disciplines in patient care, as well as specific learning tasks and roles associated with screening, case finding, referral, and treatment.

Adolescent↗
PubMed1976

An educational model for teaching living skills to long-term patients.

Establishing rehabilitation programs for long-term mental patients outside mental health settings can save mental health funds and further the patients' integration into the community, the author declares. He describes an approach that uses an educational model to teach patients the basic skills of everyday living. As "students," they enroll in a course taught by a credentialed teacher and sponsored by the adult education department of the local high school. Mental health professionals are used only for consultation, and the cost to the local mental health program is minimal. A key element in the course is having the students participate in planning the curriculum.

Activities of Daily Living↗
PubMedDate not supplied

[An educational model for extramural 2nd-year nursing].

This article describes a distant curricular methodology of the Universidad del Valle Nursing Department. With such a modality over 500 professionals were able to reach the nursing licenciateship degree, without leaving their jobs and working in different cities of the country. The backgrounds offered refer to the programs of the southwestern region in Colombia and the results of the evaluation, which made it possible to provide a new nursing curriculum, more in accordance with the needs both of the community and of the region and the country. Two main factors are emphasized which underly the educational model: learning while rendering services and solving medical care problems of the institution, and at the same time fulfilling the quality level of the learning model for stimulating creativity, critical discussion, facilitating the active work of the learners. Finally, a summary is made of the method used and the results in terms of the model experimentation and implementation in five universities around the country.

Cuba↗
PubMed1979

[An experimental educational model, a complementary Program for Licensure in regional nursing].

A brief review is given of the Supplementary Licentiate Program in Nursing at a Distance offered by the Nursing Departament of the Valle University, Cali, Colombia. The purpose of the Program is to allow general nurses to pursue studies without leaving their place of work, using an experimental education model; if the results are good, it will be extended to other levels of nursing training. The methodology describes the administrative process resultant from the already completed planning stage, and the gains made to date.

Colombia↗
PubMed1990

A continuing education model for community health nursing practice.

Although community health nursing standards of practice state that the baccalaureate degree (BSN) is the entry level for practice, the reality is that over 60% of the work-force has less than a bachelor's degree. Furthermore, BSN programs have been criticized for not putting sufficient emphasis on content areas critical for effective entry-level practice. This article presents a continuing education model that could guide agencies in developing programs to correct these deficits, incorporating both initial orientation, ongoing staff development, and formal advanced preparation. The educational background of the nurse determines the clinical activities and degree of supervision required for practice. The non-BSN entering practice should take an intensive course in basic skills identified as essential for practice in the community health setting. Work or professional assignments dictate additional staff development needs. Formal academic preparation at the bachelor's, master's, and doctoral levels is encouraged. Description of the content, course format, and evaluation information regarding the North Carolina course for preparing non-BSN RN's for entry-level community health practice is presented.

Community Health Nursing↗