BACKGROUND: Nursing faculties need to develop digital competencies to effectively use information, communication, and technology-based nursing education. PURPOSE: The study aimed to develop and apply a theory-guided faculty development program on digital teaching competencies. METHODS: A faculty development program was developed. Between March and April 2020, three five-hour web workshops participated by ninety-three faculty members were held. The program was assessed via mixed methods, combining satisfaction surveys post-workshop with content analysis of open-ended questionnaires to gauge participant evaluation of program content and learning experience. RESULTS: Participants were highly satisfied with the program contents and their opportunity for integrating digital technology into education and improving faculty proficiency in digital teaching technology. CONCLUSIONS: The program provides faculties with the self-confidence and essential skills to teach students using information, communication, and technology-based nursing education by enhancing their digital teaching competencies. It is critical to integrate both digital proficiency and nursing practice education.
Faculty, Nursing , Staff Development , Humans , Professional Competence , Female , Male , Education, Nursing/methods , Teaching , Surveys and Questionnaires , Program Development , Adult
INTRODUCTION: Communication is vital for effective and precise public health practice. The limited formal educational opportunities in health communication render professional development opportunities especially important. Competencies for public health communication describe the integrated knowledge, values, skills and behaviours required for practitioner and organizational performance. Many countries consider communication a core public health competency and use communication competencies in workforce planning and development. METHODS: We conducted an environmental scan and content analysis to determine the availability of public health communication professional development opportunities in Canada and the extent to which they support communication-related core competencies. Three relevant competency frameworks were used to assess the degree to which professional development offerings supported communication competency development. RESULTS: Overall, 45 professional development offerings were included: 16 "formalized offerings" (training opportunities such as courses, webinars, certificate programs) and 29 "materials and tools" (resources such as toolkits, guidebooks). The formalized offerings addressed 25% to 100% of the communication competencies, and the materials and tools addressed 67% to 100%. Addressing misinformation and disinformation, using current technology and communicating with diverse populations are areas in need of improved professional development. CONCLUSION: There is a significant gap in public health communication formalized offerings in Canada and many of the materials and tools are outdated. Public health communication professional development offerings lack coordination and do not provide comprehensive coverage across the communication competencies, limiting their utility to strengthen the public health workforce. More, and more comprehensive, professional development offerings are needed.
Professional Competence , Humans , Canada , Professional Competence/standards , Health Communication/standards , Health Communication/methods , Public Health/standards , Public Health/education , Staff Development/organization & administration , Staff Development/methods , Communication
Despite decades of faculty professional development programs created to prepare women for leadership, gender inequities persist in salary, promotion, and leadership roles. Indeed, men still earn more than women, are more likely than women to hold the rank of professor, and hold the vast majority of positions of power in academic medicine. Institutions demonstrate commitment to their faculty's growth by investing resources, including creating faculty development programs. These programs are essential to help prepare women to lead and navigate the highly matrixed, complex systems of academic medicine. However, data still show that women persistently lag behind men in their career advancement and salary. Clearly, training women to adapt to existing structures and norms alone is not sufficient. To effectively generate organizational change, leaders with power and resources must commit to gender equity. This article describes several efforts by the Office of Faculty in the Johns Hopkins University School of Medicine to broaden inclusivity in collaborative work for gender equity. The authors are women and men leaders in the Office of Faculty, which is within the Johns Hopkins University School of Medicine dean's office and includes Women in Science and Medicine. Here, we discuss potential methods to advance gender equity using inclusivity based on our institutional experience and on the findings of other studies. Ongoing data collection to evaluate programmatic outcomes in the Johns Hopkins University School of Medicine will be reported in the future.
Faculty, Medical , Gender Equity , Leadership , Humans , Female , Faculty, Medical/organization & administration , Male , Career Mobility , Cooperative Behavior , Physicians, Women , Salaries and Fringe Benefits , Sexism , Schools, Medical/organization & administration , Staff Development
Background: Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial. Approach: Utilizing the 'ADDIE' instructional design framework we developed, implemented and evaluated an interprofessional faculty development program for workplace-based learning. This program, encompassing seven formal training sessions each with a different theme and five individual workplace-based assignments, aimed to support clinical teachers in recognizing and optimizing informal learning. Outcomes: The pilot program (n = 10) and first two regular courses (n = 13 each) were evaluated using questionnaires containing Likert scale items and open textboxes for narrative comments. The quality and relevance of the program to the clinical work-place were highly appreciated. Additional valued elements included practical knowledge provided and tools for informal workplace-based teaching, the interprofessional aspect of the program and the workplace-based assignments. Since its development, the program has undergone minor revisions twice and has now become a successful interprofessional workplace-based alternative to existing faculty development programs. Reflection: This faculty development program addresses the specific needs of healthcare professionals teaching in clinical settings. It stands out by prioritizing informal learning, fostering collaboration, and supporting integration of formal training into daily practice, ensuring practical application of learned knowledge and skills. Furthermore, it emphasizes interprofessional teaching and learning, enhancing workplace environments.
Interprofessional Relations , Staff Development , Workplace , Humans , Workplace/standards , Workplace/psychology , Staff Development/methods , Surveys and Questionnaires , Interprofessional Education/methods , Program Development/methods , Faculty, Medical/education , Pilot Projects , Faculty/education
The Indian Health Service (IHS) faces severe workforce shortages due to underfunding and underdevelopment of clinical training programs. Unlike other direct federal health care systems that have implemented clinical training paradigms as central parts of their success, the IHS has no formalized process for developing such programs internally or in partnership with academic institutions. While the Indian Health Care Improvement Act (IHCIA) authorizes mechanisms by which the IHS can support overall workforce development, a critical portion of the act (U.S. Code 1616p) intended for developing clinical training programs within the agency remains unfunded. Here, we review the funding challenges of the IHCIA, as well as its authorized and funded workforce development programs that have only partially addressed workforce shortages. We propose that through additional funding to 1616p, the IHS could implement clinical training programs needed to prepare a larger workforce more capable of meeting the needs of American Indian/Alaska Native communities.
United States Indian Health Service , Humans , United States , United States Indian Health Service/organization & administration , Health Workforce , Indians, North American , Staff Development/organization & administration , Financing, Government , Quality Improvement/organization & administration , Health Personnel/education
Preceptors play a vital role in shaping the growth of every nurse. Effective preceptors lead to better patient outcomes as new nurses are better equipped to deliver high-quality care under the guidance of experienced mentors. Providing a supportive preceptor experience increases job satisfaction and retention rates among new and tenured nurses, ultimately benefiting health care organizations. When designing preceptor development programs, health care institutions should incorporate the Outcome-Based Continuing Education Model© (OB-CE Model©) from the American Nurses Credentialing Center. This column explores how to use the OB-CE Model© to enhance the competency and human skills of preceptors as learners, thereby fostering their development effectively. [J Contin Educ Nurs. 2024;55(5):212-216.].
Credentialing , Education, Nursing, Continuing , Preceptorship , Humans , Preceptorship/organization & administration , Preceptorship/standards , Education, Nursing, Continuing/organization & administration , Credentialing/standards , Female , Adult , Male , United States , Middle Aged , Nursing Staff, Hospital/education , Mentors/psychology , Staff Development/organization & administration , Clinical Competence/standards , Models, Educational , Curriculum
Results from a needs assessment conducted by nursing professional development practitioners across several clinics in the Midwest showed current educational methods to prepare for medical emergencies were insufficient. A champion model was used to complete in situ medical emergency response simulations. This proved to be an effective method for staff preparation when resources were limited and identified opportunities for practice improvement.
Simulation Training , Humans , Simulation Training/methods , Staff Development , Needs Assessment , Outpatients , Clinical Competence/standards
Introducción: las enfermedades cardiovasculares constituyen un problema de salud pública a nivel mundial y dentro de ellas destaca la parada cardiorrespiratoria (PCR). Los comedores escolares son espacios con potencial riesgo de presenciar una PCR. Materiales y métodos: estudio analítico cuasiexperimental de intervención. Las participantes recibieron formación mediante una plataforma virtual interactiva y una sesión de simulación clínica presencial sobre maniobra de Heimlich, reanimación cardiopulmonar (RCP) básica y uso del desfibrilador externo semiautomático (DESA). Se realizó un análisis descriptivo de la población a estudio y un análisis estadístico comparativo entre el resultado obtenido en un test previo y otro posterior a la formación virtual. Se creó una variable restando la puntuación obtenida antes de la formación a la obtenida después de la misma. Se analizó mediante observación directa la simulación clínica. Se definió la significación estadística con una p <0,05. Análisis estadístico con SPSS versión 19.0. Se siguieron los principios de la Declaración de Helsinki y las directrices sobre buenas prácticas clínicas. Resultados: la totalidad de la muestra eran mujeres con edad mediana de 48,50 años. La nota mediana del test previo fue de 6,7/10 y el test posterior tuvo un resultado constante de 10/10. La diferencia entre el test posterior y el previo tuvo una mediana de 3,3 (p 0,01) y se constató en la simulación que el aprendizaje fue óptimo. Conclusiones: la formación en RCP es una estrategia de impacto social, relacionada con una mejora en la respuesta ante un caso de PCR, disminuyendo la morbimortalidad que esta implica. (AU)
Introduction: cardiovascular diseases constitute a public health problem worldwide, among which cardiopumonary arrest (CPA) stands out. School canteens are spaces where there is a possibility of witnessing CPA. Materials and methods: quasi-experimental interventional and analytical study. Participants received training through an interactive virtual platform and a face-to-face clinical simulation session on the Heimlich manoeuvre, basic cardiopulmonary resuscitation (CPR) and the use of the semiautomatic external defibrillator (SAED). We carried out a descriptive analysis of the study population and a comparative statistical analysis of the results obtained in the tests conducted before and after the virtual training. We created variable corresponding to the subtraction of the pre-training score from the post-training score. Clinical simulation was analysed by direct observation. Statistical significance was defined as p < 0.05. The statistical analysis was carried out with SPSS version 19.0. The study adhered to the principles of the Declaration of Helsinki and the guidelines on good clinical practice. Results: the entire sample consisted of women with a median age of 48.50 years. The median score in the pre-test was 6.7/10, and the score in the post-test was uniformly 10/10. The median difference between the pre- and post-training tests was of 3.3 points (p 0.01) and the simulation evinced that the learning was optimal. Conclusions: training in CPR is a strategy that has social impact in terms of the improvement in the response to a CPA events, achieving a reduction in the associated morbidity and mortality. (AU)
Humans , Staff Development/methods , Primary Health Care , Cardiopulmonary Resuscitation , Non-Randomized Controlled Trials as Topic , Laboratory and Fieldwork Analytical Methods
Faculty development programs should offer transformative resources and prioritize the needs of the faculty. If faculty face difficulty in accessing such programs, the potential impact of the resources may be limited. To alleviate such issues, we designed a faculty development program that is available to anyone at any time in any configuration. By allowing faculty to choose from a diverse range of medical education topics based on their interests and needs, they may promptly apply crucial concepts in their teaching and education leadership roles. Faculty members can engage in personalized professional development, enhance their teaching practices, and ultimately foster their professional growth. Also, program coordinators and administrators can seamlessly integrate our resources into any existing faculty development program, serving as self-study materials, resources for existing programs, or a stand-alone curriculum with high accessibility, versatility, and ease of use.
Les programmes de développement du corps professoral doivent offrir des ressources transformatrices et donner la priorité aux besoins des enseignants. Si ces derniers ont des difficultés à accéder à ces programmes, l'impact potentiel des ressources peut être limité. Pour y remédier, nous avons conçu un programme de développement du corps professoral accessible à tous, à tout moment et dans n'importe quelle configuration. En permettant aux enseignants de choisir parmi une gamme variée de sujets relatifs à l'enseignement médical en fonction de leurs intérêts et de leurs besoins, ils peuvent rapidement mettre en pratique des concepts cruciaux dans leur rôle d'enseignant et de responsable de l'enseignement. Les membres du corps enseignant peuvent s'engager dans un développement professionnel personnalisé, améliorer leurs pratiques d'enseignement et, en fin de compte, favoriser leur croissance professionnelle. En outre, les coordonnateurs et administrateurs de programmes peuvent aisément intégrer nos ressources dans n'importe quel programme existant de formation du corps enseignant, en tant qu'outil d'auto-apprentissage, de ressources pour les programmes existants, ou de programme autonome avec une grande accessibilité, polyvalence et facilité d'utilisation.
Education, Medical , Faculty, Medical , Humans , Program Development , Staff Development , Curriculum
In emergence-based leadership education, the knowledge and experiences co-created in the classroom may violate some of the assumptions behind traditional teaching and learning assessment methods. Thus, traditional assessment, evaluation, and outcomes for courses utilizing emergence-based methods, such as intentional emergence, case-in-point, dialogic group process consultations, and group relations/dynamics, are counterintuitive and must be reconsidered. We provide recommendations regarding how to conduct assessment when utilizing emergence-based teaching methods in leadership education. We review the use of inductive forms of assessment and provide recommendations for broadening learning outcomes and engaging in learning outcomes beyond the knowledge domain.
Leadership , Learning , Humans , Group Processes , Staff Development
This Viewpoint discusses contemporary approaches to mentoring and coaching new physicians.
Faculty, Medical , Medicine , Mentors , Staff Development , Humans , Faculty , Faculty, Medical/organization & administration , Medicine/organization & administration , Staff Development/methods , Staff Development/organization & administration
