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1.
J Prim Care Community Health ; 12: 21501327211004285, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33764223

RESUMEN

INTRODUCTION: Medical assistants (MAs) were once limited to obtaining vital signs and office work. Now, MAs are foundational to team-based care, interacting with patients, systems, and teams in many ways. The transition to Virtual Health during the COVID-19 pandemic resulted in a further rapid and unique shift of MA roles and responsibilities. We sought to understand the impact of this shift and to place their new roles in the context of national professional competency standards. METHODS: In this qualitative, grounded theory study we conducted semi-structured interviews with 24 MAs at 10 primary care sites at a major academic medical center on their experiences during the shift from in-person to virtual care. MAs were selected by convenience sample. Coding was done in Dedoose version 8.335. Consensus-based inductive and deductive approaches were used for interview analysis. Identified MA roles were compared to national MA, Institute of Medicine, physician, and nursing professional competency domains. RESULTS: Three main themes emerged: Role Apprehension, Role Expansion, and Adaptability/Professionalism. Nine key roles emerged in the context of virtual visits: direct patient care (pre-visit and physical care), panel management, health systems ambassador, care coordination, patient flow coordination, scribing, quality improvement, and technology support. While some prior MA roles were limited by the virtual care shift, the majority translated directly or expanded in virtual care. Identified roles aligned better with Institute of Medicine, physician, and nursing professional competencies, than current national MA curricula. CONCLUSIONS: The transition to Virtual Health decreased MA's direct clinical work and expanded other roles within interprofessional care, notably quality improvement and technology support. Comparison of the current MA roles with national training program competencies identified new leadership and teamwork competencies which could be expanded during MA training to better support MA roles on inter-professional teams.


Asunto(s)
Técnicos Medios en Salud , Empleos en Salud , Pandemias , Competencia Profesional , Rol Profesional , Telemedicina , Centros Médicos Académicos , Técnicos Medios en Salud/educación , Continuidad de la Atención al Paciente , Curriculum , Humanos , Relaciones Interprofesionales , Liderazgo , Informática Médica , Grupo de Atención al Paciente , Atención Dirigida al Paciente , Atención Primaria de Salud , Competencia Profesional/normas , Investigación Cualitativa , Mejoramiento de la Calidad
2.
Nurs Outlook ; 69(2): 228-233, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33509626

RESUMEN

Statistics knowledge is essential for nursing faculty in both teaching and research roles. In the teaching role when discussing nursing research, nursing faculty are confronted with statistical concepts and statistical methods applications. Knowledge of fundamental statistical concepts is needed so that nursing faculty can understand and critically evaluate the literature. The purpose of this study was to assess nursing faculty knowledge of fundamental statistical concepts. A probability sample with a 7.7% response rate yielded participation from 164 nursing faculty from 26 accredited schools. Results showed that most faculty members (91.5%) read peer-reviewed health-related scientific journal articles. On average, nursing faculty answered 5.1 (SD = 1.6) out of 8 statistical knowledge questions correctly. Problematic concepts included randomization (43.3% correct), and interpreting a confidence interval (42.7%) and odds ratio (33.5%). The results of this study may be used to improve statistics education and training for future nursing faculty and strengthen scholarship for nursing faculty conducting research.


Asunto(s)
Educación de Postgrado en Enfermería/normas , Docentes de Enfermería/normas , Competencia Profesional/normas , Estadística como Asunto/normas , Estudios Transversales , Educación de Postgrado en Enfermería/estadística & datos numéricos , Docentes de Enfermería/estadística & datos numéricos , Humanos , Competencia Profesional/estadística & datos numéricos , Instituciones Académicas/organización & administración , Instituciones Académicas/estadística & datos numéricos , Encuestas y Cuestionarios
3.
Medicine (Baltimore) ; 99(51): e23516, 2020 Dec 18.
Artículo en Inglés | MEDLINE | ID: mdl-33371073

RESUMEN

ABSTRACT: The clinical management assistant (CMA) is an innovative and practical way to help manage a hospital, so the selection of CMA is important. This research is to find the influencing factors on the competency of CMA and help to select proper candidate of CMA.Based on the items of competency theory using the structural equation model, the data of 600 hospital managers from Shanghai, Guangzhou and Wuhan were identified by exploratory factor analysis and confirmatory factor analysis. In further analysis, the interactions among the factors were evaluated.A total of 20 items were identified as critical to CMA capability, which were further tested and divided into 3 factors: (1) personal characteristics; (2) competence; (3) thinking. The subsequent analysis showed that all factors had significant impact on CMA's ability, and competence contributed the most to the formation of CMA's ability, while the intermediary role of personal characteristics and thinking could not be ignored in practice. The results showed that the competency model contained these 3 factors and had the same structure as the classic competency model.This study presented a tentative approach for assessing CMA's competency, as well as provided the criteria to find and evaluate a CMA.


Asunto(s)
Administración Hospitalaria/normas , Modelos Organizacionales , Competencia Profesional/normas , China , Competencia Clínica , Comunicación , Análisis Factorial , Procesos de Grupo , Humanos , Aprendizaje , Innovación Organizacional , Identificación Social , Factores de Tiempo
4.
Educ. med. (Ed. impr.) ; 21(5): 328-337, sept.-oct. 2020. tab
Artículo en Español | IBECS | ID: ibc-196877

RESUMEN

El aprendizaje del residente se realiza a través del trabajo que desarrolla en diferentes contextos laborales como: la planta del hospital, el quirófano, el centro de salud, la participación en congresos o en comisiones, etc. Aun así, este desempeño tiene que complementarse con metodologías que conlleven actividades específicas para desarrollar aquellas competencias que no se pueden trabajar de forma planificada y explícita en el día a día como el pensamiento crítico, el trabajo cooperativo, la gestión de las emociones, etc. Más allá de las clásicas sesiones clínicas de casos o bibliográficas, existen otras metodologías activas dirigidas a favorecer estos aprendizajes para alcanzar una formación integral, como el aprendizaje basado en problemas, el método de caso y de proyectos, los incidentes críticos, la gamificación, los juegos de rol o el libro del residente. Destacamos las competencias que cada una de ellas ayudan a adquirir. Dedicamos un apartado a las actividades profesionales confiables (APROC) o entrustable professional activities (EPAs), por tratarse de un enfoque metodológico operativo que facilita la puesta en práctica de la formación y evaluación basada en competencias a través de tareas o actividades complejas. La combinación de metodologías complementarias con las actividades clínicas completa el mapa para adquirir las competencias requeridas en los programas de formación especializada. De este modo, se pretende ayudar al formador a planificar la formación del residente de acuerdo a su perfil competencial


The resident's learning is developed through the work in different settings such as: the hospital ward, the primary health center, the operating room, the participation in congresses or in committees, etc. Even so, this performance has to be complemented with methodologies that involve specific activities to develop those competencies that cannot be worked on a day-to-day basis (critical thinking, cooperative work, emotion management, etc.). We present other methodologies aimed to achieve those competencies, such as problem-based learning, the projects method, the case method, and the critical incidents, gamification, role-playing games or the resident's logbook, highlighting the competencies that each of them help to acquire. We dedicate a section to entrustable professional activities (EPAs), an operational methodological approach that facilitates the implementation of competency-based medical education and evaluation through clinical activities. The combination of complementary methodologies with clinical activities completes the map to acquire the competencies required in specialized training and guide the tutor in order to plan the training of the specialist


Asunto(s)
Humanos , Educación Continua , Aprendizaje , Educación de Postgrado en Medicina/normas , Competencia Profesional/normas , Internado y Residencia , Aprendizaje Basado en Problemas/métodos , Autoaprendizaje como Asunto , Profesionalismo
5.
Pharm. pract. (Granada, Internet) ; 18(3): 0-0, jul.-sept. 2020. tab, graf
Artículo en Inglés | IBECS | ID: ibc-194194

RESUMEN

BACKGROUND: The American College of Clinical Pharmacy (ACCP) prepared clinical pharmacist competencies that have specific recommendations. Recently, many efforts to advance clinical pharmacy services in Egypt exist. The literature revealed that no country has assessed the extent of applicability of ACCP competencies in its current pharmacy practice setting. Egyptian pharmacists can provide feedback about applicability of such competencies in clinical pharmacy settings in Egypt. OBJECTIVE: The objective of this study was to investigate the extent to which ACCP competencies were implemented by Egyptian clinical pharmacists and therefore evaluate development of clinical pharmacy practice in Egypt. The study also investigated factors affecting the applicability of such competencies in the current clinical pharmacy practice setting in Egypt. METHODS: Four hundred and ninety-five randomly selected clinical pharmacists from several hospitals were invited to participate in a cross sectional survey using a self-administered validated questionnaire composed of 31 questions classified into six domains. This questionnaire was designed to determine the pharmacists' perception about applicability of ACCP competencies to clinical pharmacy practice in Egypt. RESULTS: The response rate was 64% as 317 out of 495 pharmacists completed the questionnaire. These pharmacists were categorized according to age; gender; qualifications; years of previous work experience, years since BSc. and type of hospitals they are currently working at. Analysis of data revealed the professionalism domain to have the highest percentage of acceptance among pharmacists, while the system-based care & population health domain had the lowest percentage of acceptance. Results also showed that qualifications of participants did not affect their response in three domains; "Direct Patient Care", "Systems-based Care & Population Health" and "Continuing Professional Development" (p = 0.082, 0.081, 0.060), respectively. Nevertheless, qualifications of participants did affect their response in the other three domains; "Pharmacotherapy Knowledge", "Communication" and "Professionalism" (p < 0.05). The age of pharmacists, gender, years of previous work experience, and graduation year did not affect their responses in all six domains. The type of hospital they are currently working at, though, affected their responses where, there was a highly statistically significant increase of the mean score of all domains among participants working at the NGOs/private hospitals compared to governmental hospitals (p < 0.001). CONCLUSIONS: Egyptian pharmacists generally apply high percentage of ACCP competencies but the provided clinical pharmacy services need to be improved through applying the standards of best practice


No disponible


Asunto(s)
Humanos , Masculino , Femenino , Adulto , Persona de Mediana Edad , Consejos de Especialidades/normas , Práctica Profesional , Profesionalismo , Egipto , Sistemas de Información en Farmacia Clínica/normas , Encuestas y Cuestionarios , Competencia Profesional/normas , Estudios Transversales
6.
Am J Disaster Med ; 14(4): 247-254, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32803744

RESUMEN

OBJECTIVE: The Pandemic and All-Hazards Preparedness Act calls for establishing a competency-based training program to train public health practitioners. To inform such training, the Centers for Disease Control and Prevention and the Association of Schools of Public Health managed groups of experts to produce a competency model which could function as a national standard of behaviorally based, observable skills for the public health workforce to prevent, protect against, respond to, and recover from all hazards. DESIGN: A systematic review of existing competency models generated a competency model of proposed domains and competencies. PARTICIPANTS: National stakeholders were engaged to obtain consensus through a three-stage Delphi-like process. RESULTS: The Delphi-like process achieved 84 percent, 82 percent, and 79 percent response rates in its three stages. Three hundred sixty six unique individuals responded to the three-round process, with 45 percent (n = 166) responding to all three rounds. The resulting competency model features 18 competencies within four core learning domains targeted at midlevel public health workers. CONCLUSIONS: Practitioners and academics have adopted the Public Health Preparedness and Response Core Competency Model, some of whom have formed workgroups to develop curricula based on the model. Efforts will be needed to develop evaluation materials for training and education programs to refine the model as well as for future training and education initiatives.


Asunto(s)
Planificación en Desastres/organización & administración , Personal de Salud/educación , Competencia Profesional/normas , Salud Pública/normas , Consenso , Curriculum , Técnica Delfos , Humanos
7.
PLoS One ; 15(8): e0237632, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32817679

RESUMEN

BACKGROUND: Licensure and registration are the traditional approaches to ensure minimally acceptable standards of care for practice. However, due to advances in medical technology and changes in clinical practice, the knowledge and skills obtained from basic education and training may rapidly become out of date. There is no mandated, structured and ongoing mechanism to assess all doctors' competence in Hong Kong. This paper assessed doctors' perceived needs for continuous professional development, and to identify facilitators and barriers that are likely to influence the implementation of compulsory continuous professional development for maintaining professional competence and ensuring patient safety. METHODS: An explanatory sequential mixed method design with two distinct interactive phases was adopted comprising a postal self-administered questionnaire survey among a random sample of 2,459 of doctors (Phase 1), followed by individual interviews of a stratified sample of 30 questionnaire respondents for the subsequent qualitative analysis (Phase 2). RESULTS: The majority of doctors (over 90%) agreed the importance of continuous professional development to update knowledge and skills. However, just 30.7% of non-specialists compared with 65.4% of specialists agreed it would be desirable for continuous professional development to be a requirement for renewal of licenses. A relatively higher percentage of non-specialists compared with specialists reported barriers to participation such as accessibility, availability and relevance of the content of the programmes. Facilitators for uptake included more convenient schedule and location, relevant content, and incentives for participation such as making this a pre-condition for enrolling in government-funded services. CONCLUSIONS: To address the needs of individual doctors, the spheres of practice, personal preferences and learning styles should be considered in deciding the content and processes of continuous professional development. Flexibility is also an important principle. A learning model, incentives for participation and a compliance strategy (instead of deterrence) could be effective strategy for continuous professional development.


Asunto(s)
Educación Médica Continua/normas , Conocimientos, Actitudes y Práctica en Salud , Evaluación de Necesidades/normas , Médicos/normas , Competencia Profesional/normas , Especialización/normas , Adulto , Actitud del Personal de Salud , Femenino , Humanos , Masculino , Persona de Mediana Edad , Investigación Cualitativa , Encuestas y Cuestionarios , Adulto Joven
8.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 23(4): 173-178, ago. 2020. graf
Artículo en Español | IBECS | ID: ibc-195078

RESUMEN

INTRODUCCIÓN: Los procesos de planificación del aprendizaje son altamente complejos, tanto para estudiantes como para docentes. Para decidir qué hacer en el aula, los docentes deben considerar el perfil de egreso de la carrera y los programas de la asignatura, pero no está claro cómo finalmente definen sus propósitos antes de realizar una clase. OBJETIVO: Analizar el proceso de definición de propósitos desde los cuales el docente planifica las actividades de enseñanza de programas de pregrado de la salud. Sujetos y métodos: Estudio cualitativo, según la teoría fundamentada. Se entrevistó a cuatro expertos en educación médica y a 25 docentes, previo consentimiento informado. Para el análisis se realizó codificación axial. RESULTADOS: Los propósitos de los docentes suelen expresarse en términos afines al modelo por competencias y están arraigados en la concepción de 'qué se suele enseñar', afectado por lo establecido formalmente en el plan de estudios. Su operacionalización está fuertemente influida por las concepciones personales y profesionales y las experiencias del académico. Para el docente, esto aumenta la relevancia de su labor, aunque ello signifique un menor seguimiento de las directrices definidas por su universidad. CONCLUSIÓN: El docente ejerce un rol activo en la definición de los propósitos de enseñanza, lo que es coherente con lo esperado por un docente reflexivo. Sin embargo, queda abierta la discusión de cómo los problemas en la definición de los planes de estudio formales lo llevan a realizar frecuentes adaptaciones personales


INTRODUCTION: Learning processes planning is highly complex, both for students and teachers. Prior to decide what to do in the classroom, teachers should consider graduate profile and courses programs. But it is unclear how they finally define their purposes before taking a class. AIM: To analyze the process of purposes definition that underlies teaching activities election for undergraduate health programs. Subjects and methods.Qualitative study, according to the grounded theory. Four experts in medical education and 25 teachers were interviewed, prior informed consent. For data analysis, axial coding was performed. RESULTS: Teachers' purposes are usually expressed in terms related to competency model. They are rooted in the conception of 'what is usually taught'. It is also affected by what is formally established in the curriculum. But its operationalization is strongly affected by personal and professional conceptions and teachers' experiences. For teachers, this increases the relevance of their work, although the guidelines defined by his university are less used. CONCLUSION: Teachers showed an active role in teaching purposes definition, which is consistent with what is expected by a reflexive teacher. However, the discussion of what problems in formal curricula leads him to make frequent personal adaptations remains open


Asunto(s)
Humanos , Masculino , Femenino , Adulto , Persona de Mediana Edad , Educación de Pregrado en Medicina/organización & administración , Docentes Médicos/organización & administración , Curriculum , Competencia Profesional/normas , Práctica Profesional/organización & administración , Aprendizaje , Investigación Cualitativa , Educación Profesional/organización & administración , Educación Profesional/normas
9.
Niger J Clin Pract ; 23(7): 988-994, 2020 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-32620730

RESUMEN

Background: Tertiary hospitals are specialized institutions that provide managed care for patients. It has been shown that the productivity of any organization/institution is as good as the performance of its managers. Aim: This study assessed the management knowledge of Healthcare Managers in a tertiary hospital in Calabar, Nigeria. Methodology: This was a descriptive cross-sectional study that employed a structured questionnaire (adapted from the Health Leadership Alliance competency directory). Data were analyzed using SPSS version 20. Results: A total of 266 managers were included in this studywith a M: F ratio of 1.3:1. The knowledge rating of role of non-clinical professionals, regulatory agency standards, preparation of business communication, change process management and policy formulation and analysis varied significantly among the three levels of management (p < 0.05). Less than 50% of operational and middle managers rated themselves as experts in all the competency domains while majority (80%) of strategic managers rated themselves as more than proficient in most of the competency items. Conclusion: There is inadequate managerial knowledge at all levels of management in a typical tertiary hospital in Nigeria with the potential to impact negatively on quality healthcare delivery.


Asunto(s)
Administradores de Instituciones de Salud , Administración de los Servicios de Salud/normas , Gestión del Conocimiento , Liderazgo , Competencia Profesional/normas , Adulto , Servicios de Salud Comunitaria , Estudios Transversales , Prestación de Atención de Salud , Femenino , Humanos , Masculino , Persona de Mediana Edad , Nigeria , Competencia Profesional/estadística & datos numéricos , Calidad de la Atención de Salud , Encuestas y Cuestionarios , Centros de Atención Terciaria , Gestión de la Calidad Total , Adulto Joven
10.
J Evid Based Soc Work (2019) ; 17(4): 469-485, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32500825

RESUMEN

PURPOSE: The purpose of this study was to understand the importance of research-supported practice for batterer intervention programs. METHODS: This study applied descriptive statistics and chi-square analyses to a novel dataset from the Domestic Violence Perpetrator Treatment Survey (N = 411). This was a 69-item survey developed by domestic violence providers and researchers to understand the role of research-supported practice in the treatment of intimate partner violence (IPV). RESULTS: This study found statistically significant differences between Duluth oriented programs and Cognitive Behavioral Therapy (CBT) oriented programs with respect to the importance of research-supported practices and motivational interviewing, a strategy found effective in treatment of IPV by extant research. DISCUSSION: There appears to have been an evolution among practitioners toward more eclecticism, and an acknowledgment that programs should be research-supported. CONCLUSION: Implications of this study for education and treatment are discussed.


Asunto(s)
Técnicos Medios en Salud/normas , Terapia Conductista/métodos , Terapia Cognitivo-Conductual/métodos , Víctimas de Crimen/rehabilitación , Violencia de Pareja/psicología , Concesión de Licencias/normas , Competencia Profesional/normas , Adulto , Anciano , Anciano de 80 o más Años , Víctimas de Crimen/psicología , Femenino , Humanos , Masculino , Persona de Mediana Edad , Entrevista Motivacional/normas , Rol Profesional
11.
Nurs Outlook ; 68(4): 459-467, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32593462

RESUMEN

BACKGROUND: Full practice authority laws that permit nurse practitioners (NPs) to practice independently and prescribe medications may influence NPs' workforce outcomes. PURPOSE: To examine whether implementation of full practice authority laws affect NP self-employment, average earnings, and likelihood of residing in a primary care health professional shortage area (HPSA). METHODS: A nationally representative U.S. sample of 9,782 NPs employed in health care during 2010 to 2018 was drawn from the American Community Survey. Difference-in-differences regression was used to estimate covariate-adjusted mean differences in NPs' workforce outcomes after full practice authority implementation. FINDINGS: Among full-time employed NPs, full practice authority was associated with an increased probability of residing in a HPSA (adjusted odds ratio [aOR]:2.34, 95%CI 1.14, 4.83) and with a higher mean probability of self-employment (aOR:4.97, 95%CI 1.00, 24.86). DISCUSSION: Full practice authority implementation improves access to primary care providers in health professional shortage areas and may increase practice ownership among NPs.


Asunto(s)
Enfermeras Practicantes/estadística & datos numéricos , Enfermeras Practicantes/normas , Autonomía Profesional , Competencia Profesional/estadística & datos numéricos , Competencia Profesional/normas , Rol Profesional , Recursos Humanos/estadística & datos numéricos , Adulto , Femenino , Humanos , Masculino , Persona de Mediana Edad , Estados Unidos
12.
BMC Public Health ; 20(1): 956, 2020 Jun 18.
Artículo en Inglés | MEDLINE | ID: mdl-32552689

RESUMEN

BACKGROUND: The value of competency frameworks for developing the public health workforce is widely acknowledged internationally. However, there is a lack of formal evaluations of such frameworks. In the UK, the Public Health Skills and Knowledge Framework (PHSKF) is a key tool for the public health workforce across the UK, and this study presents the evaluation of the PHSKF 2016 version, with the aim of reflecting on implications for international public health competency frameworks. METHODS: A sequential explanatory design was employed. An online survey (n = 298) was completed with stakeholders across the four UK nations and different sectors. This was followed by 18 telephone interviews with stakeholders and survey completers. Quantitative results were analysed descriptively; qualitative transcripts were analysed with thematic analysis. RESULTS: Most respondents had used the PHSKF occasionally or rarely, and most users found it useful (87%) and easy to use (82%). Main purposes of use included team/workforce development (e.g. setting of standards) and professional development (e.g. identify professional development opportunities). Some positive experiences emerged of uses of the PHSKF to support organisational redevelopments. However, 23% of respondents had never used the framework. Areas for improvement included greater clarity on purpose and audience, the need for more support from employers and for clear career progression opportunities, and stronger links with other competency frameworks. CONCLUSIONS: The development of a digital version of the PHSKF, together with improving buy-in from the workforce and employers could make an important contribution towards UK public health workforce development. Further evaluation and shared learning internationally of the implementation of public health competency frameworks would support global public health workforce development.


Asunto(s)
Conocimientos, Actitudes y Práctica en Salud , Competencia Profesional/normas , Salud Pública/educación , Desarrollo de Personal/normas , Recursos Humanos/normas , Estudios Transversales , Empleo/normas , Humanos , Relaciones Interprofesionales , Liderazgo , Encuestas y Cuestionarios , Reino Unido
13.
Enferm. clín. (Ed. impr.) ; 30(supl.5): 64-68, jun. 2020. tab
Artículo en Inglés | IBECS | ID: ibc-196476

RESUMEN

BACKGROUND: A nurse is a profession that requires character and soft skills because nursing as a professional discipline has special domain knowledge and skills as well as attitudes or behaviors obtained through academic education and clinical practice experience. These knowledge, skills and attitudes or behaviors are used in service, so this is what distinguishes nurses as professional disciplines, not just academics (professional character). OBJECTIVE: Strengthening soft skills as the character of student nurses through a preceptorship management model. METHODS: A research and development (R&D) was conducted by using reference studies with a quasi-experimental design. The samples in this study were 123 student nurses in odd and even semester of total sampling. The measurement of the professional character of these students used the Professionals Character Questionnaire (PCQ). Data analysis in this study used both descriptive and statistical analysis of Wilcoxon. RESULTS: The characteristics of the student nurses were 60.9% consists of female students (34.1% of the odd semester and 26.8% of the even semester), the youngest age was 19 years and the oldest age was 50 years, the shortest practice period was one month, and the longest was 12 months. The caring character of the student nurses of the Faculty of Nursing and Health Sciences in even semester was better than the odd semester of 8.2%. The professional character of the student nurses in even semester with a good category was almost three times more than the odd semester of 37.5%. The activism character of the student nurses in even semester with a good category was twice as much compared to the odd semester of 33%. The gender influences the caring character of the student nurses of The Faculty of Nursing and Health Sciences at UNIMUS with p-value 0.039. The gender also affects the activism character of student nurse of The Faculty of Nursing and Health Sciences at UNIMUS with p-value 0.017. CONCLUSION: There are differences in caring, activism and professionalism between the student nurses of The Faculty of Nursing and Health Sciences at UNIMUS in even semester and odd semester with each p-value 0.021 for caring, 0.010 for activism and 0.001 for professionalism


No disponible


Asunto(s)
Humanos , Masculino , Femenino , Adulto Joven , Adulto , Persona de Mediana Edad , Aptitud , Competencia Clínica , Estudiantes de Enfermería/psicología , Competencia Profesional/normas , Educación en Enfermería/organización & administración , Mentores/psicología , Estudiantes de Enfermería/estadística & datos numéricos , Rol de la Enfermera
14.
Enferm. clín. (Ed. impr.) ; 30(supl.5): 96-98, jun. 2020.
Artículo en Inglés | IBECS | ID: ibc-196484

RESUMEN

Maternity illness and death rate is high in many developing countries, including Indonesia due to bleeding in the post childbirth (28%), miscarriage complication (12%), and sepsis (9%). The main reason for maternity illness in implementation of APN which is in accordance with midwife competence standard is carried out. The objective of the research was to find out the implementation of midwife competence standard in APN implementation behavior. The research used qualitative narrative method. It was conducted at RSU Ridos, Medan. The informants were 4 midwives, 1 owner, and 2 childbirth women. The data were analyzed qualitatively by interpreting the data in the form of sentences. The result of the research showed that the implementation of midwife competence standard in carrying out normal childbirth care in RSU was good. Midwives' knowledge was good since all of them were D-III midwifery graduates. Senior midwives' skill was better than that of young ones although the latter were controlled by their seniors and bay the hospital owner. The skilled midwives had participated in APN training, while the unskilled ones had not. Midwives behavior, especially the seniors' was good in implementing APN in RSU Ridos, but young midwives still needed experience in implementing APN so that their behavior was in accordance with midwife competence standard and to oath of office. It is recommended that the hospital management increase midwives' knowledge and skill in Normal Childbirth Care, and make midwives who not yet followed training participate in it


No disponible


Asunto(s)
Humanos , Masculino , Femenino , Adulto , Partería/normas , Conducta Infantil/psicología , Enfermeras Obstetrices/normas , Competencia Profesional/normas , Enfermeras Obstetrices/psicología , Pautas de la Práctica en Enfermería/normas
16.
PLoS One ; 15(5): e0233360, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32437384

RESUMEN

BACKGROUND: Recent infectious disease outbreaks highlight the importance of competent professionals with expertise on public health preparedness and response at airports. The availability of a competency profile for this workforce supports efficient education and training. Although competency profiles for infectious disease control professionals are available, none addresses the complex airport environment. Therefore, the main aim of this study is to develop a competency profile for professionals involved in infectious disease preparedness and response at airports in order to stimulate and direct further education and training. METHODS: We developed the competency profile through the following steps: 1) extraction of competencies from relevant literature, 2) assessment of the profile in a national RAND modified Delphi study with an interdisciplinary expert group (n = 9) and 3) assessment of the profile in an international RAND modified Delphi study with an airport infectious disease management panel of ten European countries (n = 10). RESULTS: We systematically studied two competency profiles on infectious disease control and three air transport guidelines on event management, and extracted 61 relevant competencies for airports. The two RAND modified Delphi procedures further refined the profile, mainly by specifying a competency's target group, the organizational level it should be present on, and the exact actions that should be mastered. The final profile, consisting of 59 competencies, covers the whole process from infectious disease preparedness, through the response phase and the recovery at airports. CONCLUSION: We designed a profile to support training and exercising the multidisciplinary group of professionals in infectious disease management in the airport setting, and which is ready for use in practice. The many adaptations and adjustments that were needed to develop this profile out of existing profiles and air transport guidelines suggest that other setting-specific profiles in infectious disease control are desirable.


Asunto(s)
Aeropuertos , Control de Enfermedades Transmisibles/normas , Competencia Profesional/normas , Salud Pública/normas , Aeropuertos/organización & administración , Aeropuertos/normas , Defensa Civil/educación , Defensa Civil/organización & administración , Defensa Civil/normas , Enfermedades Transmisibles/transmisión , Consenso , Técnica Delfos , Europa (Continente) , Femenino , Humanos , Masculino , Salud Pública/educación , Administración en Salud Pública
17.
Rural Remote Health ; 20(2): 6045, 2020 05.
Artículo en Inglés | MEDLINE | ID: mdl-32471311

RESUMEN

Health professions education in tertiary, industrial and other contexts often entails face-to-face small group learning through tutorials. The current novel coronavirus, COVID-19, has reduced face-to-face contact, and this has challenged how health professionals and clinical students can access training, accreditation and development. Online and other remote mechanisms are available to tutors and course designers; however, they might not feel comfortable with such affordances, in light of expectations to so rapidly change familiar teaching and delivery styles. This may result in the loss of interaction and disruption of peer learning, which are hallmarks of the small group tutorial. Collaborative learning is essential to develop and refine an emerging sense of belonging to a professional community through formal studies, and interactive learning is a requirement for some registered health professions to satisfy ongoing professional accreditation. Online media has been used to promote social learning in regional, rural and remote communities for some time. Strategies for learning activity design and tutor training are proposed to equip course designers and educators to support health professions education remotely, through the synchronous, online small group. This may herald a new era of increased access to training and professional development for non-urban learners, beyond COVID-19.


Asunto(s)
Betacoronavirus , Infecciones por Coronavirus , Educación a Distancia/métodos , Empleos en Salud/educación , Pandemias , Neumonía Viral , Competencia Profesional/normas , Curriculum/normas , Difusión de Innovaciones , Humanos , Aprendizaje Basado en Problemas/métodos
18.
PLoS One ; 15(4): e0231735, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32310984

RESUMEN

Despite growing demand for practicable methods of research evaluation, the use of bibliometric indicators remains controversial. This paper examines performance assessment practice in Europe-first, identifying the most commonly used bibliometric methods and, second, identifying the actors who have defined wide-spread practices. The framework of this investigation is Abbott's theory of professions, and I argue that indicator-based research assessment constitutes a potential jurisdiction for both individual experts and expert organizations. This investigation was conducted using a search methodology that yielded 138 evaluation studies from 21 EU countries, covering the period 2005 to 2019. Structured content analysis revealed the following findings: (1) Bibliometric research assessment is most frequently performed in the Nordic countries, the Netherlands, Italy, and the United Kingdom. (2) The Web of Science (WoS) is the dominant database used for public research assessment in Europe. (3) Expert organizations invest in the improvement of WoS citation data, and set technical standards with regards to data quality. (4) Citation impact is most frequently assessed with reference to international scientific fields. (5) The WoS classification of science fields retained its function as a de facto reference standard for research performance assessment. A detailed comparison of assessment practices between five dedicated organizations and other individual bibliometric experts suggests that corporate ownership and limited access to the most widely used citation databases have had a restraining effect on the development and diffusion of professional bibliometric methods during this period.


Asunto(s)
Bibliometría , Competencia Profesional , Investigación , Exactitud de los Datos , Bases de Datos como Asunto/normas , Europa (Continente) , Competencia Profesional/normas , Investigación/normas , Países Escandinavos y Nórdicos
20.
Nurse Educ Today ; 87: 104360, 2020 Apr.
Artículo en Inglés | MEDLINE | ID: mdl-32135456

RESUMEN

BACKGROUND: Clinical narratives may be used as a means to improve the acquisition of clinical competences. Even though there are studies that recognize the potential value of clinical narratives to promote nursing professional development, there is no evidence that shows their value as a tool to improve nurses' competences to provide person-centred nursing care. PURPOSE: To evaluate the preliminary efficacy of narratives for the development of three nursing professional competences -respect, intentional presence and knowing the person- for providing person-centred care. METHOD: Using a pre-post quasi-experimental design, a pilot study with a total of 34 nurses enrolled in a training course of nursing specialization was conducted between September 2016 and June 2017. All the nurses received a multi-component intervention based on the Critical Reflective Inquiry model. The strategies of this programme consisted of writing three narratives, attending two masterclasses, participating in a discussion group, and participating in a face-to-face interview. The NarratUN Evaluation tool was used to assess the outcomes. Changes among nurses were analysed using the Wilcoxon signed Rank test. RESULTS: The difference in the means between the pre- and post-intervention scores were statistically significant for respect [0.59 (95% CI 0.23-0.95; p = 0.001)], intentional presence [0.75 (95% CI 0.32-1.17; p < 0.0001)] and knowing the person [0.62 (95% CI 0.25-0.99; p = 0.001)]. The difference in the mean score for use of the narrative and reflection also increased significantly [0.65 (95% CI 0.32-0.98, p < 0.001)]. CONCLUSIONS: The use of narratives combined with other reflective strategies (masterclass sessions and discussion groups) proved to be effective for the development of professional competences of nurses.


Asunto(s)
Narración , Enfermeras y Enfermeros/estadística & datos numéricos , Atención Dirigida al Paciente , Competencia Profesional/normas , Enseñanza , Escritura , Adulto , Competencia Clínica/normas , Femenino , Humanos , Proyectos Piloto , Evaluación de Programas y Proyectos de Salud , Especialidades de Enfermería , Adulto Joven
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