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1.
MedEdPORTAL ; 17: 11090, 2021 02 05.
Artigo em Inglês | MEDLINE | ID: mdl-33598535

RESUMO

Introduction: The COVID-19 pandemic in March of 2020 necessitated the removal of medical students from direct patient care activities to prevent disease spread and to conserve personal protective equipment. In order for medical student education to continue, virtual and online electives were designed and implemented expeditiously. We created a virtual curriculum that taught quality improvement (QI) skills within the context of the global pandemic. Methods: This 4-week curriculum enrolled 16 students. Students completed the revised QI knowledge application tool (QIKAT-R) before and after the course to assess QI knowledge. Students completed prereading, online modules, and received lectures on QI and incident command systems. Each group designed their own QI project related to our hospital system's response to the pandemic. Finally, groups presented their projects at a peer symposium and completed peer evaluations. Results: Students' QIKAT-R scores improved throughout the course from a mean of 5.5 (SD = 1.3) to a mean of 7.5 (SD = 1.1; p < 0.001). Students reported that the virtual learning experience delivered the material effectively, and all students agreed that they would participate in QI work in the future. Discussion: Patient safety and QI topics are content areas for multiple medical licensing examinations. Virtual learning is an effective way to deliver QI content to medical students and residents, especially when projects are trainee-led, QI-trained faculty serve as mentors, and the projects harmonize with institutional goals. Our virtual pandemic-focused curriculum has demonstrated efficacy in increasing medical student QI knowledge.


Assuntos
Instrução por Computador/normas , Currículo/normas , Educação de Graduação em Medicina/normas , Avaliação Educacional , Humanos , Maryland , Pandemias , Melhoria de Qualidade , Inquéritos e Questionários
2.
J Osteopath Med ; 121(1): 43-47, 2021 Jan 01.
Artigo em Inglês | MEDLINE | ID: mdl-33512395

RESUMO

The coronavirus disease 2019 (COVID-19) pandemic had an overwhelming impact on both clinical practices and learning environments. On March 17th, 2020, the American Association of Colleges of Osteopathic Medicine and Commission on Osteopathic College Accreditation issued a statement recommending a "pause" in medical student participation in-person at clinical sites. In response, the Family Medicine Department at the Rowan University School of Osteopathic Medicine recognized the need to evolve the traditional curriculum and quickly transitioned to an online format, incorporating telemedicine into the clerkship. This new model enabled 44 third-year medical students to obtain high-quality, offsite, virtual education and learn new skills.


Assuntos
/epidemiologia , Estágio Clínico/métodos , Currículo/normas , Medicina Osteopática/educação , Faculdades de Medicina/normas , Estudantes de Medicina , Telemedicina/métodos , Competência Clínica , Humanos , Aprendizagem , Pandemias
3.
Urol Clin North Am ; 48(1): 137-146, 2021 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-33218588

RESUMO

The use of robotic surgery in urology has grown exponentially in the past 2 decades, but robotic surgery training has lagged behind. Most graduating residents report a lack of comfort independently performing common robotic urologic surgeries, despite an abundance of available resources. There is a general consensus on the key components of a comprehensive robotics curriculum, and well-validated tools have been developed to assess trainee competency. However, no single curriculum has emerged as the gold standard on which individual programs can build their own robotics curricula.


Assuntos
Educação de Pós-Graduação em Medicina/tendências , Procedimentos Cirúrgicos Robóticos/educação , Procedimentos Cirúrgicos Urológicos/educação , Urologia/educação , Competência Clínica , Currículo/normas , Currículo/tendências , Previsões , Humanos , Sistemas Automatizados de Assistência Junto ao Leito , Procedimentos Cirúrgicos Robóticos/normas , Procedimentos Cirúrgicos Robóticos/tendências , Procedimentos Cirúrgicos Urológicos/normas , Procedimentos Cirúrgicos Urológicos/tendências , Urologia/normas , Urologia/tendências
4.
Nurse Educ Today ; 97: 104707, 2021 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-33338978

RESUMO

For Nurse Education in the UK, pre-existing challenges already included the need to develop curricula to align with new Nursing and Midwifery Council (NMC) educational standards; and increased numbers entering pre-registration Nurse Education programmes in order to address workforce deficits. Further disruption due to COVID-19, forced Nurse Educators overnight to rapidly adopt and to innovatively use current and emerging technologies to maintain engagement with, and to continue delivering education to, students during the pandemic. Although the full extent of these enforced changes is unknown at this time, this paper argues that online delivery is a necessary and inevitable transition, addressing some of these pre-existing challenges, and that the pandemic has hastened this. It is therefore crucial that Nurse Educators lead the way in navigating this period of uncertainty, viewing the pandemic as an opportunity to plan for the future, to establish how online teaching and learning can continue to benefit Nurse Education in a post-COVID-19 world, not just in the UK, but across the globe.


Assuntos
Currículo/normas , Educação a Distância/tendências , Educação em Enfermagem/normas , Tocologia/normas , Docentes de Enfermagem , Mão de Obra em Saúde/estatística & dados numéricos , Humanos , Enfermeiras e Enfermeiros/provisão & distribução , Reino Unido
5.
Acad Med ; 96(3): 384-389, 2021 03 01.
Artigo em Inglês | MEDLINE | ID: mdl-33332906

RESUMO

PROBLEM: The World Health Organization and the World Bank have identified improvement in access to surgical care as an urgent global health challenge and a cost-effective investment in public health. However, trainees in standard U.S. general surgery programs do not have adequate exposure to the procedures, technical skills, and foundational knowledge essential for providing surgical care in resource-limited settings. APPROACH: The Michael E. DeBakey Department of Surgery at Baylor College of Medicine (BCM) created a 7-year global surgery track within its general surgery residency in 2014. Individualized rotations equip residents with the necessary skills, knowledge, and experience to operate in regions with low surgeon density and develop sustainable surgical infrastructures. BCM provides a formal, integrated global surgery curriculum-including 2 years dedicated to global surgery-with surgical specialty rotations in domestic and international settings. Residents tailor their individual experience to the needs of their future clinical practice, region of interest, and surgical specialty. OUTCOMES: There have been 4 major outcomes of the BCM global surgery track: (1) increased exposure for trainees to a broad range of surgeries critical in resource-limited settings, (2) meaningful international partnerships, (3) contributions to global surgery scholarship, and (4) establishment of sustainable global surgery activities. NEXT STEPS: To better facilitate access to safe, timely, and affordable surgical care worldwide, global surgeons should pursue expertise in topics not currently included in U.S. general surgical curricula, such as setting-specific technical skills, capacity building, and organizational collaboration. Future evaluations of the BCM global surgery track will assess the effect of individualized education on trainees' professional identities, clinical practices, academic pursuits, global surgery leadership preparedness, and comfort with technical skills not encompassed in general surgery programs. Increasing availability of quality global surgery training programs would provide a critical next step toward contributing to the delivery of safe surgical care worldwide.


Assuntos
Educação de Pós-Graduação em Medicina/organização & administração , Saúde Global/economia , Especialidades Cirúrgicas/organização & administração , Cirurgiões/provisão & distribução , Competência Clínica , Análise Custo-Benefício/estatística & dados numéricos , Currículo/normas , Bolsas de Estudo/métodos , Cirurgia Geral/educação , Acesso aos Serviços de Saúde/normas , Humanos , Cooperação Internacional , Internato e Residência , Conhecimento , Desenvolvimento de Programas/métodos , Especialidades Cirúrgicas/estatística & dados numéricos , Estados Unidos/epidemiologia
6.
Am J Surg ; 221(2): 388-393, 2021 02.
Artigo em Inglês | MEDLINE | ID: mdl-33341234

RESUMO

BACKGROUND: Competency-based medical education requires evaluations of residents' performances of tasks of the discipline (ie. entrustable professional activities (EPAs)). Using neurosurgical Faculty perspectives, this study investigated whether a sample of neurosurgical EPAs accurately reflected the expectations of general neurosurgical practice. METHOD: A questionnaire was sent to all Canadian neurosurgery Faculty using a SurveyMonkey® platform. RESULTS: The proportion of respondents who believed the EPAs were representative of general neurosurgery competences varied significantly across all EPAs [47%-100%] (p < 0.0001). For 9/15 proposed EPAs, ≥75% agreed they were appropriate for general neurosurgery training and expected residents to attain the highest standard of performance. However, a range of 27-53% of the respondents felt the other six EPAs would be more appropriate for fellowship training and thus, require a lower standard of performance from graduating residents. CONCLUSION: The shift towards subspecialization in neurosurgery has implications for curriculum design, delivery and certification of graduating residents.


Assuntos
Competência Clínica/normas , Educação Baseada em Competências/normas , Internato e Residência/normas , Neurocirurgiões/educação , Neurocirurgia/educação , Canadá , Certificação/normas , Currículo/normas , Docentes de Medicina/estatística & dados numéricos , Humanos , Internato e Residência/métodos , Neurocirurgiões/normas , Neurocirurgia/normas , Inquéritos e Questionários/estatística & dados numéricos
7.
Nutr. hosp ; 37(6): 1226-1231, nov.-dic. 2020. tab, graf
Artigo em Espanhol | IBECS | ID: ibc-198315

RESUMO

INTRODUCCIÓN: la promoción del estilo de vida saludable es una necesidad imperativa tanto para disminuir el riesgo de enfermedades no transmisibles asociadas al estilo de vida como para evitar su progresión. OBJETIVO: evaluar los conocimientos básicos sobre alimentación saludable de una cohorte de egresados de una escuela de medicina. MÉTODOS: se realizó una investigación descriptiva a través de una revisión de la inclusión de la asignatura de nutrición en el currículo de las escuelas de medicina. Se aplicó un cuestionario de conocimientos sobre alimentos a 80 médicos de servicio en el primer nivel de atención, con egreso y titulación cinco años antes de la exploración. RESULTADOS: las respuestas correctas al cuestionario tuvieron, como promedio, 64,96 puntos de los 113 posibles. Hubo asociación débil entre los aciertos de "relación dieta-enfermedad" con "fuente de nutrimentos" (p = 0,016). En el currículo de las escuelas de medicina revisadas se privilegian los cursos de bioquímica sobre los de nutrición. Los cursos de nutrición de las escuelas de medicina no cumplen el mínimo de horas y no se organizan para formar capacidades de promoción de la salud. Los participantes obtuvieron un bajo nivel de aciertos en todas las áreas. CONCLUSIONES: es necesario reconfigurar los cursos de nutrición para afrontar la pandemia de enfermedades no transmisibles y sus consecuencias tanto en los pacientes como en los sistemas de salud


INTRODUCTION: the promotion of a healthy lifestyle is an imperative need to both reduce the risk of non-communicable diseases associated with lifestyle, and prevent their progression. OBJECTIVE: to evaluate the basic knowledge about healthy eating of a cohort of graduates from medical school. METHOD: a descriptive research was conducted through a review of the inclusion of a nutrition subject matter in the curriculum of medical schools. A food knowledge questionnaire was administered to 80 physicians at the first level of care who had graduated five years before the research. RESULTS: the correct answers to the questionnaire obtained on average 64.96 points out of a possible score of 113. There was a weak association between scores for "diet-disease relationship" and "source of nutrition" (p = 0.016). In the curriculum of the reviewed medical schools, biochemistry courses are privileged over nutrition courses. The nutrition courses imparted in medical schools do not have a minimum of hours, and are not structured to train health promotion capabilities. The participants had low scores in all areas. CONCLUSIONS: it is necessary that nutrition courses be reconfigured to face the pandemic of non-communicable diseases and their consequences both in patients and in health systems


Assuntos
Humanos , Dieta Saudável/métodos , Conhecimentos, Atitudes e Prática em Saúde , Estudantes de Medicina/estatística & dados numéricos , Estilo de Vida Saudável , Estilo de Vida , Inquéritos e Questionários , Fatores de Risco , Estudos Transversais , Currículo/normas , 52503/educação
10.
Am Surg ; 86(9): 1119-1123, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32804539

RESUMO

BACKGROUND: The Accreditation Council for Graduate Medical Education (ACGME) provides no specific guidelines for surgical critical care (SCC) training during general surgery residency. Growing emphasis is placed on this experience with increasing case requirements and dedicated SCC content on board certification exams. METHODS: A digital survey was distributed to ACGME-accredited general surgery residencies via email. Respondents reported number and setting of critical care months during residency and rated comfort level within 5 critical care principles and overall satisfaction with their SCC experience. Study cohorts were formed to compare experiences and competencies between respondents based on setting, months, postgraduate year (PGY) level, and formal surgical intensive care unit (SICU) experience. Differences between cohorts were compared using the Mantel-Haenszel test (P < .05). RESULTS: Seventy-three residents responded with 45% training at academic centers versus 46% in community hospitals. Approximately 50% completed a formal SICU rotation, while 9% reported no dedicated critical care rotation during residency. Overall, 78% felt satisfied with their SCC experience. Residents training at academic centers were more satisfied overall and felt more comfortable with ventilator management. Those who completed 5 or more months of critical care training reported greater confidence with intravenous sedation and ventilator management, while residents having a formal SICU rotation felt more confident with vasopressor and ventilator management. DISCUSSION: Variability remains within SCC training among general surgery residents with perceived benefits seen in training at academic centers and completing a formal SICU rotation. Although limited, these findings offer a foundation for developing an effective SCC curriculum.


Assuntos
Competência Clínica , Cuidados Críticos , Currículo/normas , Educação de Pós-Graduação em Medicina/normas , Cirurgia Geral/educação , Internato e Residência/métodos , Humanos , Estudos Retrospectivos
11.
J Laryngol Otol ; 134(6): 553-557, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-32624009

RESUMO

BACKGROUND: ENT presentations are prevalent in clinical practice but feature little in undergraduate curricula. Consequently, most medical graduates are not confident managing common ENT conditions. In 2014, the first evidence-based ENT undergraduate curriculum was published to guide medical schools. OBJECTIVE: To assess the extent that current UK medical school learning outcomes correlate with the syllabus of the ENT undergraduate curriculum. METHOD: Two students from each participating medical school independently reviewed all ENT-related curriculum documents to determine whether learning outcomes from the suggested curriculum were met. RESULTS: Sixteen of 34 curricula were reviewed. Only a minority of medical schools delivered teaching on laryngectomy or tracheostomy, nasal packing or cautery, and ENT medications or surgical procedures. CONCLUSION: There is wide variability in ENT undergraduate education in UK medical schools. Careful consideration of which topics are prioritised, and the teaching modalities utilised, is essential. In addition, ENT learning opportunities for undergraduates outside of the medical school curriculum should be augmented.


Assuntos
Currículo/normas , Educação de Graduação em Medicina/métodos , Otolaringologia/educação , Procedimentos Cirúrgicos Otorrinolaringológicos/educação , Cauterização/métodos , Cauterização/estatística & dados numéricos , Competência Clínica , Currículo/estatística & dados numéricos , Educação Médica/estatística & dados numéricos , Humanos , Laringectomia/educação , Laringectomia/estatística & dados numéricos , Procedimentos Cirúrgicos Otorrinolaringológicos/estatística & dados numéricos , Faculdades de Medicina/normas , Faculdades de Medicina/estatística & dados numéricos , Estudantes/estatística & dados numéricos , Inquéritos e Questionários/estatística & dados numéricos , Ensino/normas , Traqueostomia/educação , Traqueostomia/estatística & dados numéricos , Reino Unido/epidemiologia
12.
Pediatrics ; 146(2)2020 08.
Artigo em Inglês | MEDLINE | ID: mdl-32727825

RESUMO

OBJECTIVES: The American Board of Pediatrics (ABP) and the Pediatric Hospital Medicine (PHM) subboard developed a content outline to serve as a blueprint for the inaugural certification examination through practice analysis. The systematic approach of practice analyses process is described in the study. METHODS: A diverse, representative panel of 12 pediatric hospitalists developed the draft content outline using multiple resources (publications, textbooks, PHM Core Competencies, PHM fellow's curriculum, etc). The panel categorized practice knowledge into 13 domains and 202 subdomains. By using the ABP database self-defined practicing pediatric hospitalists were identified. Participants rated the frequency and criticality of content domains and subdomains along with providing open-ended comments. RESULTS: In total, 1449 (12.1%) generalists in the ABP database self-identified as pediatric hospitalists, and 800 full-time pediatric hospitalists responded. The content domains that were rated as highly critical and frequently required in practice were weighted more heavily (ie, the percentage of examination questions associated with a domain) than the less critical and less frequently rated. Both community and noncommunity pediatric hospitalists rated domains similarly (P = .943). Subdomain and preliminary weights were rated with similar means and SDs in the majority of topics. CONCLUSIONS: There was concordance in the rating of domain and universal tasks among both community and noncommunity hospitalists. The areas of significant differences, although minor, could be explained by difference in practice settings. The practice analysis approach was structured, engaged the PHM community, reflected the breadth and depth of knowledge required for PHM practice, and used an iterative process to refine the final product.


Assuntos
Certificação , Currículo , Medicina Hospitalar/educação , Médicos Hospitalares/educação , Hospitais Pediátricos , Pediatria/educação , Competência Clínica , Currículo/normas , Avaliação Educacional/normas , Hospitais Comunitários , Humanos
13.
Int Nurs Rev ; 67(3): 323-325, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32578218

RESUMO

The COVID-19 pandemic has disrupted clinical nursing and midwifery education. This disruption has long-term implications for the nursing and midwifery workforce and for future healthcare responses to pandemics. Solutions may include enhanced partnerships between schools of nursing and midwifery and health service providers and including schools of nursing and midwifery in preparedness planning. These suggestions notwithstanding, we call upon national and international nursing and midwifery bodies to study how to further the clinical education of nurses and midwives during pandemics and other times of crisis.


Assuntos
Betacoronavirus , Infecções por Coronavirus/epidemiologia , Bacharelado em Enfermagem/normas , Tocologia/educação , Pneumonia Viral/epidemiologia , Escolas de Enfermagem/organização & administração , Currículo/normas , Educação em Enfermagem/normas , Feminino , Maternidades/organização & administração , Humanos , Serviços de Saúde Materna/organização & administração , Tocologia/organização & administração , Pandemias
15.
Sheng Wu Gong Cheng Xue Bao ; 36(6): 1241-1248, 2020 Jun 25.
Artigo em Chinês | MEDLINE | ID: mdl-32597074

RESUMO

The opening and sharing of large-scale life science equipment in universities is expanding. We must find ways to improve the role of large-scale equipment in cultivating students' practical and innovative abilities, to tap the potential of equipment, then to support scientific research and speed up scientific research output. We established a set of large-scale equipment training and practice teaching system including 15 topics and covering a wide range of technologies. In practice, we constantly innovated personalized courses. According to the differences of students' major and scientific research needs, we classified teaching content and set up parallel classes. Each class had the individualized teaching content and students could select from a menu of courses. In addition, we built up a cloud classroom teaching platform, online and offline teaching method supplemented each other. The teaching system have produced certain effect.


Assuntos
Disciplinas das Ciências Biológicas , Currículo , Universidades , Disciplinas das Ciências Biológicas/educação , Disciplinas das Ciências Biológicas/instrumentação , Currículo/normas , Currículo/tendências , Humanos , Estudantes
16.
Sheng Wu Gong Cheng Xue Bao ; 36(6): 1249-1256, 2020 Jun 25.
Artigo em Chinês | MEDLINE | ID: mdl-32597075

RESUMO

Microbial genetics and breeding is a compulsory course for "Bioengineering Excellence Talents Experimental Class" and "Bioengineering International Student Class". However, the traditional teaching model has many deficiencies in terms of content selection, teaching methods and examination forms. At Tianjin University of Science and Technology, to improve the quality and effectiveness of teaching, especially in the field of microbiology, innovative leaders who meet the needs of national and international communities are highly needed. This article describes the reformed teaching content, teaching methods, and curriculum assessment methods of microbial genetics and breeding. With the help of the latest scientific research progress, pre-class preview system, video display, and diversified assessment methods, teaching mode has been innovatively reformed. As such, students not only mastered the relevant professional knowledge of microbial genetics and breeding, but also exercised their subjective initiative, teamwork consciousness, professional foreign language expression level, and cultivated their interest in scientific knowledge related to microbial genetics.


Assuntos
Cruzamento , Currículo , Genética Microbiana , Bioengenharia/educação , Currículo/normas , Genética Microbiana/educação , Genética Microbiana/tendências , Humanos , Estudantes
18.
Pharm. pract. (Granada, Internet) ; 18(2): 0-0, abr.-jun. 2020.
Artigo em Inglês | IBECS | ID: ibc-194071

RESUMO

To address the changes in health care and the needs of society related to medicines, we must redefine the profession of pharmacy. We have defined the next generation pharmacists (NGP) as "a health care provider and change agent on the interprofessional health care team, personalizing medication use, managing safe and effective medication systems, and creating healthier communities." Schools and colleges of pharmacy should thoroughly examine their curriculum to ensure it is preparing pharmacists for this future. By creating a vision for the NGP and implementing the best curriculum, we ensure that pharmacists of the future will be up to the challenge of our society's health care needs


No disponible


Assuntos
Humanos , Farmacêuticos , Educação em Farmácia/métodos , Currículo/normas , Assistência Farmacêutica/normas , Comunicação Interdisciplinar , Educação em Farmácia/normas , Educação em Farmácia/tendências , Saúde Pública
19.
Enferm. clín. (Ed. impr.) ; 30(supl.5): 28-33, jun. 2020. graf, tab
Artigo em Inglês | IBECS | ID: ibc-196469

RESUMO

OBJECTIVE: Health professionals are unable to solve the family problems. Practically, health professionals are encouraged to make collaboration. One effort to improve health professional readiness is by joining the interprofessional education (IPE). Poltekkes Kemenkes Surakarta is implementing one Team One Family-Community Internship Program Interprofessional Education and Collaboration (OTOF-CIPIPEC). This research aims to examine the effect of OTOF-CIPIPEC Implementation within the health students on readiness, teamwork, perception to the other professions and participants' satisfaction. METHOD: This research is a quasi-experimental design with a pre-post without control research approach. The research population covers all students registered joining OTOF CIPIPEC at Poltekkes Kemenkes Surakarta with a total number of 1061 of students. The samples are collected using a total sampling technique. The samples for this research are those registered joining the OTOF CIPIPEC at Poltekkes Kemenkes Surakarta meeting the inclusion and exclusion criteria with a total number of 1031 of students. This research utilizes the Readiness for Interprofessional Learning Scale (RIPLS) questionnaires as its measuring instruments. This study was conducted in Mojosongo sub-district, Jebres district, Surakarta. This research involves 38 Community Units (In Indonesia known as Rukun Warga/RW) with a total number of 1066 of family heads and the Sibela Community Health Center. The data are analyzed using the Wilcoxon test and multiple linear regression test. Result of the study: The research results showed that there is a significant difference of readiness improvement, teamwork, and perception on other professions and satisfaction of the research subjects before and after joining OTOF-CIPIPEC (ρ<0.001). The average improvement scores of students' readiness, teamwork, perception, and satisfaction are 63.2%, 62.5%, 62.57%, and 113.04% respectively. The results of the multivariate analysis show that teamwork and perception significantly influence the students' readiness in their collaboration with the other professions (ρ<0.001) with the influence value of 0.93%. CONCLUSION: This research concludes that OTOF-CIPIPEC implementation may improve readiness, teamwork, and perception of other professions and students' satisfaction in interprofessional education (IPE)


No disponible


Assuntos
Humanos , Implementação de Plano de Saúde , Educação Interprofissional/organização & administração , Estudantes de Medicina/psicologia , Comportamento Cooperativo , Serviços de Saúde Comunitária/organização & administração , Equipe de Assistência ao Paciente/normas , Percepção , Satisfação Pessoal , Estudantes de Medicina/estatística & dados numéricos , Currículo/normas , Papel Profissional , Educação em Enfermagem/métodos
20.
Enferm. clín. (Ed. impr.) ; 30(3): 145-154, mayo-jun. 2020. graf, tab
Artigo em Espanhol | IBECS | ID: ibc-196679

RESUMO

Este artículo describe la experiencia de implantación y consolidación de las Guías de buenas prácticas clínicas (GBP) de la Registered Nurses' Association of Ontario (RNAO) en el ámbito clínico y académico, en Santander (Colombia) y su proyección futura. Para la implantación de las Guías de buenas prácticas en ambos contextos se utilizó la herramienta propuesta por la RNAO. En el ámbito clínico, la implantación de las guías ha permitido iniciar el proceso de estandarización del cuidado de forma transversal en la institución, con seguimiento sistemático de los indicadores, lo cual ha hecho posible la toma de decisiones y la visualización de la calidad del cuidado que prestan las enfermeras en sus diferentes roles. En el ámbito académico, la implantación de las guías ha potenciado la función docente e investigadora, y en menor proporción la función de extensión (entendida como educación continua o proyección social). En la fase de consolidación se han logrado avances en 10 componentes a nivel de docentes, estudiantes, escenarios de práctica clínica en instituciones de salud públicas/privadas, usuarios (paciente/cuidadores), profesionales sanitarios y vinculación a otros programas enfermeros a nivel nacional e internacional con la organización RNAO. Consecuentemente, la implantación de GBP ha favorecido la disminución de la brecha en la relación entre la docencia y los servicios clínicos, mejorando así la colaboración entre la asistencia y la academia, donde se potencia el trabajo colaborativo e interinstitucional en pro de la obtención de los mejores resultados en el paciente usando la evidencia disponible. Por tanto, se ha obtenido una trasformación de práctica enfermera a través del conocimiento, como pretende el programa de implantación de las GPC a través del establecimiento del programa Best Practice Spotlight Organizations (BPSO®) en nuestro entorno


This paper describes the results of the implementation, consolidation and future projection of the Best practice guidelines of the Registered Nurses' Association of Ontario (RNAO) in clinical and academic scenarios in Santander, Colombia. The tool proposed by the RNAO was used for the implementation of the guidelines in both clinical and academic settings. Preliminary results on the implementation of the guidelines are presented in this paper. In the clinical setting, the implementation of the guidelines has made it possible to start the process of standardizing care across the institution, with systematic follow-up based on indicators. This has allowed decision-making and visualization of the quality of nursing care provided by nurses in their different roles. In the academic scenario, implementing the guidelines has strengthened teaching and research functions, and, to a lesser extent, continuing education and social projection processes. In the consolidation phase, advances were achieved in 10 components, relevant to teachers, students, and practice scenarios of public / private health institutions, users (patients/caregivers), health personnel and other nursing programmes at a national and international level. Implementing the clinical practice guidelines has reduced the gap between the clinical and the academic scenarios, where collaborative and inter-institutional work is enhanced to obtain better patient outcomes, based on the available evidence


Assuntos
Humanos , Guias de Prática Clínica como Assunto/normas , Avaliação em Enfermagem/métodos , Implementação de Plano de Saúde/normas , Enfermagem Baseada em Evidências/normas , Segurança do Paciente/normas , Currículo/normas , Avaliação em Enfermagem/normas , Colômbia , Sociedades/normas , Fundações/organização & administração , Fundações/normas , Relações Interinstitucionais
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