Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 2.437
Filtrar
1.
Clin Ter ; 171(5): e399-e400, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32901781

RESUMO

COVID-19 pandemic affected the psychological health of nurses. Numerous nurses have been facing mental complications associated with quarantine such as psychological distress and fear. The gravity of COVID-19 pandemic is triggering further mental health challenges among nurses. The continuous stress nurses are facing, could trigger post-traumatic stress symptoms, poor service delivery, suicide ideation and suicide. Assessing and preserving the mental health of nurses and the health care workers in general is necessary for optimal disease control. Psychiatric interventions are needed to attend to the psychological need of nurses treating COVID-19 patients. Such interventions imply using E-learning and video platforms to educate nurses on communication skills, case handling skills and problem-solving tactics to deal with the possible psychological problems that might arise from treating COVID-19 patients.


Assuntos
Infecções por Coronavirus , Saúde Mental , Enfermeiras e Enfermeiros , Saúde do Trabalhador , Estresse Ocupacional/prevenção & controle , Pandemias , Pneumonia Viral , Betacoronavirus , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/enfermagem , Infecções por Coronavirus/psicologia , Humanos , Controle de Infecções/organização & administração , Saúde Mental/normas , Saúde Mental/tendências , Enfermeiras e Enfermeiros/psicologia , Enfermeiras e Enfermeiros/normas , Saúde do Trabalhador/normas , Saúde do Trabalhador/tendências , Pneumonia Viral/epidemiologia , Pneumonia Viral/enfermagem , Pneumonia Viral/psicologia , Desenvolvimento de Pessoal/métodos , Transtornos de Estresse Pós-Traumáticos/prevenção & controle , Suicídio/prevenção & controle , Desempenho Profissional
2.
Rev. psicol. trab. organ. (1999) ; 36(2): 125-134, ago. 2020. tab, graf
Artigo em Inglês | IBECS | ID: ibc-194182

RESUMO

Apoyándose en el modelo de componentes de creatividad, este estudio analiza de qué manera el intercambio de conocimientos entre los empleados produce comportamientos laborales innovadores en el trabajo. También se analiza el efecto moderador del factor situacional (intercambio de conocimientos de los supervisores) y del factor personal (progreso de los empleados) con el fin de explorar las condiciones contextuales singulares que pueden afectar a esta relación. Se dispuso de una muestra de 374 empleados de distintos puestos y sectores para poner a prueba estas relaciones. Se planteó la hipótesis de que el intercambio de conocimientos de los supervisores se desdibujaría mientras que el progreso de los empleados en el trabajo fortalecería la relación positiva entre el intercambio de conocimientos de los trabajadores y los comportamientos innovadores. Confirmaron estas supuestas relaciones los resultados de la regresión múltiple, gráficos y análisis de pendientes. Se abordan las implicaciones teóricas que puede conllevar para el comportamiento innovador en el trabajo


Drawing on a componential model of creativity, this study examines how coworker knowledge sharing drives employee innovative work behaviors in the workplace. Furthermore, the moderating effect of situational factor (supervisor knowledge sharing) and personal factor (employee thriving) were analyzed to explore the unique contextual conditions which could influence this relationship. A sample of 374 employees across a variety of jobs and industries was used to test these relationships. Supervisor knowledge sharing was hypothesized to dampen, while employee thriving at workplace was hypothesized to strengthen the positive relationship between coworker knowledge sharing and employee innovative work behaviors. Results of the hierarchal multiple regression, plots, and slope analysis confirmed the hypothesized relationships. The theoretical and practical implications for employee innovative work behavior at work are discussed


Assuntos
Humanos , Masculino , Feminino , Adulto , Comportamento Cooperativo , Engajamento no Trabalho , Difusão de Inovações , Gestão do Conhecimento , Satisfação no Emprego , Desenvolvimento de Pessoal/métodos , Pesquisa Comportamental/métodos
3.
J Obstet Gynaecol Can ; 42(8): 1017-1020, 2020 08.
Artigo em Inglês | MEDLINE | ID: mdl-32736852

RESUMO

Health care team training and simulation-based education are important for preparing obstetrical services to meet the challenges of the COVID-19 pandemic. Priorities for training are identified in two key areas. First, the impact of infection prevention and control protocols on processes of care (e.g., appropriate and correct use of personal protective equipment, patient transport, preparation for emergency cesarean delivery with the potential for emergency intubation, management of simultaneous obstetric emergencies, delivery in alternate locations in the hospital, potential for increased decision-to-delivery intervals, and communication with patients). And second, the effects of COVID-19 pathophysiology on obstetrical patients (e.g., testing and diagnosis, best use of modified obstetric early warning systems, approach to maternal respiratory compromise, collaboration with critical care teams, and potential need for cardiopulmonary resuscitation). However, such training is more challenging during the COVID-19 pandemic because of the requirements for social distancing. This article outlines strategies (spatial, temporal, video-recording, video-conferencing, and virtual) to effectively engage in health care team training and simulation-based education while maintaining social distancing during the COVID-19 pandemic.


Assuntos
Infecções por Coronavirus , Parto Obstétrico , Controle de Infecções/métodos , Obstetrícia , Pandemias , Pneumonia Viral , Complicações Infecciosas na Gravidez , Treinamento por Simulação , Desenvolvimento de Pessoal/métodos , Betacoronavirus/isolamento & purificação , Infecções por Coronavirus/diagnóstico , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Parto Obstétrico/educação , Parto Obstétrico/métodos , Tratamento de Emergência/métodos , Feminino , Humanos , Práticas Interdisciplinares/métodos , Obstetrícia/educação , Obstetrícia/métodos , Pandemias/prevenção & controle , Simulação de Paciente , Pneumonia Viral/diagnóstico , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle , Gravidez , Complicações Infecciosas na Gravidez/diagnóstico , Complicações Infecciosas na Gravidez/epidemiologia , Complicações Infecciosas na Gravidez/prevenção & controle , Treinamento por Simulação/métodos , Treinamento por Simulação/organização & administração
4.
J Clin Nurs ; 29(15-16): 2897-2906, 2020 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-32497315

RESUMO

AIMS AND OBJECTIVES: To explore mentorship pairing practices for new graduate nurses in a tertiary care hospital. BACKGROUND: Many organisations have implemented mentorship transition programmes to decrease new nursing graduate turnover in the first two years of practice. Little is known about mentorship pairing processes. DESIGN: An interpretive descriptive qualitative study was conducted in a multicampus academic health science centre in Ontario, Canada. The COREQ reporting guideline was used. METHODS: Thirty-one semistructured interviews were conducted from July 2018-July 2019 in a multicampus academic health science centre with new nursing graduates, experienced nurses and nurse leaders who participated in the New Graduate Guarantee programme or were involved in the mentor-mentee pairing process in 2016 or 2017. Data collected were analysed using thematic analysis within the groups and triangulated across groups. RESULTS: Neither the new graduates nor the mentors were aware of the pairing processes. Nursing leaders relied on their knowledge of the participants to pair new graduates and mentors with many stating participants' personalities were considered. New graduates and mentors described making an initial connection and socialisation as important themes related to facilitating the pairing process. Organisational influences on pairing included taking breaks together, the location of the final student placement, and the management of workload and scheduling. CONCLUSIONS: Increased awareness and transparency regarding nursing mentorship pairing processes is required. Pairing processes suggested by participants warrant further investigation to determine efficacy. RELEVANCE: Findings reinforce the need to discuss and research nursing specific mentorship pairing processes.


Assuntos
Mentores , Enfermeiras e Enfermeiros , Reorganização de Recursos Humanos/estatística & dados numéricos , Desenvolvimento de Programas , Desenvolvimento de Pessoal/métodos , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Ontário , Pesquisa Qualitativa , Adulto Jovem
5.
South Med J ; 113(6): 275-280, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-32483636

RESUMO

OBJECTIVES: Faculty development programs (FDPs) foster learning communities and enhance professional identity formation for medical educators. Competency-based frameworks for faculty development drive skill development across clinical practice, teaching, and scholarship domains. The aims of this study are to outline the context, content, and evolution of a novel FDP; map the individual conferences that make up the FDP to established faculty development competencies; identify steps to implement similar programming; and demonstrate outcomes to date. METHODS: The FDP consists of four, 1-hour-long conferences held weekly on a rotating basis since 2007 at the University of Pittsburgh School of Medicine: Academy of Master Educators, Medical Education Research, Medical Education Journal Club, and Medical Education Research Methods and Innovative Design conference. Authors outline the relation of each of these four conferences to faculty development competencies and describe early outcomes for each conference over four consecutive academic years from 2014 to 2018. Participants include attendees and presenters in four consecutive academic years from 2014 to 2018. RESULTS: The well-attended FDP meets all established competencies for educator faculty. Presenters and attendees were diverse in terms of academic rank and represented a breadth of clinical and basic science specialties. CONCLUSIONS: This integrated FDP fosters a community of medical educators and develops faculty skills across established medical educator competencies.


Assuntos
Docentes de Medicina/educação , Competência Profissional , Desenvolvimento de Pessoal/métodos , Humanos , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde
7.
J Perinat Med ; 48(5): 446-449, 2020 Jun 25.
Artigo em Inglês | MEDLINE | ID: mdl-32401229

RESUMO

The novel coronavirus disease 2019 (COVID-19) has caused a rapid and massive transition to online education. We describe the response of our Office of Faculty Development at Texas Tech University Health Sciences Center El Paso (TTUHSC EP) to this unprecedented challenge during and after this post-pandemic crisis. The initiatives for emergency transition to eLearning and faculty development described in this paper may serve as a model for other academic health centers, schools, colleges and universities.


Assuntos
Betacoronavirus , Instrução por Computador/métodos , Infecções por Coronavirus , Educação Profissionalizante/métodos , Docentes/organização & administração , Internet , Pandemias , Pneumonia Viral , Desenvolvimento de Pessoal/organização & administração , Educação Profissionalizante/organização & administração , Humanos , Desenvolvimento de Pessoal/métodos , Texas
8.
Health Info Libr J ; 37(2): 118-127, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-32250041

RESUMO

BACKGROUND: Undertaking a training needs analysis (TNA) in a health library context can be a useful tool for gathering evidence that supports service redesign. This article focuses on the findings of a TNA survey undertaken at a health library in northern Australia. OBJECTIVES: The aim of this study was to discover the information and training needs of health department staff who work across six hospitals and numerous rural and remote clinics, with a focus on research project support. METHODS: An online survey was undertaken in August 2018 to gather data from departmental staff. RESULTS: There were 131 responses to the survey. Results indicated that a number of staff are either currently involved with or are intending to undertake a research project in the next year. The majority felt their searching skills were average or above average, but there are still those who struggle. Advanced Search Strategies was the most requested workshop to add to the current training programme and both in-person and virtual delivery are desirable. CONCLUSION: The results of this survey have been used to implement a number of changes to the library's educational services and the library's website has been updated.


Assuntos
Pessoal de Saúde/educação , Determinação de Necessidades de Cuidados de Saúde/tendências , Pesquisa/tendências , Pessoal de Saúde/tendências , Humanos , Avaliação de Programas e Projetos de Saúde/métodos , Desenvolvimento de Pessoal/métodos , Inquéritos e Questionários
9.
J Grad Med Educ ; 12(2): 168-175, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-32322350

RESUMO

Background: In the era of competency-based assessment, medical education faculty are frequently challenged to develop unique teaching approaches. One method to address faculty development needs in a real-time clinical learning environment is peer coaching. Objective: We implemented and evaluated a faculty development program involving peer observation and feedback for attending physicians. Methods: Hospital internal medicine faculty assigned to a teaching service were recruited for the study. Participants voluntarily agreed to observe and be observed by a peer attending physician during a 2-week block of teaching rounds. When serving in the coaching role, faculty were asked to observe 4 separate occasions using an observation tool based on the Stanford Faculty Development Program framework to guide feedback. An outside consultant facilitated a focus group and completed a qualitative content analysis to categorize all participants' experiences during the faculty development activity. Results: Of the 22 eligible faculty, 14 (64%) agreed to participate by committing to 6 to 8 hours observing another faculty member during rounds, 2 feedback sessions, and 90 minutes to provide program feedback during a focus group. The analysis of the focus group revealed favorable reactions to the faculty development program, including (1) observed attending awareness of unrecognized habits; (2) personalized teaching tips for the observed attending to improve teaching quality based on individual style/preferences; and (3) exposure to new teaching techniques. Conclusions: An inpatient-based peer-coaching faculty development program was acceptable and feasible for a majority of faculty and may improve individual teaching effectiveness among conventionally trained physicians.


Assuntos
Docentes de Medicina , Medicina Interna/educação , Grupo Associado , Desenvolvimento de Pessoal/métodos , Centros Médicos Acadêmicos , Retroalimentação , Grupos Focais , Humanos , Internato e Residência/métodos , Corpo Clínico Hospitalar , Visitas com Preceptor/métodos
10.
Worldviews Evid Based Nurs ; 17(1): 71-81, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-32017438

RESUMO

BACKGROUND AND SIGNIFICANCE: Evidence-based practice (EBP) is a systematic problem-solving approach to the delivery of health care that improves quality and population health outcomes as well as reduces costs and empowers clinicians to fully engage in their role, otherwise known as the quadruple aim in health care. The Helene Fuld Health Trust National Institute for Evidence-based Practice in Nursing and Healthcare at The Ohio State University College of Nursing has been offering 5-day EBP immersion programs since 2012. The goal of the program is for the participants to acquire EBP competence (e.g., knowledge, skills, and attitude) and sustain it over time. PURPOSE AND AIMS: The purpose of this study was to evaluate the effects of the 5-day EBP immersion (i.e., an education and skills building program) on EBP attributes and competence over time. METHOD AND DESIGN: A longitudinal pre-experimental study was conducted that gathered data with an anonymous online survey from 400 program attendees who attended 16 5-day immersions between September 2014 and May 2016. Participants completed five valid and reliable instruments at four points over 12 months, including EBP beliefs, implementation, competency, knowledge, and perception of organizational readiness and culture. RESULTS: Findings indicated statistically significant improvements in EBP attributes and competency over time. The results of this study support the hypotheses that EBP competency and attributes can be significantly improved and sustained by attending an intensive 5-day EBP educational and skills building program such as the one described in this study. This study can help leaders and organizations to mitigate many of the traditional barriers to EBP. LINKING EVIDENCE TO ACTION: The results of this study indicate that EBP attributes and competencies can be improved and sustained by attending an intensive 5-day EBP immersion, regardless of clinicians' prior educational preparation.


Assuntos
Prática Clínica Baseada em Evidências/normas , Desenvolvimento de Pessoal/normas , Adulto , Competência Clínica/normas , Competência Clínica/estatística & dados numéricos , Prática Clínica Baseada em Evidências/métodos , Prática Clínica Baseada em Evidências/estatística & dados numéricos , Feminino , Humanos , Internet , Estudos Longitudinais , Masculino , Pessoa de Meia-Idade , Desenvolvimento de Pessoal/métodos , Desenvolvimento de Pessoal/estatística & dados numéricos , Inquéritos e Questionários
11.
Midwifery ; 83: 102642, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-32014619

RESUMO

AIM: To develop a breastfeeding knowledge scale that aligns with the Baby Friendly Hospital Initiative and psychometrically test it among expectant parents. BACKGROUND: Although breastfeeding is recommended by all leading health authorities, rates remain suboptimal with women often not achieving their breastfeeding goals. One factor found to positively influence infant feeding behaviours is increased maternal breastfeeding knowledge. However, little research has been conducted validating the dimensions of breastfeeding knowledge to guide interventions to promote positive breastfeeding outcomes. DESIGN: Following an extensive literature review, the 28-item Comprehensive Breastfeeding Knowledge Scale (CBKS) was developed and psychometrically tested. METHOD: A sample of 217 Canadian expectant parents (113 women and 104 coparents) was recruited and administered the CBKS with follow-up questionnaires at 4 and 12 weeks postpartum. Psychometric analyses included exploratory factor analysis, internal consistency, concurrent validity, and predictive validity. RESULTS: Exploratory factor analysis resulted in three dimensions: (1) managing milk supply; (2) persisting through challenges; and (3) correcting misconceptions. Coefficient alpha for the total scale was 0.83 and support for concurrent validity was demonstrated through significant positive correlations with the Iowa Infant Feeding Attitude scale. Further, higher total and subscale scores in pregnancy were associated with exclusive breastfeeding at 4 and 12 weeks postpartum, providing good evidence for predictive validity. CONCLUSION: Preliminary data suggest the CBKS is a valid and reliable measure of breastfeeding knowledge. Upon further testing, this self-report measure may be used to (1) identify women with low breastfeeding knowledge requiring targeted support, (2) individualize health professional care with breastfeeding women, and (3) evaluate the effectiveness of breastfeeding interventions and programs.


Assuntos
Aleitamento Materno/métodos , Psicometria/normas , Desenvolvimento de Pessoal/métodos , Adulto , Idoso , Aleitamento Materno/estatística & dados numéricos , Competência Clínica/normas , Competência Clínica/estatística & dados numéricos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Gravidez , Psicometria/instrumentação , Psicometria/métodos , Reprodutibilidade dos Testes , Autoeficácia , Desenvolvimento de Pessoal/estatística & dados numéricos , Inquéritos e Questionários
14.
J Med Libr Assoc ; 108(1): 98-105, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31897057

RESUMO

Background: This case report describes a collaborative effort between a health sciences librarian and an instructional designer to create and implement a writing professional development experience called the Scholarship Circle. It was aimed at increasing scholarly productivity by junior and nontenure-track faculty in a college of nursing. Case Presentation: The Scholarship Circle activities were carried out in a synchronous and an asynchronous online environment over ten weeks and included weekly lectures from nurse-scholars, discussions and peer reviews, and writing support from the librarian. The Scholarship Circle designers surveyed participants before and after the course to explore faculty perceptions and conducted a bibliographic analysis to gauge increases in scholarly productivity. Conclusions: While both tenure-track and nontenure-track faculty perceived lack of time as a significant barrier to publication, only nontenure-track faculty perceived lack of writing experience and getting started as significant obstacles. In the two years following the Scholarship Circle, faculty with doctor of philosophy and doctor of education degrees produced the greatest number of scholarly publications, whereas faculty with other degrees demonstrated a modest increase in scholarship. Online writing support programs have the potential to positively impact scholarly productivity for junior and nontenure-track faculty, especially if they emphasize time management for writing, confidence-building strategies, and a flexible format that allows peer review and collaboration as well as participation by seasoned scholars and remote participants. Partnership between health sciences librarians and instructional designers is key to the successful design and implementation of writing support programs.


Assuntos
Docentes de Enfermagem/educação , Bibliotecários/educação , Pesquisa em Enfermagem/métodos , Publicações/normas , Desenvolvimento de Pessoal/métodos , Redação/normas , Adulto , Feminino , Guias como Assunto , Humanos , Masculino , Pessoa de Meia-Idade , Estudos de Casos Organizacionais
19.
J Sports Sci ; 38(11-12): 1441-1453, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31131727

RESUMO

The aim of this pilot study was to evaluate the impact of a novel coach development intervention (MASTER) on coaching practices of football coaches. The study involved six coaches (of 10-12 year old) from one representative football club (Australia February-July 2017). The 15-week multi-component intervention included a face-to-face workshop, ongoing mentoring, modelled training sessions, peer assessments and group discussions. MASTER is underpinned by positive coaching and game-based coaching practices and aimed to educate coaches on how to implement and operationalise a number of evidence-based coaching elements. At each of baseline and immediate post-intervention coaches were filmed three times and evaluated using a modified version of the Coach Analysis Intervention System. Using linear mixed model analysis, significant changes were observed for time spent performing playing-form activities [+15.4% (95% CI 6.01-24.79)(t(15) = 3.5, P = 0.003], with significant changes in the type of interventions undertaken and the nature of feedback given to athletes. Program feasibility was examined using measures of recruitment, retention, adherence and satisfaction. Results indicate program feasibility and high coach evaluation ratings. MASTER demonstrated effectiveness for improving coaching practices of football coaches during training sessions. Further large-scale trials will build evidence for the utility of MASTER for guiding coaching practices in football and other sporting codes.


Assuntos
Mentores , Futebol/educação , Desenvolvimento de Pessoal/métodos , Adolescente , Adulto , Austrália , Criança , Estudos de Viabilidade , Feminino , Humanos , Masculino , Projetos Piloto , Desenvolvimento de Programas , Futebol/fisiologia , Adulto Jovem
20.
Clin Exp Hypertens ; 42(4): 322-327, 2020 May 18.
Artigo em Inglês | MEDLINE | ID: mdl-31423854

RESUMO

Objective: To clarify changes in community pharmacists' knowledge, attitudes, and practice regarding the management of hypertension before and after attending educational interventions based on their self-report on a questionnaire survey.Method: We conducted questionnaire surveys regarding the management of hypertension with a sample of community pharmacists before and after educational interventions.Results: The proportions of pharmacists who knew the 2014 Japanese Society of Hypertension Guidelines, guidelines for home blood pressure measurement, reference values for hypertension based on clinic-measured blood pressure, and reference values for hypertension based on home-measured blood pressure after the educational interventions (59.3%, 41.4%, 75.1%, and 70.8% respectively) were significantly higher relative to those recorded before interventions (31.6%, 13.7%, 47.7%, and 25.4% respectively).Conclusions: These findings suggest that in-house training might increase the knowledge of community pharmacists regarding hypertension management.


Assuntos
Educação em Farmácia/métodos , Hipertensão/terapia , Farmacêuticos/normas , Desenvolvimento de Pessoal/métodos , Gerenciamento Clínico , Avaliação Educacional , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Japão , Masculino , Inquéritos e Questionários
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA