Your browser doesn't support javascript.
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 2.360
Filtrar
1.
Acad Med ; 95(2): 293-300, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31348059

RESUMO

PURPOSE: The rise of coaching programs in medical education sparks questions about ways to support physician coaches in learning new educational practices specific to coaching. How coaches learn from one another is of particular interest considering the potential value of social learning. Using communities of practice as a conceptual framework, the authors examine the sense of community and relationships among coaches in a new medical student coaching program, the value of this community, and the facilitators and barriers influencing community development. METHOD: In this qualitative study, investigators conducted 34 interviews with physician coaches at 1 institution over 2 years (2017-2018) and observed 36 coach meetings. Investigators analyzed interview transcripts using thematic analysis and used observation field notes for context and refinement of themes. RESULTS: Coaches described a sense of community based on regular interactions; shared commitment to medical education; and new roles with similar experiences, joys, and challenges. They valued the sense of camaraderie and support, learning from one another, and opportunities for professional growth that strengthened their identities as educators and enhanced job satisfaction. Facilitators of community included regular meetings, leadership and administrative support, and informal opportunities to interact outside of meetings. Barriers included time constraints and geographic challenges for coaches at off-site locations. CONCLUSIONS: The sense of community among coaches was a valued and beneficial part of their coaching experience. Coaches' interactions and relationships promoted skill acquisition, knowledge transfer, professional development, and career satisfaction. Thus, incorporating support for social learning in coaching programs promotes coach faculty development.


Assuntos
Internato e Residência/métodos , Tutoria , Desenvolvimento de Pessoal/métodos , Feminino , Humanos , Entrevistas como Assunto , Masculino , Pesquisa Qualitativa
2.
BMC Health Serv Res ; 19(1): 922, 2019 Dec 02.
Artigo em Inglês | MEDLINE | ID: mdl-31791338

RESUMO

BACKGROUND: As the demand for nursing home (NH) services increases, older adults and their families expect exceptional services. Neighbourhood Team Development (NTD) is a multi-component intervention designed to train team members (staff) in the implementation of resident-centered care in NH settings. A neighbourhood is a 32-resident home area within a NH. This paper presents the protocol used to implement and evaluate NTD. The evaluation aimed to 1) examine fidelity with which the NTD was implemented across NHs; 2) explore contextual factors associated with implementation and outcomes of the NTD; and 3) examine effects of NTD on residents, team members, family, and organizational outcomes, and the association between level of implementation fidelity and outcomes. METHODS: The study employed a repeated measure, mixed method design. NTD consisted of a 30-month standardised training and implementation plan to modify the physical environment, organize delivery and services and align staff members to promote inter-professional team collaboration and enhanced resident centeredness. Training was centred in each 32-resident neighbourhood or home area. Quantitative and qualitative data were collected with reliable and valid measures over the course of 3 years from residents (clinical outcomes, quality of life, satisfaction with care, perception of person centeredness, opportunities for social engagement), families (satisfaction with care for relative, person centeredness, relationship opportunities), team members (satisfaction with job, ability to provide person centered care, team relationships) and organizations (retention, turnover, staffing, events) in 6 NHs. Mixed models were used for the analysis. DISCUSSION: The advantages and limitations of the NTD intervention are described. The challenges in implementing and evaluating this multi-component intervention are discussed as related to the complexity of the NH environment. TRIAL REGISTRATION: ClinicalTrials.gov ID: NCT03415217 (January 30, 2018 - Retrospectively registered).


Assuntos
Pessoal de Saúde/educação , Relações Interprofissionais , Casas de Saúde/organização & administração , Desenvolvimento de Pessoal/métodos , Idoso , Canadá , Pesquisa sobre Serviços de Saúde , Humanos , Avaliação de Programas e Projetos de Saúde , Projetos de Pesquisa
3.
Trans Am Clin Climatol Assoc ; 130: 166-172, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31516180

RESUMO

I and my colleagues designed and implemented a longitudinal faculty development program to improve humanistic teaching and role modeling at 30 medical schools involving more than 1,000 faculty members and 50 local facilitators. Evaluation demonstrated that participating faculty members who completed our program were superior humanistic teachers compared to controls as rated by their learners on a validated questionnaire. Participants were also sufficiently engaged to attend 80% or more of the curricular sessions with few dropouts, indicating the feasibility and generalizability of the program. Preliminary analysis of participants' personal narratives at the beginning compared to the end of our program suggested advancement in professional identity formation. I provide examples of the narratives and discuss future studies addressing this topic.


Assuntos
Currículo , Empatia , Docentes de Medicina/educação , Humanismo , Papel Profissional , Desenvolvimento de Pessoal/métodos , Humanos , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde , Identificação Social , Ensino
4.
Int J Evid Based Healthc ; 17 Suppl 1: S29-S31, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-31283576

RESUMO

AIM: Clinical supervision has been recognized as a valuable mechanism through which healthcare professionals may evaluate, reflect upon and develop their clinical practice within the context of safeguarding. However, while there is a general consensus with regard to the value of clinical supervision there are multiple approaches to utilization in practice. This brief communication provides an overview of an evaluation of one model of safeguarding clinical supervision which was explicitly developed to support healthcare professionals in their everyday practice. METHODS: The current study used a survey approach, which involved the development and administration of an online anonymous survey with clinical supervisors and supervisees working within the one service of the Trust. RESULTS: The survey results showed that individuals were overall confident, knowledgeable and satisfied with their safeguarding supervisions. However, individuals at a lower band were significantly less positive about supervision, particularly in relation to how much they felt enabled to explore their safeguard concerns, how much they felt equipped to provide/receive safeguarding supervision and about how much they understood clearly the difference between managerial supervision/clinical and safeguarding supervision. CONCLUSION: A number of key recommendations arising from the findings of the evaluation are presented in this article and are considered in terms of the question 'what constituents form the core components of a successful Safeguarding Supervision Framework relationship?'


Assuntos
Pessoal de Saúde/organização & administração , Desenvolvimento de Pessoal/métodos , Adulto , Criança , Competência Clínica , Feminino , Humanos , Capacitação em Serviço , Masculino , Pessoa de Meia-Idade , Medicina Estatal , Inquéritos e Questionários , Reino Unido , Populações Vulneráveis
5.
Nurse Educ Pract ; 38: 84-88, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31220705

RESUMO

The number of school aged youth in the United States requiring assistance in the management of diabetes has reached over 200,000. School nurses are often charged with the training of personnel and provision of assistance to children with this chronic disease. The need for quick, efficient, and accessible training methods is necessary to ensure school nurses have the most current information necessary to perform their duties. The purpose of this study was to assess the effectiveness of a rapid e-learning module for school nurse professional development in school-based diabetes management. A sample (N = 1977, n = 1127) of school nurses was asked to complete a module addressing current and/or changing information on diabetes management, the training of staff charged with assisting students, and the associated pre- and post-tests for the module. A total of 678 nurses completed the pre-test, while 449 nurses completed the post-test. T-test results for independent samples indicated a significant increase (p < 0.001) in knowledge at post-test. Results support the contention that e-modules are a convenient and effective way to provide professional development opportunities and improve nurses' knowledge.


Assuntos
Diabetes Mellitus/terapia , Educação a Distância/métodos , Serviços de Enfermagem Escolar/educação , Desenvolvimento de Pessoal/métodos , Adulto , Gerenciamento Clínico , Educação a Distância/tendências , Avaliação Educacional/métodos , Feminino , Humanos , Internet , Masculino , Missouri , Instituições Acadêmicas/organização & administração
6.
Nurse Educ Pract ; 38: 96-104, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31234120

RESUMO

Reflective practice is widely considered to be an integral part of contemporary pedagogical practice in higher education. The integration of reflection and reflective practice into professional education curricula in areas such as nursing, education and the social sciences, has coincided with an expansion of the reflective practice literature which continues to proliferate within a range of disciplinary fields. However, an interesting paradox is beginning to emerge whereby educators who are charged with developing students reflective ability are often required to do so in the absence of practical educator-focused frameworks and/or guidelines. The purpose of this paper is to contribute to the debate by presenting the 'Blended Reflective Inquiry Educators Framework' which is designed for educators who wish to support students to develop their reflective abilities and reflective capacity. This innovative framework was developed following a two stage action research study which was designed to investigate how registered nurses can be facilitated to develop reflective practice skills and abilities. The study resulted in the development of this innovative educator's framework which uses an inquiry based, blended learning approach, to facilitate reflective practice.


Assuntos
Desenvolvimento de Pessoal/métodos , Pensamento , Grupos Focais/métodos , Pesquisa sobre Serviços de Saúde , Humanos , Pesquisa Qualitativa
7.
Nurse Educ Pract ; 38: 52-58, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31176909

RESUMO

The increasing linguistically and culturally diverse cohort of university students in nursing degree programmes has resulted in a plethora of approaches to address issues related to English language, academic writing and professional communication. Approaches that integrate language development within core nursing subjects are usually regarded as effective, as they offer students opportunities to be socialised into the language of their specific discipline areas. However, developing and implementing an integrated model can be challenging and many discipline academics feel unprepared to address language issues within the curriculum. This paper discusses a pilot project where we, a language academic and a group of nursing academics, adopted a clinical supervision model to problematise subject content and pedagogic practices. The aim was to enable English as additional language students better transition to Australian university studies by integrating an explicit focus on language development within the subject content. The paper outlines the model and draws on our reflections to discuss outcomes. These included changes to subject content and pedagogic practices, as well as increased confidence of nursing academics to teach in ways that have been found to be effective for English as additional language students.


Assuntos
Barreiras de Comunicação , Docentes de Enfermagem/educação , Desenvolvimento de Pessoal/métodos , Diversidade Cultural , Bacharelado em Enfermagem/métodos , Humanos , New South Wales , Estudantes de Enfermagem/estatística & dados numéricos
8.
Worldviews Evid Based Nurs ; 16(4): 263-270, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31149778

RESUMO

BACKGROUND: Clinical ladder programs (CLPs) are often utilized by healthcare organizations to monitor and incentivize staff nurse development. Few studies exist related to this topic, yet implementation of CLPs can be an important factor in staff nurse retention and satisfaction, and therefore requires better understanding. AIM: To identify and examine the factors that contribute to a successful CLP. METHODS: A systematic search of the literature was conducted in PubMed and CINAHL. Studies were not limited by year and were included if the focus was CLP attributes. PRISMA and PICOT were used to guide the process. A matrix of the existing studies was used, and interrater reliability was established at 90% with consensus building for inclusion of studies by the research team. RESULTS: Twenty-nine studies were identified for inclusion. Most were program evaluation. Institution's organizational culture was identified as the overarching attribute contributing to a successful CLP. Common themes identified as important to a supportive organizational culture were (a) education and experience; (b) competence and critical thinking; (c) job satisfaction and retention; and (d) compensation and institutional cost. Each of these components can play a significant role in the overall success of a CLP. LINKING EVIDENCE TO ACTION: While further research of a higher caliber is needed, some recommendations for practice can be made: (a) CLP description and terminology needs to be consistent with intent, (b) mandatory CLP engagement has positive implications, and (c) implementation needs to be driven by bedside nurses and includes both continuous education and refinement of program requirements and incentives.


Assuntos
Mobilidade Ocupacional , Desenvolvimento de Pessoal/normas , Humanos , Satisfação no Emprego , Avaliação de Programas e Projetos de Saúde/métodos , Desenvolvimento de Pessoal/métodos , Desenvolvimento de Pessoal/tendências
9.
J Nurses Prof Dev ; 35(4): 185-192, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31169756

RESUMO

The purpose of this integrative literature review was to identify commonalities among nurse residency programs deployed for greater than 3 years, showing improved job retention and satisfaction. The Johns Hopkins Nursing Evidence-Based Practice Model guided this review. Successful, sustainable nurse residency programs have a strong foundation with committed leadership to support transition; a structured program with defined outcomes to promote clinical competence, safe patient care, and professional development; and an evaluation process to guide continual improvement and meet organizational needs.


Assuntos
Competência Clínica/normas , Internato não Médico/organização & administração , Liderança , Desenvolvimento de Pessoal/métodos , Humanos , Satisfação no Emprego , Segurança do Paciente , Lealdade ao Trabalho
11.
West J Emerg Med ; 20(3): 512-519, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-31123554

RESUMO

Introduction: Our goal was to evaluate the feasibility and effectiveness of using telesimulation to deliver an emergency medical services (EMS) course on mass casualty incident (MCI) training to healthcare providers overseas. Methods: We conducted a feasibility study to establish the process for successful delivery of educational content to learners overseas via telesimulation over a five-month period. Participants were registrants in an EMS course on MCI triage broadcast from University of California, Irvine Medical Simulation Center. The intervention was a Simple Triage and Rapid Treatment (START) course. The primary outcome was successful implementation of the course via telesimulation. The secondary outcome was an assessment of participant thoughts, feelings, and attitudes via a qualitative survey. We also sought to obtain quantitative data that would allow for the assessment of triage accuracy. Descriptive statistics were used to express the percentage of participants with favorable responses to survey questions. Results: All 32 participants enrolled in the course provided a favorable response to all questions on the survey regarding their thoughts, feelings, and attitudes toward learning via telesimulation with wearable/mobile technology. Key barriers and challenges identified included dependability of Internet connection, choosing appropriate software platforms to deliver content, and intercontinental time difference considerations. The protocol detailed in this study demonstrated the successful implementation and feasibility of providing education and training to learners at an off-site location. Conclusion: In this feasibility study, we were able to demonstrate the successful implementation of an intercontinental MCI triage course using telesimulation and wearable/mobile technology. Healthcare providers expressed a positive favorability toward learning MCI triage via telesimulation. We were also able to establish a process to obtain quantitative data that would allow for the calculation of triage accuracy for further experimental study designs.


Assuntos
Educação a Distância/métodos , Incidentes com Feridos em Massa , Desenvolvimento de Pessoal/métodos , Triagem , Serviços Médicos de Emergência/métodos , Serviços Médicos de Emergência/normas , Medicina de Emergência/educação , Estudos de Viabilidade , Humanos , Treinamento por Simulação/métodos , Triagem/métodos , Triagem/normas
15.
J Prof Nurs ; 35(3): 187-194, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31126395

RESUMO

BACKGROUND: For nurses to become leaders in the transformation of the future health care delivery system, they need organizational support to develop a scholarly nursing practice across a full career trajectory. PURPOSE: The purpose of this qualitative study was to describe best organizational practices that support the development and growth of a scholarly nursing practice throughout a nurse's full career progression. METHOD: Thirty-two senior nurse leaders from American Nurses Credentialing Corporation Magnet® hospitals were interviewed. Questions focused on strategies used in the workplace to support nurses' growth and development of a scholarly nursing practice. Content analysis was used to analyze data. RESULTS: The following themes emerged: The Organization Creates and Sustains a Core Culture Supportive of Scholarly Nursing Practice; Expectations for Professional Development; Resources that Support Scholarly Nursing Practice; and Power of the Senior Nurse Leader. Nursing culture in the institutions led by our participants had a significant and influential impact on the overall organizational culture. CONCLUSIONS: A nursing culture that embraces a scholarly nursing practice environment is one that is tightly integrated with an overall institutional culture that supports nursing. Senior nurse leaders were the driving force behind the development of a culture that supports scholarly nursing practice.


Assuntos
Bolsas de Estudo , Liderança , Recursos Humanos de Enfermagem no Hospital , Cultura Organizacional , Desenvolvimento de Pessoal/métodos , Feminino , Hospitais , Humanos , Entrevistas como Assunto , Masculino , Mentores , Pesquisa Qualitativa
16.
PLoS One ; 14(5): e0217088, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31145735

RESUMO

The 2011 report, Vision and Change in Undergraduate Biology Education: A Call to Action, provided the impetus to mobilize the undergraduate life sciences education community to affect change in order to enhance the educational experiences of life sciences majors. The work of the appointed Partnership for Undergraduate Life Sciences Education (PULSE) Vision and Change (V&C) Leadership Fellows has focused on the development of programs and resources to support departmental change. In this report, we present a qualitative assessment of several documents generated from the PULSE V&C Leadership Fellow Recognition Team. The Recognition Team developed two initiatives to provide departments with feedback on their change process. The first initiative, the validated PULSE V&C Rubrics, enables departments to collaboratively self-assess their progress in enacting change. The second initiative, the PULSE Recognition Program, involves completion of the aforementioned Rubrics and a site-visit by two Recognition Team members to provide external insights and suggestions to foster a department's change process. Eight departments participated in the Recognition Program in 2014. An evaluation of the documents yielded from the Recognition Program review of seven of the eight departments and a comparison of Rubric scores from before and three years following the site-visits uncovered several common elements required for successful department level change. These elements include an institutional culture that values and supports excellence in teaching and learning with resources and infrastructure, a departmental emphasis on program and course level assessment, and, most importantly, a departmental champion who actively supports endeavors that enhance teaching excellence.


Assuntos
Disciplinas das Ciências Biológicas/educação , Avaliação Educacional , Liderança , Desenvolvimento de Programas , Desenvolvimento de Pessoal/normas , Gestão da Qualidade Total , Humanos , Avaliação de Programas e Projetos de Saúde , Desenvolvimento de Pessoal/métodos
18.
J Contin Educ Nurs ; 50(5): 193-195, 2019 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-31026316

RESUMO

Nursing professional development practitioners often question whether a particular outcome measure is a good one for their activity. Asked by itself, there is no way to answer that question. This article identifies a strategy to develop outcome measures in context with other phases of activity, department, and organizational goals. [J Contin Educ Nurs. 2019;50(5):193-195].


Assuntos
Currículo , Educação Continuada em Enfermagem/organização & administração , Recursos Humanos de Enfermagem/educação , Objetivos Organizacionais , Desenvolvimento de Pessoal/métodos , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estados Unidos
19.
J Contin Educ Nurs ; 50(5): 196-198, 2019 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-31026317

RESUMO

Most health care organizations are designed using industrial model performance standards based on conformity and conventionality. In the new economy, marked with exponential change, convergent competition, and empowered consumers, leaders are faced with building a model that can accommodate personalized medicine, managing patient-centered expectations, and value-creating hubs to remain viable. [J Contin Educ Nurs. 2019;50(5):196-198.].


Assuntos
Currículo , Educação Continuada em Enfermagem/organização & administração , Liderança , Enfermeiras Administradoras/educação , Enfermeiras Administradoras/normas , Desenvolvimento de Pessoal/métodos , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade
20.
J Emerg Manag ; 17(1): 27-34, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30933302

RESUMO

Underlying the nature of what is and is not a profession are education standards. Among the characteristics defining a profession's specialized boundaries are the education standards comprising its academic programs. The status of the Scholarship of Teaching and Learning (SoTL) is explored for both emergency management and homeland security (EM/HS) at this point in time. The aim of this article is to increase the conceptual understanding of SoTL by discussing what SoTL is, explaining why it is important, exploring our current state of knowledge in this area, and by identifying current barriers and opportunities for improvement. Several possible means of better integrating SoTL into the EM/HS discipines are highlighted: Making SoTL a higher priority, increasing exposure to existing research, advancing knowledge within our own disciplines, sharing knowledge through publications and conferences, and applying knowledge in our teaching. Conclusively, the vital nature of SoTL research can more deeply establish the professional boundaries for both disciplines.


Assuntos
Medicina de Emergência/educação , Bolsas de Estudo , Aprendizagem , Medidas de Segurança , Desenvolvimento de Pessoal/métodos , Ensino , Humanos
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA