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1.
Sultan Qaboos Univ Med J ; 21(3): 365-372, 2021 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-34522400

RESUMO

Objectives: This study aimed to identify indicators of proper programme development in the field of non-communicable diseases through the systematic review of existing literature. Methods: In this systematic review, a search was conducted through PubMed, Scopus, EMBASE, Web of Science, Google Scholar, Cochrane Library, ProQuest and grey literature. The search was limited to literature published between January 2000 and January 2019. Results: A total of 36 articles were found relevant to the study objectives. Data were obtained through these articles based on the context, input, process and product (CIPP) model. Seven subsets for context, five subsets for input, four subsets for process and six subsets for the product were identified. Conclusion: According to CIPP subsets, indicators such as programme definition, appropriate organisational culture, structure and evaluation must be considered to develop an appropriate programme to improve health services.


Assuntos
Doenças não Transmissíveis , Humanos , Doenças não Transmissíveis/terapia , Desenvolvimento de Programas
2.
Artigo em Inglês | MEDLINE | ID: mdl-34444462

RESUMO

Correctional officers (COs) are exposed to a number of occupational stressors, and their health declines early in their job tenure. Interventions designed to prevent early decline in CO health are limited. This article describes the development, implementation, and evaluation of a one-year peer health mentoring program (HMP) guided by Total Worker Health® principles and using a participatory action research to collectively address worker safety, health, and well-being of newly hired COs. The HMP aimed to provide new COs with emotional and tangible forms of support during their first year of employment, including peer coaching to prevent early decline in physical fitness and health. The development and implementation of the HMP occurred across five main steps: (1) participatory design focus groups with key stakeholders; (2) adaptation of an existing mentoring handbook and training methods; (3) development of mentor-mentee recruitment criteria and assignment; (4) designing assessment tools; and (5) the initiation of a mentor oversight committee consisting of union leadership, corrections management, and research staff. Correctional employee engagement in the design and implementation process proved to be efficacious in the implementation and adaptation of the program by staff. Support for the HMP remained high as program evaluation efforts continued.


Assuntos
Tutoria , Humanos , Mentores , Grupo Associado , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde , Recursos Humanos
3.
J Evid Based Dent Pract ; 21(2): 101571, 2021 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-34391561

RESUMO

ARTICLE TITLE AND BIBLIOGRAPHIC INFORMATION: Silva MCPMD, Lyra MCA, Almeida HCR, Alencar Filho AV, Heimer MV, Rosenblatt A. Caries experience in children and adolescents with Down Syndrome: A systematic review and meta-analysis. Arch Oral Biol. 2020 Jul;115:104,715. doi:10.1016/j.archoralbio.2020.104715. Epub 2020 Apr 8. PMID: 32,422,361. SOURCE OF FUNDING: The Hungarian Human Resources Development Operational Program, the Higher Education Excellence Program of the Hungarian Ministry of Human Capacities to the Therapy Research Module of Semmelweis University, National Research, Development and Innovation Office, Hungarian Scientific Research Fund and the Economic Development and Innovation Operative Programme Grant. TYPE OF STUDY/DESIGN: Systematic review with meta-analysis.


Assuntos
Cárie Dentária , Síndrome de Down , Adolescente , Criança , Cárie Dentária/epidemiologia , Humanos , Prevalência , Desenvolvimento de Programas , Universidades
4.
South Med J ; 114(8): 458-463, 2021 08.
Artigo em Inglês | MEDLINE | ID: mdl-34345923

RESUMO

OBJECTIVES: Health care in the United States is costly, fragmented, and often ineffective. Transitions of care (TOC), particularly from the inpatient to the outpatient setting, is an especially complicated time and one that is potentially fraught with errors that contribute to negative outcomes. The coronavirus 2019 pandemic exacerbated many of these challenges. In particular, vulnerable patient populations have experienced more barriers to successful care transitions. Effective care transitions should include interprofessional teamwork, robust patient education, and seamless communication among the various healthcare team members. Increasingly, medical schools are working toward graduating systems-ready physicians who demonstrate competency in the health system sciences and are able to operate effectively within the healthcare system, including being able to navigate complex transitions of care issues. Undergraduate medical education, however, continues to provide experiential learning in the traditional silos of inpatient versus outpatient medicine, so that learners do not have the opportunity to directly participate in transitions of care. Although transitions of care is a pivotal part of patient care, it is rarely taught at the undergraduate level, and when it is, it is typically relegated to the classroom setting. METHODS: We used the disruption of the coronavirus 2019 pandemic to develop a TOC elective. The aim was to fulfill an acute educational need and to develop competencies around care transitions for students while concurrently providing support for patient care and teamwork. The elective was offered to second-, third- and fourth-year medical students. Our educational innovation was initiated within our safety-net hospital where we care for a high percentage of uninsured patients, with a high language discordance. In addition, our city has multiple care systems without a single or connected electronic health record system, further complicating patient care transitions. The work of the TOC elective crossed inpatient and outpatient silos, with close collaboration with our local federally qualified health centers. This remotely conducted elective includes three main pillars: participation in team activities, including virtual participation in interdisciplinary rounds and care coordination; discharge planning; and communication, including goals of care and end of life communication. RESULTS: Medical students successfully integrated into team structures to directly counsel families, facilitate goals of care conversations, and engage a multidisciplinary team for discharge planning. Students found this experience valuable in their reflections. In addition, there was a value-added component from a patient care and teamwork perspective. CONCLUSIONS: Participation of students in TOC is a valuable educational experience and contributes a value-added component to patient care and interprofessional teamwork. Moreover, an appreciation of the failures of the current system is pivotal as learners start to reimagine, explore, and design improved patient-centered systems in the future.


Assuntos
COVID-19/epidemiologia , Currículo , Educação de Graduação em Medicina , Desenvolvimento de Programas , Cuidado Transicional , Assistência Ambulatorial , Humanos , Alta do Paciente , Estados Unidos
5.
Ann Glob Health ; 87(1): 61, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34307064

RESUMO

Objectives: The changing global landscape of disease and public health crises, such as the current COVID-19 pandemic, call for a new generation of global health leaders. As global health leadership programs evolve, many have incorporated experiential learning and mentoring (ELM) components into their structure. However, there has been incomplete consideration on how ELM activities are deployed, what challenges they face and how programs adapt to meet those challenges. This paper builds on the co-authors' experiences as trainees, trainers, organizers and evaluators of six global health leadership programs to reflect on lessons learned regarding ELM. We also consider ethics, technology, gender, age and framing that influence how ELM activities are developed and implemented. Findings: Despite the diverse origins and funding of these programs, all six are focused on training participants from low- and middle-income countries drawing on a diversity of professions. Each program uses mixed didactic approaches, practice-based placements, competency and skills-driven curricula, and mentorship via various modalities. Main metrics for success include development of trainee networks, acquisition of skills and formation of relationships; programs that included research training had specific research metrics as well. Common challenges the programs face include ensuring clarity of expectations of all participants and mentors; maintaining connection among trainees; meeting the needs of trainee cohorts with different skill sets and starting points; and ensuring trainee cohorts capture age, gender and other forms of diversity. Conclusions: ELM activities for global health leadership are proving even more critical now as the importance of effective individual leaders in responding to crises becomes evident. Future efforts for ELM in global health leadership should emphasize local adaptation and sustainability. Practice-based learning and established mentoring relationships provide the building blocks for competent leaders to navigate complex dynamics with the flexibility and conscientiousness needed to improve the health of global populations. Key Takeaways: Experiential learning and mentorship activities within global health leadership programs provide the hands-on practice and support that the next generation of global health leaders need to address the health challenges of our times.Six global health leadership programs with experiential learning and mentorship components are showcased to highlight differences and similarities in their approaches and capture a broad picture of achievements that can help inform future programs.Emphasis on inter-professional training, mixed-learning approaches and mentorship modalities were common across programs. Both individual capacity building and development of trainees' professional networks were seen as critical, reflecting the value of inter-personal connections for long-term leadership success.During program design, future programs should recognize the "frame" within which the program will be incorporated and intentionally address diversity-in all its forms-during recruitment as well as consider North-South ethics, leadership roles, hierarchies and transition plans.


Assuntos
Educação de Pós-Graduação em Medicina/métodos , Saúde Global/educação , Liderança , Tutoria/métodos , Aprendizagem Baseada em Problemas/métodos , Competência Clínica , Países em Desenvolvimento , Educação de Pós-Graduação em Medicina/organização & administração , Humanos , Cooperação Internacional , Tutoria/organização & administração , Aprendizagem Baseada em Problemas/organização & administração , Desenvolvimento de Programas/métodos
6.
Ann Glob Health ; 87(1): 66, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34307069

RESUMO

Introduction: Partnerships are essential to creating effective global health leadership training programs. Global pandemics, including the HIV/AIDS pandemic, and more recently the COVID-19 pandemic, have tested the impact and stability of healthcare systems. Partnerships must be fostered to prepare the next generation of leaders to collaborate effectively and improve health globally. Objectives: We provide key matrices that predict success of partnerships in building global health leadership capacity. We highlight opportunities and challenges to building effective partnerships and provide recommendations to promote development of equitable and mutually beneficial partnerships. Findings: Critical elements for effective partnership when building global health leadership capacity include shared strategic vision, transparency and excellent communication, as well as intentional monitoring and evaluation of the partnership, not just the project or program. There must be recognition that partnerships can be unpredictable and unequal, especially if the end is not defined early on. Threats to equitable and effective partnerships include funding and co-funding disparities between partners from high-income and low-income countries, inequalities, unshared vision and priorities, skewed decision-making levels, and limited flexibility to minimize inequalities and make changes. Further, imbalances in power, privilege, position, income levels, and institutional resources create opportunities for exploitation of partners, particularly those in low-income countries, which widens the disparities and limits success and sustainability of partnerships. These challenges to effective partnering create the need for objective documentation of disparities at all stages, with key milestones to assess success and the environment to sustain the partnerships and their respective goals. Conclusions: Developing effective and sustainable partnerships requires a commitment to equality from the start by all partners and an understanding that there will be challenges that could derail otherwise well-intended partnerships. Guidelines and training on evaluation of partnerships exist and should be used, including generic indicators of equity, mutual benefit, and the added value of partnering. Key Takeaways: Effective partnerships in building global health leadership capacity require shared strategic vision and intentional monitoring and evaluation of goalsInequalities in partnerships may arise from disparities in infrastructure, managerial expertise, administrative and leadership capacity, as well as limited mutual benefit and mutual respectTo promote equitable and effective partnerships, it is critical to highlight and monitor key measures for success of partnerships at the beginning of each partnership and regularly through the lifetime of the partnership.We recommend that partnerships should have legal and financial laws through executed memoranda of understanding, to promote accountability and facilitate objective monitoring and evaluation of the partnership itself.More research is needed to understand better the contextual predictors of the broader influence and sustainability of partnership networks in global health leadership training.


Assuntos
Saúde Global , Cooperação Internacional , Liderança , Parcerias Público-Privadas/organização & administração , Comunicação , Humanos , Desenvolvimento de Programas/métodos , Avaliação de Programas e Projetos de Saúde/métodos , Participação dos Interessados
7.
J Surg Oncol ; 124(2): 231-240, 2021 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-34245572

RESUMO

Educating surgeons is a time-consuming process. In addition to theoretical knowledge, the practical tasks of surgical procedures must be mastered. Translation of such knowledge from mentor to mentee may be efficiently done by surgical telementoring (ST). This is a review on surgical telementoring. Recent technological advances have made this tool in surgical education more available and applicable but future applications of ST have to be wisely guided by high-quality trials.


Assuntos
Educação à Distância/métodos , Educação de Pós-Graduação em Medicina/métodos , Tutoria/métodos , Especialidades Cirúrgicas/educação , Telemedicina/métodos , Competência Clínica , Currículo , Educação à Distância/organização & administração , Educação de Pós-Graduação em Medicina/organização & administração , Europa (Continente) , Feedback Formativo , Humanos , Modelos Educacionais , América do Norte , Desenvolvimento de Programas
8.
Clin Obstet Gynecol ; 64(3): 422-434, 2021 09 01.
Artigo em Inglês | MEDLINE | ID: mdl-34323225

RESUMO

Family planning (FP) is the domain that enables people to have their desired number of children if any, and the desired spacing of births. FP initiatives are cross-cutting approaches to empower people with human and reproductive rights, lessen child morbidity and pregnancy-related morbidity and mortality, alleviate poverty, slow climate change, provide sustainable economic growth and development, advance education, and voluntarily slow overpopulation. We examine global FP programs: the history, drivers, and indicators to measure impact, policy, and strategy that surrounds human reproduction. We focus on current trends of task-sharing, self-care, digital health solutions, and the ever-changing contexts with our current pandemic of coronavirus disease 2019.


Assuntos
Serviços de Planejamento Familiar/história , Saúde Global/história , Países Desenvolvidos , Países em Desenvolvimento , Política de Planejamento Familiar/tendências , Serviços de Planejamento Familiar/métodos , Serviços de Planejamento Familiar/organização & administração , Serviços de Planejamento Familiar/tendências , Saúde Global/tendências , História do Século XX , História do Século XXI , Humanos , Desenvolvimento de Programas/métodos , Avaliação de Programas e Projetos de Saúde/métodos
10.
Med Teach ; 43(8): 889-893, 2021 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-34078213

RESUMO

INTRODUCTION: Ongoing leadership development is essential for academic health center faculty members to respond to increasing environmental complexity. At the George Washington University School of Medicine and Health Sciences, an 8-month program, based on Conger's leadership development approach emphasizing conceptual understanding, skill building, feedback and personal growth was offered to mid-level faculty charged with developing educational programs, clinical services, and/or research initiatives. We studied how specific learning methods catering to different learning approaches contributed to improving leadership competencies. METHODS: Session and program evaluations, participant interviews, mentor surveys, and supervisor interviews were used for data collection. Themes were identified through open coding with use of constant comparative methods to help find patterns in the data. RESULTS: Readings and classroom modules provided a broadened, holistic understanding of leadership; role plays and action plans helped participants apply and practice leadership skills; self-assessments and feedback from peers and mentors provided specifics for focusing development efforts; and personal growth exercises provided opportunities to reflect and consider fresh perspectives. Anchoring learning methods around a real-time project led to improved leadership competencies and personal confidence as reported by participants, supervisors and mentors. CONCLUSION: A faculty leadership development program that integrates understanding, skill building, feedback and personal growth and connects multiple learning methods can provide the synergy to facilitate behavior change and organizational growth.


Assuntos
Docentes , Liderança , Docentes de Medicina , Retroalimentação , Humanos , Mentores , Grupo Associado , Desenvolvimento de Programas
11.
Ann Emerg Med ; 78(3): 346-354, 2021 09.
Artigo em Inglês | MEDLINE | ID: mdl-34154842

RESUMO

Thirty million pediatric visits (<18 years old) occur across 5,000 US emergency departments (EDs) each year, with most of these cases presenting to community EDs. Simulation-based training is an effective method to improve and sustain EDs' readiness to triage and stabilize critically ill infants and children, but large simulation centers are mostly concentrated at academic hospitals. The use of pediatric simulation-based training has been limited in the community ED setting due to the high cost of equipment and limited access to content experts in pediatric critical care. We designed an innovative "off-the-shelf" simulation-based training resource, "American College of Emergency Physicians (ACEP) SimBox," that provides a free low-technology manikin along with teaching aids and train-the-trainer materials to community EDs to run a simulation drill in their own workspaces with local educators. The goal was to develop an "off-the-shelf," free, open-access, simulation-based resource to improve the readiness of community EDs to triage, resuscitate, and transfer critically ill infants as measured by presimulation and postsimulation surveys measuring opinions regarding the scenario, session experience, and most valuable aspect of the session. Between January 2018 and December 2019, 179 ACEP SimBoxes were shipped across the United States, reaching 36 of 50 states. Facilitators and participants who completed the postsimulation survey evaluated the session as a valuable use of their time. All facilitator respondents reported that the low-technology manikins, paired with their institution-specific equipment, were sufficient for learning, thus reducing costs. All participant respondents reported an increased commitment to pediatric readiness for their ED after completing the simulation session. This innovation resulted in the implementation of a unique simulation-based training intervention across many community EDs in the United States. The ACEP SimBox innovation demonstrates that an easy to use and unique simulation-based training tool can be developed, distributed, and implemented across many community EDs in the United States to help improve community ED pediatric readiness.


Assuntos
Difusão de Inovações , Serviço Hospitalar de Emergência/normas , Pessoal de Saúde/educação , Treinamento por Simulação/métodos , Criança , Pré-Escolar , Conferências de Consenso como Assunto , Estado Terminal/terapia , Currículo , Humanos , Lactente , Manequins , Pediatria/educação , Desenvolvimento de Programas
13.
J Gen Intern Med ; 36(8): 2443-2447, 2021 08.
Artigo em Inglês | MEDLINE | ID: mdl-34109544

RESUMO

BACKGROUND: Junior to mid-career medical faculty often move into administrative and leadership roles without formal leadership training. Many national leadership training programs target senior rather than junior faculty. AIM: To address the leadership development needs of junior and mid-career faculty. SETTING: Sessions at annual meetings combined with online learning, independent work, and leadership coaching. PARTICIPANTS: 79 junior-mid-career general internal medicine (GIM) faculty enrolled in five consecutive annual cohorts from 2014 to 2018. PROGRAM DESCRIPTION: LEAD scholars participate in a full-day anchor session followed by selected workshops during the annual meeting. They then participate in monthly online sessions, complete a project, interview a senior leader, and receive leadership coaching from senior GIM faculty. PROGRAM EVALUATION: Post-program evaluation indicated the LEAD program was effective in helping participants understand what it means to be a good leader (93%, 37/40), become a more reflective leader (90%, 35/39), and apply principles of leadership to increase effectiveness in their role (88%, 34/39). DISCUSSION: LEAD provides junior-mid-career medical faculty an opportunity to learn effective leadership skills and build a network.


Assuntos
Liderança , Tutoria , Docentes de Medicina , Humanos , Medicina Interna , Mentores , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde
14.
Nurse Pract ; 46(7): 46-55, 2021 07 01.
Artigo em Inglês | MEDLINE | ID: mdl-34138814

RESUMO

ABSTRACT: Trauma teams without structured team training demonstrate impaired team dynamics, which can cause delays in patient care, leading to poor patient outcomes. Improving team dynamics leads to better communication, reduced errors, and enhanced patient care. Evidence-based trauma team training was implemented and delivered within a resource-restricted ED.


Assuntos
Prática Clínica Baseada em Evidências/educação , Capacitação em Serviço/organização & administração , Corpo Clínico Hospitalar/educação , Equipe de Assistência ao Paciente/organização & administração , Ferimentos e Lesões/terapia , Adulto , Feminino , Guiana , Humanos , Masculino , Corpo Clínico Hospitalar/estatística & dados numéricos , Pessoa de Meia-Idade , Desenvolvimento de Programas
15.
Eur J Epidemiol ; 36(7): 753-762, 2021 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-34117979

RESUMO

The Human Immunomics Initiative (HII), a joint project between the Harvard T.H. Chan School of Public Health and the Human Vaccines Project (HVP), focuses on studying immunity and the predictability of immuneresponsiveness to vaccines in aging populations. This paper describes the hypotheses and methodological approaches of this new collaborative initiative. Central to our thinking is the idea that predictors of age-related non-communicable diseases are the same as predictors for infectious diseases like COVID-19 and influenza. Fundamental to our approach is to differentiate between chronological, biological and immune age, and to use existing large-scale population cohorts. The latter provide well-typed phenotypic data on individuals' health status over time, readouts of routine clinical biochemical biomarkers to determine biological age, and bio-banked plasma samples to deep phenotype humoral immune responses as biomarkers of immune age. The first phase of the program involves 1. the exploration of biological age, humoral biomarkers of immune age, and genetics in a large multigenerational cohort, and 2. the subsequent development of models of immunity in relation to health status in a second, prospective cohort of an aging population. In the second phase, vaccine responses and efficacy of licensed COVID-19 vaccines in the presence and absence of influenza-, pneumococcal- and pertussis vaccines routinely offered to elderly, will be studied in older aged participants of prospective population-based cohorts in different geographical locations who will be selected for representing distinct biological and immune ages. The HII research program is aimed at relating vaccine responsiveness to biological and immune age, and identifying aging-related pathways crucial to enhance vaccine effectiveness in aging populations.


Assuntos
Envelhecimento/imunologia , Vacinas contra COVID-19/imunologia , COVID-19/imunologia , Adolescente , Adulto , Fatores Etários , Idoso , Idoso de 80 Anos ou mais , Biomarcadores/sangue , COVID-19/diagnóstico , COVID-19/prevenção & controle , Protocolos Clínicos , Feminino , Nível de Saúde , Humanos , Imunidade Humoral , Masculino , Pessoa de Meia-Idade , Fenótipo , Desenvolvimento de Programas , Projetos de Pesquisa , Adulto Jovem
16.
CMAJ Open ; 9(2): E635-E641, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34131026

RESUMO

BACKGROUND: British Columbia, like many jurisdictions, has a health information telephone service (8-1-1) to provide callers with information by registered nurses and help them decide whether to attend an emergency department or primary care clinic, or manage their concern at home. We describe a new service, HealthLink BC Emergency iDoctor-in-assistance (HEiDi), that partnered physicians available by videoconferencing with 8-1-1 registered nurses to support callers. METHODS: From Apr. 6 to Aug. 2, 2020, all callers to the 8-1-1 telephone service (available to anyone in BC) categorized as "seek care within 24 hours" by registered nurses were eligible for referral to HEiDi. HEiDi physicians ("virtual physicians") connected directly with callers via desktop videoconferencing software, assessed their health complaint, provided advice and suggested care disposition. We conducted a descriptive study and collected demographic characteristics, health concern and disposition determined by the virtual physician. RESULTS: HEiDi virtual physicians provided 7687 consultations. Most patients (n = 4439, 57.8%) were in the 20-64 age range, and 4814 (62.9%) were female. Common health concerns were related to gastroenterology (n = 1275, 16.6%), respiratory (n = 877, 11.4%) and dermatology (n = 874, 11.4%). From the 7531 calls with available data, 2548 (33.8%) callers were advised to attempt home treatment, 2885 (38.3%) to contact a primary care physician within 1 week, 1131 (15.0%) to attend an emergency department immediately and 538 (7.1%) to attend their primary provider now. INTERPRETATION: We found that virtual physicians were able to advise nearly 3 out of 4 (72.1%) patients away from in-person emergency or clinic assessment and 1 in 7 (15.0%) to seek immediate emergency department care. Virtual physicians can provide an effective complement to a provincial health telephone system.


Assuntos
Linhas Diretas , Telemedicina/organização & administração , Comunicação por Videoconferência , Adolescente , Adulto , Idoso , Colúmbia Britânica , COVID-19 , Criança , Pré-Escolar , Atenção à Saúde , Doenças do Sistema Digestório , Serviço Hospitalar de Emergência , Feminino , Serviços de Saúde , Humanos , Lactente , Masculino , Pessoa de Meia-Idade , Doenças Musculoesqueléticas , Desenvolvimento de Programas , Encaminhamento e Consulta , Doenças Respiratórias , SARS-CoV-2 , Dermatopatias , Adulto Jovem
17.
Nutrients ; 13(5)2021 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-34062865

RESUMO

Adolescent obesity and poor diet quality are increasingly prevalent and could be mitigated with attainment of food literacy. However, as these programs for adolescents are lacking, the purpose of this project was to develop a food literacy curriculum for high school-aged adolescents. The curriculum was designed in accordance with food literacy attributes and components utilizing Backward Design, Social Cognitive Theory, and Constructivism. After expert committee review, pilot testing was completed in two low-income communities by a trained facilitator and observer. Detailed observations were collected during pilot testing to assess achievement of learning objectives. Modifications were made to lesson procedures as required. The resulting curriculum, Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition, contains 12 modules of experiential lessons and application activities within three topics. Agriculture lessons concentrate on the food supply chain and food environments; nutrition lessons include food groups while focusing on nutrients of concern for underconsumption; and cooking lessons include food safety, budgeting, and preparation. Teens CAN provides a comprehensive and necessary approach to advancing food literacy in adolescents. Future directions include assessing dietary implications after participating in Teens CAN lessons and employment of an innovative two-tiered cross-age teaching model.


Assuntos
Currículo , Dieta Saudável , Letramento em Saúde/métodos , Obesidade Pediátrica/prevenção & controle , Desenvolvimento de Programas , Adolescente , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Masculino , Projetos Piloto , Instituições Acadêmicas
18.
J Contin Educ Nurs ; 52(7): 344-348, 2021 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-34166160

RESUMO

The Robert Wood Johnson Foundation Executive Nurse Fellows (RJWF-ENF) program was the gold standard for executive career development of nurse leaders from 1997 to 2017. With more than two decades of experience, ENF program leaders encouraged the fellows to "trust the process" during the difficult times of leadership development and value the collegial relationships they could develop with other nurse fellows. This article describes the benefits of the Action Learning Model for leadership development through the experience of the Boom-X-2K action learning team from the RWJF-ENF final cohort of 2014-2017. The moniker Boom-X-2K was chosen to emphasize supporting the intergenerational development of nurse leaders from three generations: Baby Boomers (Boom), Generation X (X), and Millennials (2K). This article also describes the action learning team's end product: a self-assessment tool designed to evaluate leaders' self-assessed ability to influence. [J Contin Educ Nurs. 2021;52(7):344-348.].


Assuntos
Liderança , Enfermeiras Administradoras , Estudos de Coortes , Humanos , Desenvolvimento de Programas
19.
J Nurses Prof Dev ; 37(3): 147-150, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33961359

RESUMO

Nurse educators play an important role in implementing changes within hospital orientation, supporting a learner-focused orientation. Utilizing different learning styles and delivery methods, an orientation can promote an environment where registered nurses are active participants and guide the learning. This article discusses the process of incorporating multiple learning styles and modalities into an experienced registered nurse orientation program, creating a learner-centered environment promoting engagement, increased satisfaction, and retention of experienced staff.


Assuntos
Capacitação em Serviço , Modelos Educacionais , Enfermeiras e Enfermeiros , Aprendizagem Baseada em Problemas , Desenvolvimento de Programas , Docentes de Enfermagem , Humanos , Meio-Oeste dos Estados Unidos
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