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1.
Wiad Lek ; 74(5): 1147-1151, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34090281

RESUMO

OBJECTIVE: The aim: The aim of research was to determine of socio-hygienic and psychophysiological characteristics of adolescents with different levels of professional readiness at the beginning of professional education. PATIENTS AND METHODS: Materials and methods: Among 451 adolescents aged 15-18 who start vocational training were studied vocational readiness, quality of life related to health, social characteristics, self-assessment of individual psychological and physiological characteristics and needs. RESULTS: Results: Students of vocational schools have a lower (p <0.05) level of readiness to make decisions and plan future professional activities. Medical students had the highest levels of professional readiness. It was found that (57.5 ± 4.3)% of the studied adolescents did not have a clearly defined hierarchy of life spheres and terminal values. There are no significant differences in the quality of life related to health among students of different educational institutions. The highest indicators of satisfaction of basic needs were observed among students of vocational schools. The level of professional readiness of adolescents who studied in the pedagogical field had a greater impact on their physical functioning and mental health; аmong medical students - social and physical functioning, general and psychological health. CONCLUSION: Conclusions:The professional orientation of young students has a significant impact on their health-related quality of life and health-promoting behavior. Students whose behavior depends on external circumstances are a risk group for healthy lifestyle disorders, and their health-preserving behavior is more dependent on the positive impact of the educational environment.


Assuntos
Saúde do Adolescente , Educação Profissionalizante , Adolescente , Humanos , Saúde Mental , Qualidade de Vida , Instituições Acadêmicas
2.
Barbarói ; (58)jan.-jun. 2021.
Artigo em Português | LILACS, Index Psicologia - Periódicos | ID: biblio-1150692

RESUMO

Este artigo analisa os sentidos atribuídos ao jovem configurado pela atual política pública brasileira de aprendizagem profissional e como operam as tecnologias de governo do indivíduo na produção da noção de risco social. Trata-se de um estudo documental com base na teoria de leitura de Mikhail Bakhtin, na qual se analisam os enunciados objetivando a sua desnaturalização. Um conjunto de normativas atinentes a essa política foi selecionado, lido e analisado enquanto textos e intertextos a produzir uma rede dialógica complexa que evidencia o posicionamento do Estado em relação ao significado de ser aprendiz, o qual envolve a noção de proteção social, portanto direcionado ao público alvo da política de assistência social. O sentido da identidade do jovem considerado de risco é o principal alvo da política, que regulamenta o trabalho antes dos 18 anos identificando-o como aprendiz. O estudo evidencia o caráter normativo e regulador desse processo, embora a esfera social seja complexa e requeira uma revisão constante. Diante da naturalização do conceito de juventude constatado, as políticas públicas voltadas para o jovem apresentam-se contraditórias e distantes das demandas específicas desta população. Este estudo aponta para a necessidade de problematizar os sentidos da proteção social para o jovem e para a sociedade, bem como os seus efeitos, especialmente na política de aprendizagem profissional, a qual não afeta somente o seu destinatário, mas a toda a sociedade, uma vez que atua na fabricação de um modelo identitário e gesta a existência dos indivíduos objetivando sua conformação.(AU)


This article analyses the meanings attributed to the young person as seen by Brazilian public policy of professional apprenticeship and how the government technologies of the individual work on the production of the concept social risk. It is a documental study based on Mikhail Bakhtin's reading theory, in which utterances are analysed aiming at their denaturalisation. A set of norms regarding this policy has been selected, read and analysed as texts and intertexts, producing a complex dialogic web and casting light on the positioning of the state government concerning the meaning of apprentice and social protection, therefore directed to the target audience of this social care policy. The meaning of the identity of the youth seen as at risk is the main target of this policy, which regulates work before the age of 18, identifying the young person as an apprentice. This study evinces the characteristics of this process as normative and regulatory, although the social sphere is complex, requiring constant revision. Considering the naturalisation of the meaning of youth, the public policies for the young person are presented as contradictory and distant from the specific needs of this population. This study shows the necessity to problematize the meanings of social care for youth and for society, and its effects, particularly regarding the policy for professional apprenticeship, which affects not only its receiver, but also the whole society, since it acts on the fabrication of an identity model and manages the existence of the individuals, aiming at their conformity.(AU)


Este articulo analiza los sentidos atribuidos al joven configurado por la actual política pública brasilera de aprendizaje profesional y cómo operan las tecnologias de gobierno del individuo en la producción de la noción de riesgo social. Es un estudio documental basado en la teoría de lectura Bajtiniana, que analiza los enunciados buscando su desnaturalización. Un conjunto de normativas referidas a esa política fueron analizados como textos e intertextos que producen una red dialógica compleja que evidencia el posicionamiento del Estado en relación al significado de ser aprendiz, el cual involucra la noción de protección social, por lo tanto direccionado al público objeto de la política de asistencia social. El sentido de la identidad del joven considerado en riesgo es el principal objetivo de la política, que reglamenta el trabajo antes de los 18 años identificándolo como aprendiz. El estudio evidencia el caracter normativo y regulador de ese proceso aunque la esfera social sea compleja y requiera una revisión constante. Delante de la naturalización del concepto de juventud constatado, las políticas públicas volcadas hacia el joven se presentan contradictorias y distantes de las demandas específicas de ésta población. Este estudio apunta la necesidad de problematizar los sentidos de la protección social para el joven y la sociedad, también como sus efectos, especialmente en la política de aprendizaje profesional, la cual no afecta solamente su destinatario, sino a toda la sociedad, una vez que actua en la fabricación de un modelo identitario y gesta la existencia de los indivíduos buscando su conformación.(AU)


Assuntos
Humanos , Adolescente , Política Pública , Adolescente , Educação Profissionalizante , Aprendizagem , Serviço Social , Risco
3.
Glob Health Sci Pract ; 9(1): 177-186, 2021 04 01.
Artigo em Inglês | MEDLINE | ID: mdl-33795368

RESUMO

There is an urgent need for data to inform coronavirus disease (COVID-19) pandemic response efforts. At the same time, the pandemic has created challenges for data collection, one of which is interviewer training in the context of social distancing. In sub-Saharan Africa, in-person interviewer training and face-to-face data collection remain the norm, requiring researchers to think creatively about transitioning to remote settings to allow for safer data collection that respects government guidelines. Performance Monitoring for Action (PMA, formerly PMA2020) has collected both cross-sectional and longitudinal data on key reproductive health measures in Africa and Asia since 2013. Relying on partnerships with in-country research institutes and cadres of female interviewers recruited from sampled communities, the project was well-positioned to transition to collecting data on COVID-19 from the onset of the pandemic. This article presents PMA's development of a remote training system for COVID-19 surveys in the Democratic Republic of the Congo, Kenya, and Nigeria, including challenges faced and lessons learned. We demonstrate that remote interviewer training can be a viable approach when data are critically needed and in-person learning is not possible. We also argue against systematic replacement of in-person trainings with remote learning, instead recommending consideration of local context and a project's individual circumstances when contemplating a transition to remote interviewer training.


Assuntos
COVID-19 , Coleta de Dados , Educação à Distância , Educação Profissionalizante/métodos , Pandemias , Pesquisadores/educação , Pesquisa/educação , Adolescente , Adulto , África ao Sul do Saara , Controle de Doenças Transmissíveis , República Democrática do Congo , Feminino , Humanos , Internet , Quênia , Nigéria , Distanciamento Físico , Saúde Reprodutiva , SARS-CoV-2 , Inquéritos e Questionários , Adulto Jovem
4.
J Prof Nurs ; 37(2): 255-260, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33867077

RESUMO

Unprecedented financial and logistical barriers in educating nurses during COVID-19 have threatened nursing education. The purpose of this article is to provide a template to facilitate the maintenance and stability of teaching and learning in a pandemic environment for nursing school administration and faculty leaders. The National Incident Management System (NIMS), previously used in training nurses for emergency preparation and response, has been applied as a guiding framework. The framework consists of five elements: Preparedness, Communication/Information Management, Resource Management, Command and Ongoing Management/Maintenance. This paper addresses how schools of nursing may apply each of these elements to address both the needs of the institution and community. The Comprehensive Vulnerability Management paradigm is further offered as a lens for professional development. Free preparedness education is showcased from leading nursing and healthcare professional and government organizations. Finally, the Quality and Safety Education for Nurses competencies are used for integrating NIMS and social dimensions of disaster. Such tools may equip academic leaders at schools of nursing to surmount challenges posed by the pandemic, and to ensure educational readiness to respond to global health crisis through use of the NIMS framework.


Assuntos
COVID-19 , Competência Clínica , Educação Continuada/métodos , Educação em Enfermagem/métodos , Educação Profissionalizante/métodos , Enfermeiras e Enfermeiros/psicologia , Escolas de Enfermagem/organização & administração , Docentes de Enfermagem , Humanos , Pandemias , SARS-CoV-2
5.
Acta Cytol ; 65(3): 199-204, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33857951

RESUMO

BACKGROUND: Faced with changes in cytodiagnostics, cervical cancer screening programs, the introduction and application of new methods, the cytotechnological educational program requires the necessary changes and additions. Insufficient, uneven as well as inaccessible education of cytotechnologists in European countries was the basis for making these recommendations. SUMMARY: The results of previous research and publications related to the currently available education of cytotechnologists in Europe, the needs and suggestions were given by the European Advisory Committee of Cytotechnology (EACC) and European Federation of Cytology Societies (EFCS) for optimal education of future generations of cytotechnologists were used in the preparation of these recommendations. The EACC and EFCS propose a 1-year education and training program divided into 3 modules: gynecological, nongynecological exfoliative, and fine-needle aspiration cytology. Training programs should be organized by an accredited university, preferably a combination of internal education in a cytology laboratory and theoretical education at the university. Cytopathologists and cytotechnologists with at least 5 years of work experience in cytodiagnostics should participate in education. Upon completion of the training program, the EACC and EFCS propose an official name: EFCS certified cytotechnologist. Key Messages: The EACC and EFCS believe that it is extremely important that these recommendations are recognized and implemented by institutions that provide education for cytotechnologists so that they can meet the growing requirements of the profession with their acquired knowledge and competencies.


Assuntos
Biologia Celular/educação , Citodiagnóstico , Técnicas Citológicas , Educação Profissionalizante , Biologia Celular/normas , Competência Clínica , Consenso , Currículo , Citodiagnóstico/normas , Técnicas Citológicas/normas , Educação Profissionalizante/normas , Escolaridade , Europa (Continente) , Humanos
7.
Phys Ther ; 101(4)2021 04 04.
Artigo em Inglês | MEDLINE | ID: mdl-33751113

RESUMO

OBJECTIVE: The objectives of this cross-sectional qualitative study were to explore the perspectives of students enrolled in one physical therapist undergraduate education program in Australia about their experience with transitioning to full eLearning and student recommendations to improve the learning experience during the COVID-19 pandemic. METHODS: Seven focus groups with 28 undergraduate physical therapist students were conducted following the transitioning to full eLearning as a result of strict physical distancing measures. Focus group questions explored the students' experiences of the transition from face-to-face to full eLearning approach and the students' recommendations for improving future eLearning experiences. Data were analyzed using inductive thematic analysis. RESULTS: The 3 themes identified were: (1) students presenting heightened negative feelings such as anxiety, stress, and reduced motivation to study; (2) students continuing to value the face-to-face learning, as it provided social support and facilitated feedback from peers and tutors; (3) student recommendations for eLearning included having online lectures and supplementary videos but face-to-face practical classes and developing healthy learning habits such as scheduled times for studying, exercise, and other activities that regulate stress. CONCLUSIONS: The transition to a full eLearning approach in an undergraduate physical therapist education program during the COVID-19 pandemic revealed that students had heightened negative emotions due to the pandemic. Students valued face-to-face practical classes to learn and receive social support from peers and tutors. Student recommendations to future eLearning suggested changes to curriculum development geared toward a greater blended approach to learning. Blended learning may include using online lectures instead of face-to-face lectures and online resources to supplement student learning of practical skills. IMPACT: As higher education moves toward a more blended approach, lessons learned from this study can help educators design future physical therapist education programs. The findings can also assist programs in delivering a full eLearning approach as the COVID-19 pandemic continues.


Assuntos
COVID-19 , Instrução por Computador , Educação à Distância , Educação Profissionalizante/tendências , Modalidades de Fisioterapia/educação , Estudantes de Ciências da Saúde , Adulto , Austrália , Estudos Transversais , Currículo , Feminino , Grupos Focais , Humanos , Masculino , Pesquisa Qualitativa , SARS-CoV-2 , Estresse Psicológico/psicologia , Adulto Jovem
8.
Nurse Educ Today ; 100: 104865, 2021 May.
Artigo em Inglês | MEDLINE | ID: mdl-33740703

RESUMO

BACKGROUND: Inter Professional Education and Collaboration (IPEC) is grounded on mutual respect, enhances collaborative practice, and increases satisfaction among health care professionals. PURPOSE: The study was conducted to assess the level of knowledge and readiness for IPEC among nursing students. METHODS: The student's level of knowledge was assessed using a 20 item questionnaire while their readiness for IPEC was measured using the Readiness for Interprofessional Learning Scale (RIPLS) comprising 19 items. A total of 125 nursing students participated in the study and data was analyzed using Statistical Package for the Social Sciences (SPSS) version 25 DISCUSSION: The mean level of knowledge was 44.41 with SD of 4.72. The mean readiness score was 79.09 with the SD of 11.77. There is no significant association between the knowledge and readiness of nursing students regarding IPEC and their demographic variables at 0.05 confidence level. CONCLUSIONS: Majority of the students had moderately adequate knowledge about IPEC and high level of readiness towards IPEC. This implies that when appropriately implemented, the students will reap the benefits of IPEC, which has the potential to improve their ability to provide holistic nursing care to their patients.


Assuntos
Bacharelado em Enfermagem , Educação Profissionalizante , Estudantes de Enfermagem , Atitude do Pessoal de Saúde , Comportamento Cooperativo , Humanos , Relações Interprofissionais , Projetos Piloto , Inquéritos e Questionários
9.
BMC Health Serv Res ; 21(1): 225, 2021 Mar 12.
Artigo em Inglês | MEDLINE | ID: mdl-33712014

RESUMO

BACKGROUND: In this study, we sought to assess healthcare professionals' acceptance of and satisfaction with a shared decision making (SDM) educational workshop, its impact on their intention to use SDM, and their perceived facilitators and barriers to the implementation of SDM in clinical settings in Iran. METHODS: We conducted an observational quantitative study that involved measurements before, during, and immediately after the educational intervention at stake. We invited healthcare professionals affiliated with Tabriz University of Medical Sciences, East Azerbaijan, Iran, to attend a half-day workshop on SDM in December 2016. Decisions about prenatal screening and knee replacement surgery was used as clinical vignettes. We provided a patient decision aid on prenatal screening that complied with the International Patient Decision Aids Standards and used illustrate videos. Participants completed a sociodemographic questionnaire and a questionnaire to assess their familiarity with SDM, a questionnaire based on theoretical domains framework to assess their intention to implement SDM, a questionnaire about their perceived facilitators and barriers of implementing SDM in their clinical practice, continuous professional development reaction questionnaire, and workshop evaluation. Quantitative data was analyzed descriptively and with multiple linear regression. RESULTS: Among the 60 healthcare professionals invited, 41 participated (68%). Twenty-three were female (57%), 18 were specialized in family and emergency medicine, or community and preventive medicine (43%), nine were surgeons (22%), and 14 (35%) were other types of specialists. Participants' mean age was 37.51 ± 8.64 years with 8.09 ± 7.8 years of clinical experience. Prior to the workshop, their familiarity with SDM was 3.10 ± 2.82 out of 9. After the workshop, their belief that practicing SDM would be beneficial and useful (beliefs about consequences) (beta = 0.67, 95% CI 0.27, 1.06) and beliefs about capability of using SDM (beta = 0.32, 95% CI -0.08, 0.72) had the strongest influence on their intention of practicing SDM. Participants perceived the main facilitator and barrier to perform SDM were training and high patient load, respectively. CONCLUSIONS: Participants thought the workshop was a good way to learn SDM and that they would be able to use what they had learned in their clinical practice. Future studies need to study the level of intention of participants in longer term and evaluate the impact of cultural differences on practicing SDM and its implementation in both western and non-western countries.


Assuntos
Tomada de Decisão Compartilhada , Educação Profissionalizante , Adulto , Tomada de Decisões , Feminino , Humanos , Irã (Geográfico) , Masculino , Pessoa de Meia-Idade , Participação do Paciente , Gravidez
11.
BMC Complement Med Ther ; 21(1): 67, 2021 Feb 18.
Artigo em Inglês | MEDLINE | ID: mdl-33602181

RESUMO

BACKGROUND: This descriptive study provides the first examination of global naturopathic education, regulation and practice frameworks that have potential to constrain or assist professional formation and integration in global health systems. Despite increasing public use, a significant workforce, and World Health Organization calls for national policy development to support integration of services, existent frameworks as potential barriers to integration have not been examined. METHODS: This cross-sectional survey utilized purposive sampling of 65 naturopathic organisations (educational institutions, professional associations, and regulatory bodies) from 29 countries. Organizational representatives completed an on-line survey, conducted between Nov 2016 - Aug 2019. Frequencies and cross-tabulation statistics were analyzed using SPSSv.25. Qualitative responses were hand-coded and thematically analysed where appropriate. RESULTS: Sixty-five of 228 naturopathic organizations completed the survey (29% response rate) from 29 of 46 countries (63% country response rate). Most education programs (68%) were delivered via a national framework. Higher education qualifications (60%) predominated. Organizations influential in education were professional associations (75.4%), particularly where naturopathy was unregulated, and accreditation bodies (41.5%) and regulatory boards (33.8%) where regulated. Full access to controlled acts, and to health insurance rebates were more commonly reported where regulated. Attitude of decision-makers, opinions of other health professions and existing legislation were perceived to most impact regulation, which was globally heterogeneous. CONCLUSION: Education and regulation of the naturopathic profession has significant heterogeneity, even in the face of global calls for consistent regulation that recognizes naturopathy as a medical system. Standards are highest and consistency more apparent in countries with regulatory frameworks.


Assuntos
Educação Profissionalizante , Saúde Global , Naturopatia , Prática Profissional , Controle Social Formal , Acreditação , Atitude , Estudos Transversais , Atenção à Saúde , Humanos , Medicina Integrativa , Organizações , Inquéritos e Questionários
12.
Aust N Z J Public Health ; 45(2): 95-100, 2021 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-33617123

RESUMO

OBJECTIVES: To describe the numbers of degree completions, variety of available courses and demographics of students who study public health in Australia. METHODS: We utilised national completions data from universities between 2001 and 2018 and analysed data for students who had completed degrees labelled as public health at the bachelor's and master's by coursework level. RESULTS: There have been 21,000 master's by coursework public health graduates since 2001, and 15,770 public health bachelor's degrees. Nearly two-thirds of all students study in a 'broad' degree, such as a Bachelor of Health Science or Master of Public Health. There has been an increase in the proportion of overseas students and a decreasing proportion of Indigenous students over this time. CONCLUSIONS: Given the growth of graduates with public health degrees, there should be an increased focus on relevant job opportunities, as supply may be outpacing demand. Implications for public health: We note three potential issues with public health education and practice in Australia. Firstly, there may be an oversupply of graduates relative to opportunities. Secondly, there may be inconsistencies in the delivery of public health courses. Thirdly, curricula may need to be revised, owing to differences in student composition.


Assuntos
Emprego/estatística & dados numéricos , Saúde Pública/educação , Recursos Humanos , Adulto , Austrália , Currículo , Educação de Pós-Graduação , Educação Profissionalizante , Educação Profissional em Saúde Pública , Feminino , Humanos , Masculino
13.
Nurse Educ Today ; 98: 104749, 2021 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-33545557

RESUMO

BACKGROUND: Aseptic technique is a key skill undertaken every day by large numbers of nurses. However, there is relatively little empirical evidence to underpin practice. Furthermore, it is not clear to what extent it should be considered a single task or a set of principles to be applied differentially depending upon the situation and how individual nurses make this decision. OBJECTIVE: This study explored nurses' experiences of continuing professional education (CPE) in relation to aseptic technique. DESIGN: A national survey was undertaken throughout the United Kingdom. Responses were subjected to inductive quantitative content analysis. PARTICIPANTS: Participants were recruited via an electronic link placed on the website of a major nursing organisation. RESULTS: 941 nurses responded. 253 (26.9%) were satisfied with arrangements for continuing professional education. Satisfaction was associated with a perception of good support from employers, sound preparation before qualifying and practising aseptic technique regularly. 311 (33%) were dissatisfied. Reasons included witnessing unwarranted variations in practice (n = 55, 5.8%), witnessing suboptimal practice requiring correction (65, 6.9%), a perception that standards had fallen through a decline in pre-registration preparation (n = 109, 11.6%) and opportunities for updating (n = 124, 13.2%). Some employers had introduced training in conjunction with organisation-wide change in practice. In other cases participants reported receiving updates when required to perform a new procedure, when moving between clinical specialities or changing employer. Train-the-trainer (cascade) teaching was used in formal and informal arrangements for updating. CONCLUSION: This study provides a springboard for exploring arrangements for updating and assessing nurses' competence to undertake aseptic technique. Health providers need to evaluate what is currently provided and address gaps in provision. There is clear evidence that the current system does not meet the needs of many nurses.


Assuntos
Educação Profissionalizante , Enfermeiras e Enfermeiros , Educação Continuada em Enfermagem , Humanos , Controle de Infecções , Satisfação Pessoal , Reino Unido
14.
J Vet Med Educ ; 48(1): 8-13, 2021 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-33594955

RESUMO

The veterinary workplace consists of different professionals working together in inter-professional teams. Previous work has explored the benefits of effective veterinary teamwork for multiple stakeholders. In this teaching tip article, we outline the underlying educational theories and tips for developing inter-professional teaching to foster students' appreciation of the different roles and responsibilities of veterinarians and veterinary nurses/vet techs. Inter-professional education (IPE) requires students to learn with, about, and from each other and implies recognition of social learning as an underpinning approach. It involves developing learning opportunities to address students' potential misunderstandings of each other's motivations, to allow them to explore issues present in the other profession's practice, and to clarify sometimes overlapping roles and responsibilities. Students are given opportunities to explore the complexity of inter-professional teamwork in a safe environment using real-life topics as context for their collaboration. Two veterinary examples of IPE at the Royal Veterinary College (RVC) are provided to explore different teaching methods and topics that have proved successful in our context: dentistry and directed learning scenarios. We describe how RVC has developed an IPE team consisting of faculty members who champion IPE, which has, in turn, inspired students to create a student-led IPE club, hosting extracurricular educational events. This is an example of an effective student-teacher partnership. A number of challenges exist in embedding IPE, but the benefits it offers in integrating clinical and professional elements of the curricula make it worthy of consideration.


Assuntos
Técnicos em Manejo de Animais , Educação Profissionalizante , Educação em Veterinária , Médicos Veterinários , Animais , Currículo , Humanos , Relações Interprofissionais
15.
Nurse Educ Today ; 98: 104695, 2021 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-33517181

RESUMO

OBJECTIVE: Although health professional education has the potential to mitigate hospital falls risk, the best methods to develop, deliver and evaluate health professional education remain unclear. This study applied evidence-based approaches to education design to improve falls risk mitigation. DESIGN: Mixed methods using questionnaires to evaluate health professionals knowledge of evidence-based falls risk assessment and mitigation, followed by semi-structured interviews with individual health professionals. SETTING: Five large Australian hospitals. PARTICIPANTS: For each hospital, 10 clinical leaders from nursing and allied health professions were invited to participate in falls workshops. METHODS: 46 participants received a three-hour education program on the latest evidence in hospital falls risk assessment and how to implement evidence-based falls screening and management. This was based on the "4P" education model (Presage, Planning, Process and Product). They were taught practical skills to enable them to educate other health professionals. RESULTS: The education workshop significantly changed participants' views about best practice guidelines for falls screening and prevention. Participants felt more confident in assessing falls risk and judging and implementing the best mitigation strategies. They were prepared and motivated to educate others about falls prevention and satisfied with the skills gained. CONCLUSIONS: A high-quality education program grounded in a rigorous quality framework improved health professionals knowledge regarding evidence-based falls prevention. Use of evidence-based rationales for behaviour change promotes effective learning.


Assuntos
Acidentes por Quedas , Educação Profissionalizante , Acidentes por Quedas/prevenção & controle , Austrália , Pessoal de Saúde/educação , Hospitais , Humanos
16.
Nurse Educ Pract ; 50: 102945, 2021 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-33321270

RESUMO

This paper aims to explore and classify studies of the impact and effectiveness of continuing professional education for registered nurses, using existing reviews of literature. Four healthcare databases were searched for publications from 2010 to July 2019 and electronic keywords searches were conducted. Umbrella review methodology was applied and Kirkpatrick's Four-Level Model of training evaluation was used to synthesise results and explicate the levels of educational impact. Of 16 included reviews, 13 were of simulation-based education activities. Three reviews of experimental studies demonstrated strong positive evidence of education impact on nurses' learning. Objective evidence of transfer of knowledge and skills into practice included improved interprofessional team performance and less time taken to complete clinical tasks. Reports of practice improvements and intention to change practice provided further evidence of impact. A small number of individual studies measured impact on service delivery, reporting positive and neutral results. We conclude that nurses learn and newly acquired knowledge and skills are often transferred into practice. Collection of robust evaluative data after completion of education is limited by practical considerations such as access to learners, resources and time constraints. Further studies of translational impact are needed, specifically, of the impact on patient care.


Assuntos
Educação Profissionalizante , Enfermeiras e Enfermeiros , Atenção à Saúde , Educação Continuada , Humanos , Aprendizagem
17.
Am J Physiol Renal Physiol ; 320(3): F342-F350, 2021 03 01.
Artigo em Inglês | MEDLINE | ID: mdl-33356958

RESUMO

The Vanderbilt O'Brien Kidney Center (VOKC) is one of the eight National Institutes of Health P30-funded centers in the United States. The mission of these core-based centers is to provide technical and conceptual support to enhance and facilitate research in the field of kidney diseases. The goal of the VOKC is to provide support to understand mechanisms and identify potential therapies for acute and chronic kidney disease. The services provided by the VOKC are meant to help the scientific community to have the right support and tools as well as to select the right animal model, statistical analysis, and clinical study design to perform innovative research and translate discoveries into personalized care to prevent, diagnose, and cure kidney disease. To achieve these goals, the VOKC has in place a program to foster collaborative investigation into critical questions of kidney disease, to personalize diagnosis and treatment of kidney disease, and to disseminate information about kidney disease and the benefits of VOKC services and research. The VOKC is complemented by state-of-the-art cores and an education and outreach program whose goals are to provide an educational platform to enhance the study of kidney disease, to publicize information about services available through the VOKC, and to provide information about kidney disease to patients and other interested members of the community. In this review, we highlight the major services and contributions of the VOKC.


Assuntos
Pesquisa Biomédica/organização & administração , Nefrologia/organização & administração , Projetos de Pesquisa , Animais , Pesquisa Biomédica/educação , Relações Comunidade-Instituição , Comportamento Cooperativo , Educação Profissionalizante/organização & administração , Educação em Saúde/organização & administração , Humanos , Comunicação Interdisciplinar , Nefrologia/educação , Tennessee
18.
Nurse Educ Today ; 97: 104673, 2021 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-33310247

RESUMO

BACKGROUND: In recent years, interprofessional education has been described as an opportunity for all healthcare professionals to enhance nursing quality by learning together and about one another. Determining perceptions and readiness of nurses regarding interprofessional education is important for effective education planning. OBJECTIVES: The aim of the study is to determine readiness for interprofessional learning and perceptions of interdisciplinary education of nursing students. DESIGN: Descriptive and cross-sectional study. SETTINGS: Nursing departments of public universities, in three different cities in Turkey. METHODS: This study was conducted with 738 third- and fourth-year nursing students. The data of the study was collected using "Student Information Form", "Readiness for Inter-professional Learning Scale (RIPLS)", and "Interdisciplinary Education Perception Scale (IEPS)". The data was analyzed using descriptive statistics, Student's t-test, Kruskal-Wallis test, one-way analysis of variance (ANOVA), and correlation. RESULTS: Mean age of the students was 21.56 ±â€¯1.48, and the majority (72.9%) were women. Of the students, 58.9% chose their profession willingly, 56% chose the department as their first choice, 41.2% wanted to receive education with other healthcare students, and 84% reported having prior teamwork experience. Students' mean total scores of RIPLS and IEPS were respectively 69.78 ±â€¯11.32 and 69.19 ±â€¯16.62. There was a statistically significant difference between RIPLS mean scores and choosing the occupation willingly, order of choice, being satisfied with the choice of department, and willingness to study with other healthcare students, and between IEPS mean scores and choosing the occupation willingly, order of choice and being satisfied with the department choice (p < 0.05). CONCLUSION: Nursing students in three different cities had good readiness levels for interprofessional education and perception levels of interdisciplinary education, and differed according to certain demographical qualities. In addition, there was a positive relationship between readiness of inter-professional education, and perceptions of the students.


Assuntos
Educação Profissionalizante , Estudantes de Medicina , Estudantes de Enfermagem , Atitude do Pessoal de Saúde , Cidades , Comportamento Cooperativo , Estudos Transversais , Feminino , Humanos , Relações Interprofissionais , Masculino , Percepção , Inquéritos e Questionários , Turquia
19.
Nurse Educ Today ; 97: 104685, 2021 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-33310699

RESUMO

BACKGROUND: Continuing professional education (CPE) for nurses is deemed an essential component to develop, maintain and update professional skills. However, there is little empirical evidence of its effectiveness or factors which may influence its application into practice. OBJECTIVE: This paper explores a continuing professional education programme on the safe administration of medication and how new knowledge and skills are transferred into clinical practice. DESIGN: Realist evaluation provided the framework for this study. Realist evaluation stresses the need to evaluate programmes within "context," and to ask what "mechanisms" are acting to produce which "outcomes." This realist evaluation had four distinct stages. Firstly, theories were built as conjectured CMO configurations (Stage 1 and 2), then these cCMO were tested (Stage 3) and they were then refined (Stage 4). METHODS: Data was collected through document analysis and interviews (9) to build and refine CMOs. The conjectured CMOs were tested by clinical observation, interview (7), analysis of further documents and analysis of data from reported critical incidents and nursing care metric measurements. RESULTS: This study has shown the significant role of the ward manager in the application of new learning from the education programme to practice. Local leadership was found to enable a patient safety culture and the adoption of a quality improvement approach. The multi-disciplinary team at both organisation and local level was also found to be a significant context for the application of the education programme into practice. Reasoning skills and receptivity to change were identified to be key mechanisms which were enabled within the described contexts. CONCLUSION: The findings from this study should inform policy and practice on the factors required to ensure learning from CPE is applied in practice. The realist evaluation framework should be applied when evaluating CPE programmes as the rationale for such programmes is to maintain and improve patient care.


Assuntos
Educação Profissionalizante , Liderança , Atenção à Saúde , Humanos , Segurança do Paciente , Melhoria de Qualidade
20.
Edumecentro ; 12(4): 105-121, oct.-dic. 2020. tab
Artigo em Espanhol | LILACS | ID: biblio-1142852

RESUMO

RESUMEN Fundamento: el análisis de los factores que inciden en el rendimiento académico resulta útil para diseñar estrategias que orienten el desarrollo eficaz del proceso enseñanza aprendizaje. Objetivo: determinar la relación de factores que influyeron en el rendimiento académico de estudiantes de Medicina, durante los primeros cinco años de la carrera. Métodos: se realizó un estudio analítico retrospectivo en la Filial de Ciencias Médicas de Puerto Padre, en las Tunas. Se aplicaron métodos teóricos y empíricos. Se analizaron las variables: sexo, edad, motivación, hábitos de estudio, coeficiente de inteligencia, nivel educacional de los padres, funcionamiento familiar, rendimiento del preuniversitario, vía de ingreso, repitencia y resultados universitarios. En el procesamiento estadístico se emplearon las pruebas t-student y Chi-cuadrado. Resultados: el promedio de las calificaciones de los estudiantes de bajo rendimiento fue 0,7 inferior; en este grupo la motivación alcanzó un resultado de 39,13 %, hecho notable a destacar; 69,57 % de ellos dedicaban menos de 15 hora al estudio semanal. Entre los de mayor rendimiento, el índice académico en preuniversitario, el promedio de las pruebas de ingreso a la universidad y los resultados en Morfofisiología fueron significativamente superiores. Conclusiones: se determinaron los factores que influyeron en el rendimiento académico de estudiantes durante los primeros cinco años de la carrera de Medicina en el contexto investigado.


ABSTRACT Background: the analysis of the factors that affect academic performance is useful to design strategies that guide the effective development of the teaching-learning process. Objective: to determine the relationship of factors that influenced the academic performance of medical students, during the first five years of the degree. Methods: a retrospective analytical study was carried out at Puerto Padre Medical Sciences Branch, in Las Tunas. Theoretical and empirical methods were applied. The analyzed variables were: sex, age, motivation, study habits, intelligence quotient, educational level of parents, family functioning, pre-university performance, manner of entry, repetition of academic years and university results. In the statistical processing, the t-student and Chi-square tests were used. Results: the average of the grades of the low-achieving students was 0.7 lower; In this group, motivation reached a result of 39.13%, a remarkable fact to highlight; 69.57% of them dedicated less than 15 hours to weekly study. Among those with the highest performance, the academic index in pre-university, the average of the entrance tests to the university and the results in Morphology-physiology were significantly higher. Conclusions: the factors that influenced the academic performance of students during the first five years of the Medicine degree were determined in the investigated context.


Assuntos
Educação Médica , Educação de Graduação em Medicina , Educação Profissionalizante , Avaliação Educacional
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