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1.
Clin Nurse Spec ; 34(2): 63-69, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32068634

RESUMO

PURPOSE/OBJECTIVES: The hCATS (health Colleges Advancing Team Skills) to CPR (Cultivating Practices for Resilience) Camp was an interprofessional pilot program to promote resilience, introduce strategies for coping with stress, cultivate compassion, and promote work-life balance to prevent burnout among health profession students, faculty, and healthcare professionals who team to provide patient care. PROGRAM DESCRIPTION: The University of Kentucky (UK) College of Nursing received funding to partner with the UK Center for Interprofessional Health Education for immersive weekend activities utilizing KORU and Mindfulness Based Stress Reduction models, conducted by certified UK faculty experts in self-stewardship techniques such as mindfulness practices. OUTCOMES: Thirty-nine participants from 7 UK colleges and UK HealthCare participated in 4 distinct CPR Camps, completed program assessments, and created team projects. Mean scores from each cohort significantly increased in a retrospective pre/post analysis of student perception of knowledge in all of the following categories: (1) habits and practices for resilient people, (2) strategies for building resilience and preventing/coping with stress/burnout in self and others, and (3) work-life balance (with the exception of cohort 4, for work-life balance). Students indicated on open-response items specific strategies they were willing to adopt going forward. These outcomes met our objectives for developing participants' understanding of resilience practices and adopting useful stress reduction practices. Planning and implementation of team projects successfully brought different professions together to advance learning in resilience. CONCLUSION: The CPR Camp initiative is an effective model for promoting and sustaining resilience-building strategies among health profession students. Similar programming conducted and/or attended by academic and/or health system leaders, such as clinical nurse specialists, can help cultivate practices for resilience among the members of the interprofessional workforce, enabling teams to better cope with stress, prevent burnout, and ultimately improve team-based care delivery for patients and their families.


Assuntos
Relações Interprofissionais , Resiliência Psicológica , Estudantes de Ciências da Saúde/psicologia , Adaptação Psicológica , Esgotamento Profissional/prevenção & controle , Feminino , Humanos , Masculino , Projetos Piloto , Avaliação de Programas e Projetos de Saúde , Estresse Psicológico/psicologia , Estudantes de Ciências da Saúde/estatística & dados numéricos , Equilíbrio Trabalho-Vida
2.
BMC Public Health ; 20(1): 48, 2020 Jan 13.
Artigo em Inglês | MEDLINE | ID: mdl-31931751

RESUMO

BACKGROUND: Hepatitis B Virus (HBV) is highly endemic in Sub-Saharan Africa with 70 to 90% of the population becoming infected before the age of 40 years. Healthcare workers (HCWs) including healthcare students (HCSs) are at an increased risk of contracting HBV due to occupational exposure. HCSs are especially at a high risk because of their inexperience with infection control procedures and insufficient knowledge about the level of risk when dealing with patients. Despite the availability of an effective vaccine, and its recommendation by Kenya's Ministry of Health, few HCW and students are vaccinated. The aim of this study was to evaluate the influence of awareness, attitude, practices, and access factors on hepatitis B vaccination uptake by HCSs at Kenya Medical Training College (KMTC). METHODS: This was a concurrent mixed methods study. For the quantitative arm, a structured questionnaire was used to assess the awareness, knowledge, attitudes and practices towards HBV disease and vaccination. Accessibility of the HBV vaccine in the participating campuses was also assessed. Two FGDs were carried out: one comprised of student representatives of the participating campuses while the second comprised of members of staff. Quantitative data was analysed using STATA (version 15) while NVIVO (version 11) was used for qualitative data. RESULTS: Out of 634 students invited to participate in the study, 487 participated (response rate 76.8%). Majority of the respondents were from Nairobi Campus (44.2%) and from the Department of Nursing (31.2%). HBV vaccine uptake rate was 85.8% while the non-vaccination rate was 14.3%. Full vaccination was reported by only 20.2% of respondents. The major reason for not receiving the recommended doses was the unavailability of the vaccine when students went for it. The qualitative study revealed challenges in the implementation of the vaccination program at KMTC. CONCLUSIONS: Full vaccination rates remained low despite good knowledge of HBV infection and positive attitude towards vaccination. There is therefore need to streamline vaccination programs in medical colleges to ensure availability and accessibility of the vaccine to healthcare students.


Assuntos
Conhecimentos, Atitudes e Prática em Saúde , Vacinas contra Hepatite B/administração & dosagem , Estudantes de Ciências da Saúde/psicologia , Vacinação/estatística & dados numéricos , Adolescente , Adulto , Estudos Transversais , Feminino , Acesso aos Serviços de Saúde , Hepatite B/epidemiologia , Hepatite B/prevenção & controle , Humanos , Quênia/epidemiologia , Masculino , Pesquisa Qualitativa , Faculdades de Medicina , Estudantes de Ciências da Saúde/estatística & dados numéricos , Inquéritos e Questionários , Adulto Jovem
3.
Orv Hetil ; 161(4): 139-150, 2020 Jan.
Artigo em Húngaro | MEDLINE | ID: mdl-31955584

RESUMO

Introduction: Comprehensive predictors of first-year students' academic performance, including pre-university experience, can be found at both individual and infrastructural levels that can be measured and used to increase academic performance and contribute to student mental health. Aim: To study the characteristics of students who are beginning their studies in medical, dental, pharmacy and health care organization. Method: Analysis of a database obtained through questionnaire data among first-year Semmelweis University students (n = 550). Significant explanatory variables influencing student performance were determined by logistic regression. Results: Different faculties and prestige channels have different success factors and student needs, the fulfillment of which also serves the maintenance of student mental health. Two groups were defined: (i) factors independent of age (perseverance value, religious belief, WHO value of well-being, importance of sport, trust), (ii) faculty-specific factors (Faculties of Medicine and Dentistry: parental influence on learning; Faculty of Pharmaceutical Sciences: the importance of relationships is high; Faculty of Health Sciences: parental qualifications are decisive). Conclusion: At the start of a student's life, measurements can uncover factors that, if learned, can facilitate later successful studies, preventing early school leaving. During the course of studies, these features can be monitored continuously, so that the necessary interventions can be made to ensure student success. Orv Hetil. 2020; 161(4): 139-150.


Assuntos
Sucesso Acadêmico , Aprendizagem , Estudantes de Ciências da Saúde/psicologia , Pesquisa Empírica , Humanos , Estudantes de Ciências da Saúde/estatística & dados numéricos , Inquéritos e Questionários
4.
Einstein (Sao Paulo) ; 18: eAO4908, 2020.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31859785

RESUMO

OBJECTIVE: To identify symptoms of eating disorders and potential associations with risk of suicide and depressive symptoms in undergraduate students of health-related courses. METHODS: A cross-sectional study involving 271 students. The following instruments were used to identify symptoms of eating disorders: Eating Attitudes Test-26 and Bulimic Investigatory Test of Edinburgh. The Hamilton Depression Rating Scale and the Mini International Neuropsychiatric Interview were used to screen for depressive symptoms and risk of suicide, respectively. Participants answered a questionnaire aimed to collect biodemographic data for economic classification of the sample. RESULTS: Symptoms of eating disorders and bulimia nervosa were detected in 7.4% and 29.1% of students, respectively. Approximately 17.3% of students had symptoms of major depression, and 13.6% were at risk of suicide to some extent; risk of suicide was thought to be low in 7.4%, moderate in 0.7% and high in 5.5% of students in this subset. The risk of eating disorder development was correlated with the risk of suicide (p<0.001). CONCLUSION: Undergraduate students at risk of developing eating disorders, or with symptoms suggestive of depression, are more prone to commit suicide.


Assuntos
Transtorno Depressivo/psicologia , Transtornos da Alimentação e da Ingestão de Alimentos/psicologia , Estudantes de Ciências da Saúde/psicologia , Ideação Suicida , Adolescente , Adulto , Bulimia Nervosa/psicologia , Estudos Transversais , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Escalas de Graduação Psiquiátrica , Medição de Risco , Fatores de Risco , Índice de Gravidade de Doença , Estatísticas não Paramétricas , Inquéritos e Questionários , Adulto Jovem
5.
Clin Ter ; 170(6): e448-e453, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31696908

RESUMO

INTRODUCTION: Despite vaccines are the most successful public health interventions for prevention of infectious diseases "vaccine hesitancy" spreads today across the world. Despite attitudes of future generations of HCWs is fundamental, these aren't much analysed in the literature. The aim of our research was a) to evaluate attitudes and behaviours reported towards vaccinations among a sample of university students in the health area, b) to know their vaccination status and intention to get vaccines and c) investigate their propensity to vaccinate (who and with which vaccines). MATERIALS AND METHODS: We evaluated a sample of university students of the health area of University of Messina through an anonymous face to face questionnaires based on HProimmune survey appropriately modified, analysing presence of statistical difference between gender. All analyses were carried out using EPI INFO software. RESULTS: Our study showed a general lack of confidence and insecurity towards vaccination by future HCWs and absent perception of the risk of acquire a vaccine preventable disease as they also demonstrate low vaccination coverage in our sample. Their opinion about awareness of recommended vaccines for HCWs also was low, however, they thought that vaccinations should be a prerequisite for healthcare professionals to work in healthcare area. Also, we observed that 96% of respondents would recommend vaccinations to their patients, with a greater propensity of women. CONCLUSIONS: The motivations of vaccine hesitancy are many and maybe other studies would help policymakers and stake-holders to shape programs to improve vaccination coverage among students and HCWs.


Assuntos
Conhecimentos, Atitudes e Prática em Saúde , Estudantes de Ciências da Saúde/psicologia , Vacinação , Adulto , Feminino , Humanos , Masculino , Inquéritos e Questionários , Universidades , Adulto Jovem
6.
J S Afr Vet Assoc ; 90(0): e1-e8, 2019 Oct 17.
Artigo em Inglês | MEDLINE | ID: mdl-31714110

RESUMO

Understanding the knowledge and perceptions of veterinary students of antimicrobial resistance (AMR) as potential future prescribers of antimicrobials may serve as an opportunity to improve stewardship of AMR. Pre-final (n = 42) and final (n = 29) year veterinary students of the University of Pretoria completed questionnaires to determine their knowledge and perceptions of AMR. Of the 71 respondents, mixed practice (48%) and small animal practice (45%) were the most preferred career choices post-graduation, with the field of gross pathology being the least preferred. Over 80% of the respondents believed that veterinary practitioners' misuse of antimicrobials contributes to AMR and a higher percentage (98.6%) believed that farmers' misuse of antimicrobials encourages the development of AMR, in particular, in food animals (60.6%) compared to companion animals (50.7%). Agreement in the ranking of abuse of antimicrobials between pre-final and final year students was fair (36.4%; kappa 0.3), and the most abused antimicrobials in descending order listed by the students were tetracyclines, penicillins, sulphonamides and aminoglycosides. There was wide disparity between training and potential field application, as well as variations in the correct matching of antimicrobials to their respective antibiotic classes. Responses to the clinical application of antimicrobials also varied widely. Despite the apparent teaching of AMR to veterinary students, gaps may exist in the translation of theoretical concepts to clinical applications, hence the need for focused and targeted antimicrobial prescription and stewardship training to bridge these potential identified gaps.


Assuntos
Antibacterianos , Farmacorresistência Bacteriana , Conhecimentos, Atitudes e Prática em Saúde , Estudantes de Ciências da Saúde/psicologia , Adulto , Animais , Antibacterianos/farmacologia , Escolha da Profissão , Feminino , Humanos , Masculino , África do Sul , Inquéritos e Questionários , Medicina Veterinária , Adulto Jovem
7.
Fisioterapia (Madr., Ed. impr.) ; 41(5): 250-257, sept.-oct. 2019. graf, tab
Artigo em Espanhol | IBECS | ID: ibc-183934

RESUMO

Introducción: La empatía es un concepto importante en la interacción entre el profesional fisioterapeuta y el paciente, y contribuye a una mejor atención del mismo. La formación empática en estudiantes de fisioterapia debe ser asumida por las universidades desde el primer año de estudio por el carácter complejo de este atributo; sin embargo, cualquier intervención debe estar precedida por un diagnóstico empático exhaustivo. Objetivo: Determinar los niveles de empatía y de sus componentes en estudiantes de fisioterapia según los factores curso y género. Material y métodos: Estudio exploratorio y de corte transversal. Se estudió una muestra de 191 estudiantes. Los datos de empatía fueron recogidos mediante la aplicación de la escala de empatía de Jefferson. Fueron estimadas la mediana, los cuartiles 1 y 3, la diferencia intercuartílica y el intervalo de confianza de la mediana. Se estudiaron las posibles diferencias en la empatía y sus componentes mediante pruebas no paramétricas (mediana de Mood). Resultados: Hubo diferencias en la empatía y en el componente cuidado con compasión en el factor curso. Se manifiesta la declinación empática en el componente cuidado con compasión. La empatía y sus componentes no se diferenciaron en el género. Conclusiones: La diferencia encontrada en la empatía y en el componente cuidado con compasión, la ausencia de diferencias de empatía entre los géneros y la manifestación de declinación empática solo en el componente cuidado con compasión constituyen características específicas en los estudiantes examinados y representan un diagnóstico empático concreto y se constituye en la base para elaborar una estrategia de intervención que debe ser coherente con estos resultados


Introduction: Empathy is an important concept in the interaction between the physiotherapist and the patient, and contributes to a better care of the patient. Empathy training in physiotherapy students must be taught by the universities from the first year of study because of the complex character of this attribute. However, any intervention must be preceded by a comprehensive empathy diagnosis. Objective: To determine the levels of empathy and its components in physiotherapy students according to course and gender factors. Material and methods: Exploratory and cross-sectional study conducted on a sample of 191 students. The empathy data was collected by applying the Jefferson Empathy Scale. The median, 1st and 3rd quartile, interquartile difference and confidence interval of the median were estimated. The possible differences in Empathy and its components were analysed using of non-parametric tests (Mood's median). Results: There were differences in empathy and in the compassionate care component in the course factor. The empathy decline in the compassionate component was observed. Empathy and its components did not differ by gender. Conclusions: The differences found in empathy and in the compassionate care component, the absence of empathy differences in empathy between the genders, and observation of a decline in empathy only in the compassionate care component, were specific characteristics in the students examined. These represent a specific empathy diagnosis, and are the basis for developing an intervention strategy consistent with these results


Assuntos
Humanos , Masculino , Feminino , Fisioterapia , Empatia , Estudantes de Ciências da Saúde/psicologia , Estudantes de Ciências da Saúde/estatística & dados numéricos , Estudos Transversais , Estatísticas não Paramétricas , Comportamento Exploratório , Intervalos de Confiança
8.
Ann Ist Super Sanita ; 55(3): 209-216, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31553312

RESUMO

INTRODUCTION: Influenza is an infectious disease with a high burden, for which a safe and efficacy vaccine is available. However, vaccination coverage is generally low, also among Health Care Workers (HCW). Health Professions students are comparable to HCW in terms of workplace exposure. AIM: The study aim was to identify predictive factors of flu vaccination acceptance among Italian students of Health Professions. METHODS: A cross-sectional study was performed using a validated, on-line, anonymous questionnaire. Data were analyzed performing both univariable and multivariable logistic analysis. RESULTS: The results showed a statistically significant association between intention to vaccinate next year and: geographical distribution, considering themselves at higher risk due to their profession, having been vaccinated last year, having recommended the vaccination last year, and being willing to recommend it next year and being favorable to mandatory vaccination. In conclusion, identifying an effective vaccination strategy and including students in flu vaccination campaigns might have positive effect on vaccination acceptance.


Assuntos
Atitude do Pessoal de Saúde , Influenza Humana/prevenção & controle , Estudantes de Ciências da Saúde/psicologia , Vacinação/psicologia , Estudos Transversais , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Vacinas contra Influenza , Influenza Humana/imunologia , Influenza Humana/psicologia , Masculino , Exposição Ocupacional , Inquéritos e Questionários , Adulto Jovem
9.
Int J Equity Health ; 18(1): 136, 2019 09 02.
Artigo em Inglês | MEDLINE | ID: mdl-31477114

RESUMO

BACKGROUND: Indigenous Australians are under-represented in the health workforce, with large disparities between rates of Indigenous and non-Indigenous people in every health profession, including nurses, medical practitioners and all allied health professionals. Yet Indigenous people have long requested to have Indigenous practitioners involved in their health care, with this increasing the likelihood of culturally safe care. To address the shortage of Indigenous health professionals, it is important to not only recruit more Indigenous people into health courses, but also to support them throughout their studies so that they graduate as qualified health professionals. The aim of this systematic literature review was two-fold: to identify the factors affecting the retention of Indigenous students across all tertiary health disciplines, and to identify strategies that support Indigenous students to remain with, and successfully complete, their studies. METHODS: Eight electronic databases were systematically searched between July and September 2018. Articles were screened for inclusion using pre-defined criteria and assessed for quality using the Mixed Methods Assessment Tool and the Joanna Briggs Institute Checklist for Text and Opinion. RESULTS: Twenty-six articles met the criteria for inclusion. Key factors reported by students as affecting retention were: family and peer support; competing obligations; academic preparation and prior educational experiences; access to the Indigenous Student Support Centre; financial hardship; and racism and discrimination. The most successful strategies implemented by nursing, health and medical science faculties to improve retention were multi-layered and included: culturally appropriate recruitment and selection processes; comprehensive orientation and pre-entry programs; building a supportive and enabling school culture; appointing Indigenous academics; embedding Indigenous content throughout the curriculum; developing mentoring and tutoring programs; flexible delivery of content; partnerships with the Indigenous Student Support Centre; providing social and financial support; and 'leaving the university door open' for students who leave before graduation to return. CONCLUSIONS: Universities have an important role to play in addressing inequities in the Indigenous health workforce. A suite of measures implemented concurrently to provide support, starting with recruitment and pre-entry preparation programs, then continuing throughout the student's time at university, can enable talented Indigenous people to overcome adversities and graduate as health professionals.


Assuntos
Grupo com Ancestrais Oceânicos/psicologia , Evasão Escolar/estatística & dados numéricos , Estudantes de Ciências da Saúde/psicologia , Austrália , Humanos , Grupo com Ancestrais Oceânicos/estatística & dados numéricos , Fatores de Risco , Estudantes de Ciências da Saúde/estatística & dados numéricos
10.
J Allied Health ; 48(3): 159-166, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31487353

RESUMO

Academic healthcare programs are incorporating interprofessional education (IPE) into students' learning experiences in order to prepare students for optimal clinical practice. This paper describes a simulation-based learning experience (SBLE) designed to encourage students (n = 130) from six healthcare professions to learn more about interprofessional communication, roles and responsibilities of the healthcare team, and knowledge of interprofessional collaborative practice. Data analysis showed statistically significant differences in participants' perceptions of roles/responsibilities for collaborative practice (p = 0.001) and the patient outcomes from collaborative practice (p = 0.002). Additionally, participants identified the importance of holistic, patient-centered care, a greater understanding of the roles and responsibilities of healthcare team members, and a greater desire to participate in IPE activities. Utilizing SBLE with students in athletic training, nursing, occupational therapy, physical therapy, social work, and psychology led to positive perceptions of IPE and collaborative practice.


Assuntos
Comportamento Cooperativo , Ocupações em Saúde/educação , Aprendizagem , Treinamento por Simulação , Estudantes de Ciências da Saúde/psicologia , Feminino , Grupos Focais , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Masculino , Assistência Centrada no Paciente , Inquéritos e Questionários
11.
J Allied Health ; 48(3): 181-187, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31487356

RESUMO

BACKGROUND: A decline in empathy has been demonstrated in college students over a 30-year period. While higher empathy levels have been measured in healthcare students vs non-healthcare students, reports show a disheartening decrease in student empathy scores over the course of professional healthcare education. OBJECTIVE: The purpose of this study was to assess self-reported empathy in students at two Doctor of Physical Therapy (DPT) programs, one of which used problem-based learning pedagogy while the other used a more traditional didactic teaching method. METHODS: This was a cross-sectional study of cohorts of students enrolled at two DPT programs between June 2016 and January 2017. Empathy levels were measured using the Jefferson Scale of Empathy-Health Professions Student version (JSE-HPS) at the start of each year in their DPT education. Demographic factors of gender and age were also examined. RESULTS: The majority of respondents were female (243/304) with an even distribution of respondents per year of educational experience. There was no significant difference in levels of empathy when comparing the cohorts of students from the two pedagogically different DPT programs. Females demonstrated higher levels of empathy than males. There was a greater level of empathy in third-year students than first-year students in both programs. CONCLUSION: No differences were found in empathy levels between students from two pedagogically different institutions. As empathy is correlated with improved patient outcomes and patient satisfaction, endeavors to understand, document, and increase students' empathy levels should be investigated.


Assuntos
Educação de Pós-Graduação , Empatia , Modalidades de Fisioterapia/educação , Estudantes de Ciências da Saúde/psicologia , Adolescente , Adulto , Boston , Estudos Transversais , Feminino , Humanos , Masculino , Inquéritos e Questionários , Adulto Jovem
12.
Br J Nurs ; 28(17): 1144-1147, 2019 Sep 26.
Artigo em Inglês | MEDLINE | ID: mdl-31556744

RESUMO

Interprofessional education is a key requirement identified in various professional and regulatory body education standards in the UK. However, recent high-profile investigatory reports into adverse incidents in NHS organisations have demonstrated failures of translating interprofessional education into practice. This paper explores how a university in the south of England uses service improvement projects to address this. Working with key senior clinicians, small groups of students from a variety of professional backgrounds collaborate to address an identified problem in practice to bring about better, safer practice to benefit patients. This style of learning enables students to acquire essential attributes in preparation for employment, such as critical thinking, teamworking, ethical practice and leadership.


Assuntos
Ocupações em Saúde/educação , Relações Interprofissionais , Medicina Estatal/organização & administração , Estudantes de Ciências da Saúde/psicologia , Currículo , Inglaterra , Humanos , Universidades
13.
West Afr J Med ; 36(2): 176-182, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31385605

RESUMO

BACKGROUND: Knowledge of students learning style is important in order for an instructor to be able to determine and select the appropriate teaching techniques for effectiveness and maximized student learning during a class session. OBJECTIVES: This study was aimed at exploring the learning preferences of physiotherapy and medical students in a regional university in Nigeria. METHODS: A sample of 263 undergraduate physiotherapy and medical students in the clinical phase of their studies at the University of Maiduguri participated in this cross-sectional survey study. The participants completed a two part question-naire. Part I of the questionnaire elicits sociodemographic information such as age, gender and programme and level of study, while part II consists of a 24-item self-administered Learning Style Inventory that elicited information on the students' preferences on learning their subjects. RESULTS: These cohorts of medical and physiotherapy students were evenly divided between visual and auditory learning preferences. While for the medical students, the males tend to be visual learners more frequently than their female counterparts, gender difference in types of learning preference was not observed for the physiotherapy students. CONCLUSION: This study affirms the heterogeneity in students' learning preferences, and also suggests the need for instructors in health disciplines to always consider blending appropriate voice and audios with pictures, photos and visual effects in other to maximize students learning especially during teaching sessions.


Assuntos
Aprendizagem , Fisioterapeutas/educação , Aprendizagem Baseada em Problemas/métodos , Estudantes de Ciências da Saúde/psicologia , Estudantes de Medicina/psicologia , Estudos Transversais , Educação de Graduação em Medicina , Feminino , Humanos , Masculino , Nigéria , Inquéritos e Questionários , Universidades
14.
BMC Public Health ; 19(1): 1163, 2019 Aug 23.
Artigo em Inglês | MEDLINE | ID: mdl-31443708

RESUMO

BACKGROUND: The terror attack of July 14, 2016, in Nice, France, resulted in 86 deaths, including children, and several hundred wounded, with a major psychological impact on the population. Hospital staff had to cope with exceptional circumstances which made them vulnerable to detrimental effects on their own health. This paper describes the method that was selected for the survey entitled "ECHOS de Nice 14 Juillet" which aimed to assess the impact of the attack on the psychological, psycho-traumatic and somatic health condition of the Nice University and Lenval hospital staff who were directly or indirectly exposed to the attack, and also to describe the support and care facilities they were offered. METHOD: ECHOS de Nice 14 juillet is an observational, cross-sectional, multicentre study focusing on all the hospital staff and students of both institutions, i.e. 10,100 persons in June 2017. A web-based questionnaire based on the model developed by Santé Publique France (IMPACTS and ESPA 13 novembre 2015) was adapted to the contexts of the healthcare professionals and students employed in these healthcare institutions in Nice and published on line from June 21 to October 30, 2017. The paper describes the tools that were used to meet the aims of the study, i.e. identification of exposure categories ('civilian' exposure for those present during the attack and/or 'professional' exposure); indicators of psychological impact (anxiety, depression, burnout, compassion fatigue, suicidal states, tobacco and alcohol use, self-medications), psycho-traumatic and somatic impact; professional and social impact. Lastly, awareness of availability and use of psychological support and care-follow-up facilities by professionals were investigated. Respondents could include extensive qualitative comments on the various themes explored in the questionnaire, with text analysis complementing that of quantitative data. DISCUSSION: The benefits and limitations of the selected methodology are discussed, in view of contributing useful information to help anticipate and manage health issues among hospital staff who have been victims of traumatic events.


Assuntos
Inquéritos Epidemiológicos/métodos , Recursos Humanos em Hospital/psicologia , Transtornos de Estresse Pós-Traumáticos/epidemiologia , Estudantes de Ciências da Saúde/psicologia , Terrorismo/psicologia , Adulto , Estudos Transversais , Feminino , França/epidemiologia , Humanos , Masculino
15.
BMC Med Educ ; 19(1): 324, 2019 Aug 29.
Artigo em Inglês | MEDLINE | ID: mdl-31464613

RESUMO

BACKGROUND: Practice placements in occupational therapy are fundamental components in developing a student's professional identity. Various models of placements are available to expose and expand students' participation in various community-based services. The purpose of this study was to compare occupational therapy students' perceptions and expectations prior to placements with their perceptions and satisfaction levels upon completion of placements, and to compare clinical placement models (role-established and role-emerging). METHODS: The study included 155 undergraduate occupational therapy students, who completed questionnaires prior to and upon completion of their placements. The questionnaire included items that were divided into categories of placement setting and supervision, personal skills, professional skills, and community. Paired t-tests and two-way repeated measures analyses of variance (ANOVA) were used in order to examine the change in scores over time, and a-parametric tests were used in order to compare the two models. RESULTS: For all students a significant decrease in scores was found from pre- to post-placement regarding setting and supervision (t[df] = 3.96[154], p < .001), and a significant increase in scores was found from pre- to post-placement regarding personal and professional skills (t[df] = 7.82[154], p < .001; t[df] = 14.24[154], p < .001, respectively). Comparison between placement models indicated nonsignificant differences regarding personal and professional skills. However, role-established post-scores were significantly higher than role-emerging scores regarding setting and supervision, but significantly lower regarding the contribution of services to the community. CONCLUSIONS: Practice placements promote a student's personal and professional skills. Students were less satisfied with the setting and supervision in comparison to their pre-placement expectations. Both models may contribute to students' professional development. Role-established model had an advantage in students' satisfaction with settings and supervision, while role-emerging models had an advantage in students' perceptions regarding contribution to the community. Role-emerging model may contribute to developing and expanding areas of practice in the community.


Assuntos
Competência Clínica/normas , Terapia Ocupacional/educação , Área de Atuação Profissional/estatística & dados numéricos , Estudantes de Ciências da Saúde , Atitude do Pessoal de Saúde , Humanos , Satisfação Pessoal , Estudantes de Ciências da Saúde/psicologia , Estudantes de Ciências da Saúde/estatística & dados numéricos
16.
Adv Physiol Educ ; 43(4): 443-450, 2019 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-31460774

RESUMO

Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different academic achievement in physiology. Physiotherapy students were more active and social when completing learning tasks and achieved significantly higher grades in physiology compared with students enrolled in Sport and Exercise Science and Occupational Therapy programs. To promote academic engagement and achievement by all three groups, discussion questions, case studies, and study guides were included. The aim of this study was to investigate the effectiveness of using these modified resources to promote active learning, enhance academic social interactions, and provide a supportive learning environment. The occupational therapy students showed increased academic achievement (from 57.9 to 66.5%) following implementation of the new resources, but there was no change in the already high-performing physiotherapy students (73.1%) and, more concerningly, the sport and exercise science students (from 54.6 to 56.7%). Fewer sport and exercise science students had prior learning in chemistry (30.4% of participants) and also spent little time outside class studying (8 h/wk), compared with the physiotherapy cohort (70.0% chemistry; 13 h/wk studying). Findings of this research demonstrate that creating a supportive and active learning environment are important factors in promoting the learning of physiology for some cohorts. Background knowledge, academic self-regulatory skills, and the experience of teaching staff are factors that must be considered when endeavoring to increase student academic achievement. Future studies should examine the effect of students' academic self-regulation and the use of remedial chemistry classes when learning physiology.


Assuntos
Sucesso Acadêmico , Anatomia/educação , Fisiologia/educação , Aprendizagem Baseada em Problemas/métodos , Estudantes de Ciências da Saúde , Adolescente , Avaliação Educacional/métodos , Avaliação Educacional/normas , Feminino , Humanos , Masculino , Aprendizagem Baseada em Problemas/normas , Estudantes de Ciências da Saúde/psicologia , Universidades/normas , Adulto Jovem
17.
Adv Physiol Educ ; 43(3): 397-400, 2019 Sep 01.
Artigo em Inglês | MEDLINE | ID: mdl-31408385

RESUMO

Twenty-eight undergraduate students in a health sciences program volunteered for an exercise in the history of examinations. They had completed a second-year course in anatomy and physiology in which they studied modern texts and took standard contemporary exams. For this historical "experiment," students studied selected chapters from two 19th century physiology texts (by Foster M. A Textbook of Physiology, 1895; and Broussais FJV. A Treatise on Physiology Applied to Pathology, 1828). They then took a 1-h-long exam in which they answered two essay-type questions set by Thomas Henry Huxley for second-year medical students at the University of London in 1853 and 1857. These were selected from a question bank provided by Dr. P. Mazumdar (University of Toronto). A questionnaire probed their contrasting experiences. Many wrote thoughtful, reflective comments on the exercise, which not only gave them an insight into the difficulties faced by students in the past, but also proved to be a valuable learning experience (average score: 8.6 ± 1.6 SD).


Assuntos
Avaliação Educacional/métodos , Ocupações em Saúde/educação , Fisiologia/educação , Estudantes de Ciências da Saúde , Humanos , Estudantes de Ciências da Saúde/psicologia
18.
Adv Physiol Educ ; 43(3): 414-422, 2019 Sep 01.
Artigo em Inglês | MEDLINE | ID: mdl-31408387

RESUMO

The purpose of this study was to evaluate the effect of different metacognitive interventions on knowledge and regulation of cognition, as well as academic performance (i.e., exam and final grades) in three sections of an undergraduate human anatomy and physiology course. All targeted classes were randomly assigned to one of three groups (reflection practice, passive acquisition of knowledge, and collaborative learning), and the interventions were implemented after exam 1. A pre- and posttest survey was administered during the semester (during week 2 and after exam 2), and exam and final course grades were collected at the end of the semester. The final sample included 129 students. A significant interaction of group and time was observed for knowledge of cognition: it increased in the reflection practice group, did not change in the collaborative learning group, and it decreased in the passive acquisition of knowledge. The interventions did not produce any significant interactions or main effects on regulation of cognition, exam scores, or final grades. Along with more research on metacognition in physiology education contexts, it is recommended to further examine the ways in which such data can be collected, as self-report measures only tell part of the story.


Assuntos
Desempenho Acadêmico/psicologia , Avaliação Educacional/métodos , Ocupações em Saúde/educação , Metacognição , Estudantes de Ciências da Saúde/psicologia , Ensino/psicologia , Feminino , Humanos , Masculino , Metacognição/fisiologia
19.
Nurs Educ Perspect ; 40(5): 278-282, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31436690

RESUMO

AIM: This qualitative descriptive study aimed to evaluate the role of a short-term interprofessional study abroad program in Kenya on beginning awareness of cultural humility. BACKGROUND: Students in the health care professions, including nursing, must learn to work effectively with diverse patient populations and provide culturally safe care. METHOD: Course assignments of 21 students were thematically analyzed to discover how students applied concepts of cultural attunement to learn cultural humility while interacting with people in rural and urban Kenya. RESULTS: Student narrations acknowledged all aspects of cultural attunement during the experience: the pain of oppression; acted with reverence; reported coming from a place of not knowing; engaged in acts of humility; engaged in mutuality; and reported attaining harmony, cooperation, and accord. CONCLUSION: Findings suggest a short-term community-focused study abroad experience can be a valuable tool for beginning stages of becoming culturally humble and providing culturally safe health care.


Assuntos
Competência Cultural/educação , Intercâmbio Educacional Internacional , Estudantes de Ciências da Saúde/psicologia , Estudantes de Enfermagem/psicologia , Humanos , Quênia , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem
20.
BMC Med Educ ; 19(1): 242, 2019 Jul 02.
Artigo em Inglês | MEDLINE | ID: mdl-31266481

RESUMO

BACKGROUND: In addition to administering vaccinations, healthcare professionals (HCPs) also play a crucial role in providing education and advocacy to the public regarding immunizations. Yet, many current and future HCPs are unprepared or reluctant to address the vaccine conversation with hesitant patients. Doctors, pharmacists, and nurses are all recognized as the most trusted sources of vaccine information. By comparing future HCPs in these three distinct programs, we can better understand where potential gaps may lie in their training and education. With insight from students, potential changes to curriculum can improve future HCPs ability to address vaccine hesitancy in their respective careers. The objective of this study was to assess and compare the knowledge, attitudes, and opinions of HCP students on the topic of immunization. METHODS: A cross-sectional survey was conducted in 2017 to assess students in nursing, medical, and pharmacy programs at two universities in the state of North Dakota in the United States. The survey assessed six key themes: 1) demographic information; 2) basic vaccine knowledge; 3) vaccine hesitancy; 4) likelihood to recommend vaccines; 5) confidence in addressing vaccine-related topics with patients; 6) an appraisal of the education they have received on vaccinations. RESULTS: The survey was completed by 223 participants (overall response rate = 23.7%). Results indicated that vaccine-related knowledge varied greatly by program; high knowledge scores were achieved by 74.3% of medical students, 62.7% of pharmacy students, 57.1% of doctor of nursing practice (DNP) students, and 24.7% of bachelor of science in nursing (BSN) students. Over a third (34.2%) of BSN students believed that the current recommended immunization schedule places undue burden on a child's immune system, versus only 4.3% of medical students. Additionally, 54.2% of participants believed that spreading out recommended vaccines over several visits was an appropriate means of reducing parental stress about vaccinating. CONCLUSIONS: Participant responses suggest that negative attitudes, lack of knowledge, and general discomfort exist across all programs, but especially among nursing students, regarding vaccination. Our findings indicate potential areas where targeted interventions could be implemented to better equip future HCPs in their ability to discuss and educate the public regarding vaccination. TRIAL REGISTRATION: #PH17173.


Assuntos
Atitude do Pessoal de Saúde , Conhecimentos, Atitudes e Prática em Saúde , Estudantes de Ciências da Saúde , Vacinação , Adolescente , Adulto , Estudos Transversais , Feminino , Humanos , Masculino , North Dakota , Estudantes de Ciências da Saúde/psicologia , Estudantes de Ciências da Saúde/estatística & dados numéricos , Estudantes de Medicina/psicologia , Estudantes de Enfermagem/psicologia , Estudantes de Farmácia/psicologia , Estados Unidos , Adulto Jovem
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