Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 708
Filtrar
1.
Aust J Rural Health ; 29(2): 158-171, 2021 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-33982849

RESUMO

OBJECTIVE: To evaluate the development and implementation of the Allied Health Rural Generalist Program, a two-level online post-graduate education program, which includes Level 1, an entry-level non-award pathway program, and Level 2, a Graduate Diploma in Rural Generalist Practice. DESIGN: A convergent mixed methodology evaluation in two overlapping stages: a process evaluation on quality and reach, together with a mixed method case study evaluation on benefits, of the program. SETTING: Rural and remote Australia across ten sites and seven allied health professions: dietetics; occupational therapy; pharmacy; physiotherapy; podiatry; radiography; speech pathology. PARTICIPANTS: Process evaluation included 91 participants enrolled in all or part of the Rural Generalist Program. Case study evaluation included 50 managers, supervisors and Rural Generalist Program participants from the ten study sites. INTERVENTIONS: The Allied Health Rural Generalist Program. MAIN OUTCOME MEASURES: Process evaluation data were derived from enrolment data and education evaluation online surveys. Case study data were gathered via online surveys and semi-structured interviews. Quantitative and qualitative data were collected concurrently, analysed separately and then integrated to identify consistency, expansion or discordance across the data. RESULTS: The Rural Generalist Program was viewed as an effective education program that provided benefits for Rural Generalist Program participants, employing organisations and consumers. Key improvements recommended included increasing profession-specific and context-specific content, ensuring Rural Generalist Program alignment with clinical and project requirements, strengthening support mechanisms within employing organisations and ensuring benefits can be sustained in the long term. CONCLUSION: The Rural Generalist Program offers a promising strategy for building a fit-for-purpose rural and remote allied health workforce.


Assuntos
Ocupações Relacionadas com Saúde/educação , Educação de Pós-Graduação em Medicina , Serviços de Saúde Rural , Austrália , Mão de Obra em Saúde , Humanos , População Rural
2.
Aust J Rural Health ; 29(2): 191-200, 2021 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-33876869

RESUMO

OBJECTIVE: Combined, nursing and allied health constitute most of the Australian health workforce; yet, little is known about graduate practice destinations. University Departments of Rural Health have collaborated on the Nursing and Allied Health Graduate Outcomes Tracking to investigate graduate entry into rural practice. DESIGN: Data linkage cohort study. SETTING: Monash University and the University of Newcastle. PARTICIPANTS: Graduates who completed their degree in 2017 across seven disciplines. MAIN OUTCOME MEASURE(S): The outcome variable was Australian Health Practitioner Regulation Agency principal place of practice data. Explanatory variables included discipline, age, gender, location of origin, and number and duration of rural placements. RESULT: Of 1130 graduates, 51% were nurses, 81% females, 62% under 21 years at enrolment, 23% of rural origin, 62% had at least one rural student placement, and 23% had over 40 cumulative rural placement days. At the time of their second Australian Health Practitioner Regulation Agency registration, 18% worked in a 'Rural principal place of practice.' Compared to urban, rural origin graduates had 4.45 times higher odds ratio of 'Rural principal place of practice.' For graduates who had <20 cumulative rural placement days, compared to zero the odds ratio of 'Rural principal place of practice' was the same (odds ratio = 1.10). For those who had 20-40 rural placement days, the odds ratio was 1.93, and for >40 rural placement days, the odds ratio was 4.54). CONCLUSION: Rural origin and more rural placement days positively influenced graduate rural practice destinations. Outcomes of cumulative placements days may compare to immersive placements.


Assuntos
Ocupações Relacionadas com Saúde , Escolha da Profissão , Serviços de Saúde Rural , Universidades , Austrália , Estudos de Coortes , Feminino , Humanos , Armazenamento e Recuperação da Informação , Masculino , Área de Atuação Profissional
3.
Lima; Perú. Ministerio de Salud. Dirección General de Personal de la Salud. Observatorio de Recursos Humanos en Salud; 1 ed; Abr. 2021. 270 p. ilus.(Serie Bibliográfica Información de Recursos Humanos en Salud, 29).
Monografia em Espanhol | LILACS, LIPECS, MINSAPERÚ | ID: biblio-1343722

RESUMO

La presente publicación consta de seis capítulos, que a continuación de detallan de manera concisa. El Capítulo I proporciona información Recursos Humanos Contratados en el Marco del Decreto Legislativo N° 1057 ­ CAS COVID, destacándose la información descriptiva de los profesionales médicos, enfermeros, obstetras, etc. Según departamentos por grupo ocupacional y categoría de establecimiento. El Capítulo II presenta un panorama global de los recursos humanos Contratados en el Marco del Decreto Legislativo N° 1057 ­ CAS COVID en el Ministerio de Salud y los Gobiernos Regionales, segmentados por una serie de variables de interés según los departamentos. Así, tenemos la información de recursos humanos por sexo, quintil de pobreza, grupos de edad, por ruralidad, por zonas alejadas y de frontera, por zonas del VRAEM, por su condición de zonas de friajes, por zonas de Heladas y por zonas con comunidades nativas (amazónicas y campesinas) según departamento. El Capítulo III detalla la información de disponibilidad de médicos CAS COVID, en los establecimientos de salud del Ministerio de Salud y de los Gobiernos Regionales 2020 según departamento; destacándose la evolución por meses, por género y tipo de especialidad. El Capítulo IV detalla la información de disponibilidad de enfermeros CAS COVID, en los establecimientos de salud del Ministerio de Salud y de los Gobiernos Regionales 2020 según departamento; destacándose la evolución por meses, por género y tipo de especialidad. El Capítulo V presentan un panorama sobre la disponibilidad de recursos humanos en salud CAS COVID por pliego, Unidad Ejecutora de contrato, Ministerio de Salud y Gobiernos Regionales clasificados por tipo de brigadas en los establecimientos de salud de destino según departamentos. El Capítulo VI proporciona información sobre de análisis por antecedente de régimen o condición laboral del personal CAS COVID, como Servicios de Terceros, CAS Regular, Régimen 276, Ex Serumistas Residentado médico, que migraron a un contrato CAS COVID, destacándose la información por sexo, grupos de edad, por ruralidad, por zonas alejadas y de frontera, quintil de pobreza, tipo de establecimiento y por zonas del VRAEM


Assuntos
Ocupações Relacionadas com Saúde , Pessoal de Saúde , Impactos na Saúde , Serviços Contratados , Pandemias , Observatório de Recursos Humanos em Saúde , COVID-19 , Necessidades e Demandas de Serviços de Saúde , Categorias de Trabalhadores
6.
Aust J Rural Health ; 29(1): 21-33, 2021 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-33567159

RESUMO

OBJECTIVE: Linking enrolment and professional placement data for students' from 2 universities, this study compares characteristics across universities and health disciplines. The study explores associations between students' location of origin and frequency, duration and type of placements. DESIGN: Retrospective cohort data linkage. SETTING: Two Australian universities, Monash University and the University of Newcastle. PARTICIPANTS: Students who completed medical radiation science, nursing, occupational therapy, pharmacy or physiotherapy at either university between 2 February 2017 and 28 February 2018. INTERVENTIONS: Location of origin, university and discipline of enrolment. MAIN OUTCOME MEASURE(S): Main measures were whether graduates had multiple rural placements, number of rural placements and cumulative rural placement days. Location of origin, discipline and university of enrolment were the main explanatory variables. Secondary dependent variables were age, sex, socio-economic indices for location of origin, and available placements. RESULTS: A total of 1,315 students were included, of which 22.1% were of rural origin. The odds of rural origin students undertaking a rural placement was more than 4.5 times greater than for urban origin students. A higher proportion of rural origin students had multiple rural placement (56.0% vs 14.9%), with a higher mean number of rural placement days. Public hospitals were the most common placement type, with fewer in primary care, mental health or aged care. CONCLUSIONS: There is a positive association between rural origin and rural placements in nursing and allied health. To help strengthen recruitment and retention of graduates this association could be further exploited, while being inclusive of non-rural students.


Assuntos
Ocupações Relacionadas com Saúde/educação , Serviços de Saúde Rural , Saúde da População Rural , Estudantes de Ciências da Saúde/psicologia , Estudantes de Enfermagem/psicologia , Adulto , Austrália , Feminino , Mão de Obra em Saúde , Humanos , Masculino , Estudos Retrospectivos , Universidades
7.
Scand J Occup Ther ; 28(4): 251-263, 2021 May.
Artigo em Inglês | MEDLINE | ID: mdl-32857632

RESUMO

BACKGROUND: Increasingly universities are offering international student placements as part of the global internationalisation movement. This review sought to synthesize the findings of studies to further understand the learning outcomes described by allied health students. AIMS/OBJECTIVES: To contribute to the understanding of the learning outcomes described by allied health students who have undertaken an international placement. METHODS: A qualitative meta-synthesis was conducted. From six databases, twenty-one studies were identified and critically appraised. Data were meta-aggregated, integrated and interpreted to develop new themes, with the experiences of over 259 allied health students synthesized. RESULTS: Themes include: the intertwined personal and professional development experienced by the students; confidence and independence, relationship building, insight into culture, service provision and differences in socio-economic and political contexts. CONCLUSION: Universities offering students international placements provide their students with opportunities to achieve unique learning outcomes with significant personal and professional transformational development that cannot be replicated by local placements.


Assuntos
Ocupações Relacionadas com Saúde/educação , Ocupações Relacionadas com Saúde/estatística & dados numéricos , Educação Médica/organização & administração , Educação Médica/estatística & dados numéricos , Intercâmbio Educacional Internacional/estatística & dados numéricos , Estudantes/estatística & dados numéricos , Universidades/estatística & dados numéricos , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Adulto Jovem
10.
J Med Imaging Radiat Sci ; 51(4): 512-517, 2020 12.
Artigo em Inglês | MEDLINE | ID: mdl-32888858

RESUMO

Clinical placement experience is an important component of medical radiation science (MRS) education, equipping students to safely transition into complex healthcare environments. This commentary draws on evidence from the literature that reports challenges allied health students face in clinical environments. As several factors are implicated that could result in a higher prevalence of psychological distress and mental ill-health in MRS students, there is a need to re-emphasize the importance of developing strategies to support students in clinical education. A key recommendation is to identify associated risk factors early as they can impact on the quality of education and in severe cases be detrimental to students' psychological well-being. This requires an understanding of the full extent and nature of the challenges through partnered approaches between professional organisations, clinical departments, academics and students. Developing evidence-based strategies for improving students' well-being in clinical environments is also essential.


Assuntos
Ocupações Relacionadas com Saúde/educação , Pessoal Técnico de Saúde/educação , Pessoal Técnico de Saúde/psicologia , Radiografia/psicologia , Radioterapia/psicologia , Estudantes de Medicina/psicologia , Humanos , Radiografia/métodos , Radioterapia/métodos
12.
Cochrane Database Syst Rev ; 7: CD013684, 2020 07 20.
Artigo em Inglês | MEDLINE | ID: mdl-32691879

RESUMO

BACKGROUND: Resilience can be defined as maintaining or regaining mental health during or after significant adversities such as a potentially traumatising event, challenging life circumstances, a critical life transition or physical illness. Healthcare students, such as medical, nursing, psychology and social work students, are exposed to various study- and work-related stressors, the latter particularly during later phases of health professional education. They are at increased risk of developing symptoms of burnout or mental disorders. This population may benefit from resilience-promoting training programmes. OBJECTIVES: To assess the effects of interventions to foster resilience in healthcare students, that is, students in training for health professions delivering direct medical care (e.g. medical, nursing, midwifery or paramedic students), and those in training for allied health professions, as distinct from medical care (e.g. psychology, physical therapy or social work students). SEARCH METHODS: We searched CENTRAL, MEDLINE, Embase, 11 other databases and three trial registries from 1990 to June 2019. We checked reference lists and contacted researchers in the field. We updated this search in four key databases in June 2020, but we have not yet incorporated these results. SELECTION CRITERIA: Randomised controlled trials (RCTs) comparing any form of psychological intervention to foster resilience, hardiness or post-traumatic growth versus no intervention, waiting list, usual care, and active or attention control, in adults (18 years and older), who are healthcare students. Primary outcomes were resilience, anxiety, depression, stress or stress perception, and well-being or quality of life. Secondary outcomes were resilience factors. DATA COLLECTION AND ANALYSIS: Two review authors independently selected studies, extracted data, assessed risks of bias, and rated the certainty of the evidence using the GRADE approach (at post-test only). MAIN RESULTS: We included 30 RCTs, of which 24 were set in high-income countries and six in (upper- to lower-) middle-income countries. Twenty-two studies focused solely on healthcare students (1315 participants; number randomised not specified for two studies), including both students in health professions delivering direct medical care and those in allied health professions, such as psychology and physical therapy. Half of the studies were conducted in a university or school setting, including nursing/midwifery students or medical students. Eight studies investigated mixed samples (1365 participants), with healthcare students and participants outside of a health professional study field. Participants mainly included women (63.3% to 67.3% in mixed samples) from young adulthood (mean age range, if reported: 19.5 to 26.83 years; 19.35 to 38.14 years in mixed samples). Seventeen of the studies investigated group interventions of high training intensity (11 studies; > 12 hours/sessions), that were delivered face-to-face (17 studies). Of the included studies, eight compared a resilience training based on mindfulness versus unspecific comparators (e.g. wait-list). The studies were funded by different sources (e.g. universities, foundations), or a combination of various sources (four studies). Seven studies did not specify a potential funder, and three studies received no funding support. Risk of bias was high or unclear, with main flaws in performance, detection, attrition and reporting bias domains. At post-intervention, very-low certainty evidence indicated that, compared to controls, healthcare students receiving resilience training may report higher levels of resilience (standardised mean difference (SMD) 0.43, 95% confidence interval (CI) 0.07 to 0.78; 9 studies, 561 participants), lower levels of anxiety (SMD -0.45, 95% CI -0.84 to -0.06; 7 studies, 362 participants), and lower levels of stress or stress perception (SMD -0.28, 95% CI -0.48 to -0.09; 7 studies, 420 participants). Effect sizes varied between small and moderate. There was little or no evidence of any effect of resilience training on depression (SMD -0.20, 95% CI -0.52 to 0.11; 6 studies, 332 participants; very-low certainty evidence) or well-being or quality of life (SMD 0.15, 95% CI -0.14 to 0.43; 4 studies, 251 participants; very-low certainty evidence). Adverse effects were measured in four studies, but data were only reported for three of them. None of the three studies reported any adverse events occurring during the study (very-low certainty of evidence). AUTHORS' CONCLUSIONS: For healthcare students, there is very-low certainty evidence for the effect of resilience training on resilience, anxiety, and stress or stress perception at post-intervention. The heterogeneous interventions, the paucity of short-, medium- or long-term data, and the geographical distribution restricted to high-income countries limit the generalisability of results. Conclusions should therefore be drawn cautiously. Since the findings suggest positive effects of resilience training for healthcare students with very-low certainty evidence, high-quality replications and improved study designs (e.g. a consensus on the definition of resilience, the assessment of individual stressor exposure, more attention controls, and longer follow-up periods) are clearly needed.


Assuntos
Resiliência Psicológica , Estudantes de Ciências da Saúde/psicologia , Adulto , Ocupações Relacionadas com Saúde/educação , Pessoal Técnico de Saúde/psicologia , Ansiedade/diagnóstico , Viés , Depressão/diagnóstico , Feminino , Humanos , Masculino , Saúde Mental , Qualidade de Vida , Ensaios Clínicos Controlados Aleatórios como Assunto , Estresse Psicológico/diagnóstico , Listas de Espera , Adulto Jovem
13.
Aust J Rural Health ; 28(3): 263-270, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-32476177

RESUMO

OBJECTIVE: Clinical placements in rural locations are perceived by students to provide positive learning experiences to support their transition to practice. This study explores how clinical placements in a rural health setting might influence students and new graduates to think, feel and act as a health professional. DESIGN: A qualitative study comprising focus group discussions was conducted. SETTING: The study was conducted in a rural health service in Queensland, Australia. PARTICIPANTS: Allied health students (n = 12) on placement and new graduates (n = 11) working in a regional health service. MAIN OUTCOME MEASURES: This study identified allied health student and new graduate perspectives on clinical placement factors which support them to think, feel and act as a health professional. RESULTS: Thematic analysis was used to understand student and new graduate perceptions of how rural placements support thinking, feeling and acting as a health professional. Suggestions for supporting learning included the following: Development of learning partnerships between students and clinical educators with inbuilt expectations and opportunities for reflection and supervision. Creating a culture where students are welcomed, valued and encouraged to take meal breaks with the team supported connectedness. The importance of balancing student autonomy with educating and grading support to increase independence. CONCLUSIONS: Findings show clinical placement experiences identified by allied health students and new graduates which support them to begin to think, feel and act as a health professional. Suggestions provided by students and new graduates can be used to inform implementation of clinical placement experiences.


Assuntos
Ocupações Relacionadas com Saúde/educação , Pessoal Técnico de Saúde/psicologia , Preceptoria , Serviços de Saúde Rural , Estudantes de Ciências da Saúde/psicologia , Grupos Focais , Humanos , Profissionalismo , Pesquisa Qualitativa , Queensland
14.
J Allied Health ; 49(2): 92-98, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32469368

RESUMO

Hundreds of standard measures have been developed to assess a diverse array of conditions, characteristics, and outcomes essential to the practice of medical rehabilitation. These measures provide a common metric needed to coordinate care, communicate with stakeholders, and assess treatment efficacy. Allied health professionals typically rely on functional measures that correspond to their discipline and scope of practice, yet functional outcomes may be dependent on psychological and social (psychosocial) factors that affect a client's capacity to engage and actively participate in their care. The purpose of this study was to describe and compare the use of standard measures by allied health professionals, assess attitudes and beliefs regarding the use of these measures, and identify opportunities to enhance the utilization of these measures in regular clinical practice. To these ends, a 144-item survey was developed and administered to a national sample of 92 clinicians (physical and occupational therapy, recreational therapy, speech-language pathology, psychology and social work). Results indicate that a majority of participants reported using both functional and psychosocial measures. The three most assessed domains across disciplines were physical function (74%), activities of daily living (67%), and vital signs (57%), while speech and vocational assessments were measured less frequently. Utilization of psychological and social measures overall ranged from 39% for measures of community participation to 14% for work and economic outcomes. As function often plays a critical role in recovery, opportunities to enhance care may be realized by using a more comprehensive assessment strategy that includes both functional and psychosocial measures.


Assuntos
Ocupações Relacionadas com Saúde/estatística & dados numéricos , Ocupações Relacionadas com Saúde/normas , Pessoal Técnico de Saúde/estatística & dados numéricos , Atitude do Pessoal de Saúde , Atividades Cotidianas , Humanos , Saúde Mental , Desempenho Físico Funcional , Padrões de Referência
15.
J Allied Health ; 49(2): 120-124, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32469372

RESUMO

PURPOSE: Psychological adjustment can impact individuals at various points during the formative years of their educational process. Health science programs can be highly stressful and potentially negatively impact physical and psychological health. This study intended to explore the fluctuations in stress levels in health science students during their first year of graduate school. METHODS: Study participants included students enrolled in four graduate health sciences programs: Doctor of Physical Therapy (DPT), Occupational Therapy (OT), Speech-Language Pathology (SLP), and Physician Assistant (PA). Students completed the Brief Symptom Inventory (BSI) during the first week of graduate school (time 1), during the last 2 weeks of semester 1 (time 2), and at mid-semester for semester 2 (time 3). Subscales on the BSI included anxiety, depression, obsessive compulsive, phobia and somatization. RESULTS: A total of 79 students completed the scale at all three time points. Mean anxiety scores changed over time from time 53 at time 1, 57 at time 2, to 54 at time 3. At the three time points, mean depression scores were 53, 56, and 53; mean obsessive-compulsive scores were 57, 63, 59; mean phobia scores 51, 50, and 50; and mean somatization scores 49, 54, and 51. DISCUSSION: There are notable fluctuations in anxiety levels in health science students, and therefore, it is necessary to assist students in developing effective stress management techniques to help moderate the negative consequences of stress.


Assuntos
Ocupações Relacionadas com Saúde/educação , Saúde Mental/estatística & dados numéricos , Estresse Psicológico/epidemiologia , Estudantes de Ciências da Saúde/psicologia , Ansiedade , Educação de Pós-Graduação , Feminino , Humanos , Masculino
16.
J Allied Health ; 49(2): 129-134, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32469374

RESUMO

The path for faculty advancement and self-improvement is often uncertain in higher education. Even in the health professions, where we diligently prepare graduate students for clinical roles, our pathways for new faculty transitioning from clinical to teaching roles are often nebulous. This article describes the process that the MGH Institute of Health Professions undertook in developing a set of Faculty Development Domains to guide graduate health professions faculty as they progress through their teaching careers. The aim was to provide faculty with a framework for guidance and self-assessment to identify areas for improvement that align with institutional priorities and that will elevate their teaching and professional roles. This process of developing the framework, which included a review of the literature, iterative revisions, and faculty focus groups, ultimately yielded four comprehensive domains that encompass "good teaching": planning and preparation, classroom environment, instruction, and professional responsibilities.


Assuntos
Ocupações Relacionadas com Saúde/educação , Educação de Pós-Graduação/organização & administração , Docentes/educação , Desenvolvimento de Pessoal/organização & administração , Ocupações Relacionadas com Saúde/normas , Educação de Pós-Graduação/normas , Meio Ambiente , Docentes/normas , Humanos , Papel Profissional , Ensino
17.
J Allied Health ; 49(2): e109-e117, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32469383

RESUMO

Health professions education is increasingly creating learning experiences after one's entry-level practice degree. Such experiences include residency and fellowship experiences for health professions practitioners. This review of residency and fellowship programs across several health professions includes the development of residency programs and the implications these developments have on occupational therapy. The analysis across health professions includes medicine, pharmacy, physical therapy, speech-language pathology, and occupational therapy. This thorough analysis can help guide the development of occupational therapy fellowships. This background provides a foundation to focus on the implications for emerging fellowships within occupational therapy. The findings can be utilized to assist in the development of new successful fellowship programs.


Assuntos
Bolsas de Estudo/história , Bolsas de Estudo/organização & administração , Terapia Ocupacional/educação , Terapia Ocupacional/história , Ocupações Relacionadas com Saúde/educação , Competência Clínica/normas , História do Século XIX , História do Século XX , Humanos , Internato e Residência/história , Internato e Residência/organização & administração , Internato não Médico/história , Internato não Médico/organização & administração
18.
BMC Med Educ ; 20(1): 121, 2020 Apr 21.
Artigo em Inglês | MEDLINE | ID: mdl-32316962

RESUMO

BACKGROUND: Research ethics is required for high-quality research that positively influences society. There is limited understanding of research ethics in Middle Eastern countries including Jordan. Here, we aim to investigate the level of understanding of research ethics principles among health sciences faculty members in Jordan. METHODS: This is a cross sectional study where faculty members from the University of Jordan were surveyed for their knowledge and, attitude of research ethics principles. The study was conducted in the period between July 2016 to July 2017 using a customized-design questionnaire involving demographic data and participants' contributions toward research, and assessment of participants' knowledge, belief and attitude towards research ethics. Different question-formats have been used including multiple-choice, yes or no, and a four point Likert-type questions. Obtained responses were tabulated according to gender, academic-rank, and knowledge about research ethics principles. RESULTS: The study had a response rate of 51%. Among the 137 participants of this study, most (96%) were involved in human and animal research, yet, only 2/3 had prior training in research ethics. Moreover, 91% believed that investigators should have training in research ethics and 87% believed that there should be a mandatory postgraduate course on that. The average correct scores for correct understanding of researchers towards research ethics was 62%. Yet, there were some misconceptions about the major ethical principles as only 43% identified them correctly. Additionally, the role of research ethics committees was not well understood by most of the respondents. CONCLUSIONS: Although there is acceptable knowledge about research ethics, discrepancies in understanding in research ethics principles seems to exist. There is a large support for further training in responsible conduct of research by faculty in health sciences in Jordan. Thus, such training should be required by universities to address this knowledge gap in order to improve research quality and its impact on society.


Assuntos
Ocupações Relacionadas com Saúde , Ética em Pesquisa , Adulto , Autoria , Conflito de Interesses , Estudos Transversais , Comitês de Ética em Pesquisa , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Jordânia , Masculino , Pessoa de Meia-Idade , Propriedade , Inquéritos e Questionários
19.
Recurso na Internet em Inglês, Espanhol | LIS - Localizador de Informação em Saúde | ID: lis-47060

RESUMO

Informar a la población acerca de los riesgos para la salud que puede representar COVID-19, así como las medidas que puede tomar para protegerse resulta clave para reducir las probabilidades de que las personas se infecten y para mitigar la propagación de la nueva enfermedad por el coronavirus 2019, cuyos primeros casos ya se han registrado en 8 países de las Américas.


Assuntos
América/epidemiologia , Infecções por Coronavirus/prevenção & controle , Comunicação em Saúde/métodos , Prevenção de Doenças , Ocupações Relacionadas com Saúde
20.
J Allied Health ; 49(1): e27-e32, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32128545

RESUMO

AIMS: Faculty recruitment into leadership positions is increasingly more difficult. The purpose of this research study was to explore the perceived barriers and challenges to leadership positions in schools of allied health professions from a faculty perspective. METHODS: This study utilized an exploratory, survey design with convenience sampling. The survey was electronically disseminated to academic representatives within the 115 ASAHP member institutions. Survey questions included basic demographic and faculty information and addressed perceptions of barriers and challenges related to leadership positions. RESULTS: Responses were collected from 310 individuals, of whom 268 who completed the entire survey. Of these, 125 identified themselves as "full-time faculty within the institution and no prior administrative/leadership experience." Respondents were primarily female, white, non-Hispanic, with 10 or fewer years of faculty experience. The top five perceived barriers included: time demands, concerns about increased workload, lack of experience, family obligations, and lack of mentoring. The top five perceived challenges included: time management/workload demands, budgeting, faculty personnel issues, resource constraints, and fundraising. CONCLUSION: Institutions should consider position announcements that reflect behaviors and characteristics versus rank and faculty line, provide education on daily responsibilities, and implement intentional mentoring and professional development in the area of leadership positions.


Assuntos
Ocupações Relacionadas com Saúde/educação , Liderança , Escolas para Profissionais de Saúde , Universidades , Adulto , Idoso , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Inquéritos e Questionários , Adulto Jovem
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA
...