Participation in and satisfaction with perianesthesia continuous professional development

A descriptive correlational study was designed to evaluate ASPAN's continuing professional development (CPD) offerings by determining the modalities that ASPAN members use to obtain specialized perianesthesia education and their level of satisfaction with these offerings. An electronic survey developed by the researchers was used to query members of ASPAN with active email addresses. Participation in CPD offered by ASPAN varies considerably by modality. The respondents in this study preferred and were most satisfied with traditional delivery systems of lecture/seminar that provided clinical information. Participants were also sensitive to cost and location.

La relación docente-asistencial en el nuevo contexto que establece la reforma de salud

The new laws of the health reform in Chile, modified the pre-existent relationship between teaching and health care activities. This relationship allows the training of health care professionals by Universities, in the clinical services of the National System of Health Services that is dependent of the Ministry of Health. The new law established new requirements for specialization and quality of care accreditation. Up to the moment, the relationship between Health Care Services and the Universities was based on harmonic and consensual agreements between both counterparts. With the new law, such relationship becomes more relative and is based on new norms. Therefore, it is of utmost importance to establish a regulated and equilibrated relationship between both institutions, to assure the best possible training of health care professionals, in terms of skills and competences, to adequately satisfy the health needs of the population.

Factors associated with teachers’ implementation of HIV/AIDS education in secondary schools in Cape Town, South Africa

This study investigated the factors influencing whether high school teachers implemented HIV/AIDS education. The independent variables included constructs derived from expectancy value theories, teachers' generic dispositions, their training experience, characteristics of their interactive context and the school climate. We conducted a postal survey of 579 teachers responsible for AIDS education in all 193 public high schools in Cape Town. Questionnaires were completed and returned by 324 teachers (56% response rate) from 125 schools. Many teachers (222; 70%) had implemented HIV/AIDS education during 2003, and female teachers were more likely to have implemented than males (74% vs. 58%). The teacher characteristics associated with teaching HIV/AIDS were previous training, self-efficacy, student-centeredness, beliefs about controllability and the outcome of HIV/AIDS education, and their responsibility. The existence of a school HIV/AIDS policy, a climate of equity and fairness, and good school-community relations were the school characteristics associated with teaching HIV/AIDS. These findings demonstrate the value of teacher training and school policy formulation. They also demonstrate the value and importance of interventions that go beyond a sexual health agenda, focussing on broader school development to improve school functioning and school climate.

A Delphi study of innovative teaching in baccalaureate nursing education

The purpose of this Delphi study was to describe the process of innovative teaching in the baccalaureate nursing classroom, based on the consensus of expert nurse educators (n = 28). Round 1 involved a semi-structured survey that required participants to identify essential components of, facilitators of, and barriers to innovative teaching. Content analysis of the responses was used to construct the 62-item Round 2 survey in which participants ranked the importance of each item using a 7-point, Likert-type scale. The Round 3 survey included the same items and provided the median scores of the participants' own and other experts' responses. The highest-ranked essential components were faculty open, seeking new ideas; faculty motivation, commitment, and enthusiasm; and open and effective student-faculty communication. The highest-ranked facilitators were effective communication with students, faculty motivation and enthusiasm for change, and faculty satisfaction with innovative teaching. Faculty attitudes, fears, and lack of knowledge of innovative teaching were the highest-ranked barriers to innovative teaching in the nursing classroom.

Masterful Precepting

Staff development educators are actively engaged in the mentoring of preceptors and the orientation of new nursing staff. They are consulted by preceptors to assist in reconciling orientation conflicts. This assistance can range from diagnosing performance problems to resolving intrapersonal conflicts between preceptor and orientee. This article describes the development of a framework, known by the acronym BECOME. The purpose of this framework is to provide educators with a repertoire of strategies for educating and mentoring preceptors.

Teaching Spiritual Care in a Public Institution: Legal Implications, Standards of Practice, and Ethical Obligations

This article reviews the status of teaching spiritual care in a public institution of higher education. The resurgence of interest in spiritual care across the United States has spurred interest and expanded theories of spirituality within the nursing profession. Nursing education rose to the challenge of teaching spiritual care theories and interventions to students, despite the absence of policy to guide educators. However, differences between public and private educational institutions have led to variations in the teaching of spiritual care. In addition to the legal implications stemming from the need for separation of church and state, nurses must also be aware of their ethical obligations in order to teach spiritual care concepts appropriately. The accrediting agencies for nursing education programs and hospitals, as well as state licensure boards, foster high expectations for nurses to provide spiritual care. A call for research and policy development to guide nurse educators is also addressed in this article.

Integrating molecular biology into the veterinary curriculum

The modern discipline of molecular biology is gaining increasing relevance in the field of veterinary medicine. This trend must be reflected in the curriculum if veterinarians are to capitalize on opportunities arising from this field and direct its development toward their own goals as a profession. This review outlines current applications of molecular-based technologies that are relevant to the veterinary profession. In addition, the current techniques and technologies employed within the field of molecular biology are discussed. Difficulties associated with teaching a subject such as molecular biology within a veterinary curriculum can be alleviated by effectively integrating molecular topics throughout the curriculum, pitching the subject at an appropriate depth, and employing varied teaching methods throughout.

Opinions of an Iranian nursing faculty on barriers to implementing problem-based learning

We investigated the opinions of all 53 lecturers in the nursing faculty of Tabriz University of Medical Sciences about barriers to implementation of problem-based learning (PBL). A 13-item questionnaire was used which included questions on number and preparedness of students and lecturers, educational space and course content. We found that 95% of the respondents believed that the most important barrier was the students' lack of knowledge and skills in group work and active interaction; 94% also believed that the change in their role from lecturer to facilitator would not reduce their motivation but it could be a potential barrier. The majority (98%) indicated that the cost of implementation and maintenance of PBL, too many students and a shortage of lecturers competent in PBL were among the barriers that needed to be considered.

Towards a plurality of perspectives for nurse educators

Most of the literature on teaching within nursing education presents teaching and learning strategies as unproblematic and widely generalized across contexts, content, learners, and educators. We argue that to be truly effective, teaching strategies must be harmonious with instructor's beliefs, intentions, and actions. In this paper, we introduce the notion of a plurality of effective teaching based on five different 'perspectives on teaching'--each composed of different beliefs, intentions, actions, and strategies and illustrated by cases from nursing education. We propose that this foundational conceptualization provides a base from which nurse educators can (1) communicate across differences of philosophical perspective and intent; and (2) critically reflect on their educational practices.

Preclinical Medical Student Training in Radiology: The Effect of Early Exposure

OBJECTIVE

The purpose of this study was to determine whether an integrated radiology curriculum in the first year of medical school changes medical students' attitudes toward radiology or affects their knowledge of radiologic principles.

SUBJECTS AND METHODS

The first-year medical curriculum of a medical school was revised between the 2003 and 2004 academic years to introduce more didactic radiology teaching. Dedicated radiology lectures were introduced, and radiology consult sessions became integral to problem-based learning sessions. A survey was administered between the first and second years of training to assess first-year medical students' attitudes toward radiology and their knowledge of basic radiologic principles. Students who had undertaken the revised curriculum (class of 2008) were compared with students who had undertaken the traditional curriculum (class of 2007). Survey responses were compared with Mann-Whitney rank sum tests.

RESULTS

Students exposed to the new curriculum stated that they were more familiar with radiology as a specialty and believed that radiology had greater importance to the overall practice of medicine. They stated that they were more likely to select radiology as a clinical elective, and more of them were considering radiology as a career option. The students who had been exposed to radiology performed better on the test of basic radiologic knowledge. All results were statistically significant.

CONCLUSION

Exposing students to radiology in the first year of medical school improves their impression of radiology as a specialty and increases their interest in radiology as a career. Follow-up surveys will determine whether this effect persists through the clinical years of training and improves the overall impression of radiology within the medical community.

Developing empathy in nurses: an inservice training program

The purpose of this study was to determine whether inservice communication training enhanced the empathic skills of 263 nurses employed at Hacettepe University Hospital. Data were collected using a nurse information form, participants' satisfaction form, and the Empathic Communication Skill B (ECS-B) form developed by Dökmen [Dökmen, U. (1988). A new measurement model of the empathy and developing empathy by using psychodrama. Journal of Education Faculty of Ankara University, 21, 155-190]. The ECS-B was used as both a preintervention and a postintervention measure. The data were expressed as means, percentages, and standard deviations, and were analyzed using Pearson's chi-square test and repeated-measures analysis of variance. The posttest scores of nurses increased from 155.6 to 180.5, and training played a role in enhancing nurses' empathic skills with regard to all variables (P < .05). However, a more comprehensive and continuous training should be planned, and its impact on behavior and patient outcomes should be investigated.

Using an online portfolio in postgraduate training

This study describes the introduction of an online portfolio in postgraduate medical training in Family Medicine. An online questionnaire collecting quantitative and qualitative data was sent to 90 GP trainees of whom 65 responded. A phenomenological analysis method was applied to the data. The portfolio supported the trainees' ability to monitor their own clinical progress providing a better focus on learning objectives. It was helpful in the organization of the training programme and in the formation of individual personal knowledge. Reflection was stimulated, especially concerning complex and difficult clinical situations and it was used as a point of departure for trainee-trainer discussions. Trainees preferred an online portfolio to pen and paper. The degree of educational support was experienced differently. Obstacles were lack of time, lack of trainer support, inappropriate IT facilities, lack of proper introduction and lack of personal motivation.

Curriculum design to promote the critical thinking of accelerated bachelor's degree nursing students

This project describes the curriculum design of an accelerated bachelor's degree nursing program intended to promote the critical thinking of its students. Course objectives and teaching-learning strategies are described. Rogers' unitary view of human beings supports critical thinking as a developing process that should be measured in the context of nursing practice. Pre- and post-program critical thinking test scores indicated significant growth for the 38 graduates in the first 4 consecutive classes tested.

Where's the evidence? An innovative approach to teaching staff about evidence-based practice

Preparing nurses to incorporate research and evidence-based findings into nursing practice is important to meet the needs of patients and their families in today's healthcare arena. This article highlights the use of a mock trial as an innovative approach to educating staff nurses on evidence-based practice and identifies future implications for educating staff nurses on incorporating evidence into nursing practice.

Strategies to Manage the Time Demands of Online Teaching

The time demands of online teaching may discourage nurse educators from developing distance learning courses. As consumer expectations for online education grow, it is essential that educators identify strategies that will enable efficient use of time to both develop and teach online courses. The authors review the distance learning literature from the perspective of time management strategies for online teaching. Approaches used by the authors to efficiently develop and teach online courses are described.

An introductory clinical core course in psychiatric management: an innovative lifespan course blending all nurse practitioner majors

TOPIC

The prevalence of anxiety, depression, substance abuse, and suicidal ideation is significant in primary care settings across the country. Nonpsychiatric nurse practitioners must be able to recognize symptoms of common psychiatric disorders, know how to treat less complex mental illnesses, and know when to refer to psychiatric mental health nurse practitioners (PMHNPs).

PURPOSE

This article describes the course content, assignments, and teaching strategies used in a clinical core course in the nurse practitioner (NP) curriculum that is required for all NP majors at the University of Texas at Arlington. Psychiatric Management for Advanced Practice provides the foundation for later PMHNP major specific clinical courses.

SOURCES

Development of the course content was based on NONPF Domains and Competencies for the NP, input from graduate NP faculty using a modified Delphi approach, NP student feedback, review of curriculum from other schools, and review of the literature on depression, suicide, anxiety, and substance abuse disorders in primary care settings.

CONCLUSIONS

Since 1999, students from the eight different NP programs at the University of Texas at Arlington have been required to take this course. Student, faculty, and graduate feedback about this course have been consistently positive. Many NP students comment on feeling much more comfortable assessing for depression, suicide, and substance use.

[The role of parents and school personnel in the organization of an early educational period in children]

The sociological study conducted in the Gorod Polevskoy, Sverdlovsk Region, has established that the prevalence of maladaptation was 22.3% in children after entering the first form. The major risk factors affecting the severity of an adaptive process are a history of diseases before going to school, nonattendance of organized pediatric collective bodies, disregarding the day regimen and a poor organization of a workplace, bad parental hygienic knowledge. Efforts aimed at preparing parents to organize a child's life in the first form are insufficient and their own steps are inadequate. The parents pay greater attention to the pedagogical aspects of adaptation, by forgetting the medical ones. The teachers and medical workers show a low level of hygienic knowledge of the manifestations of an adaptive period of children's entering school and their professional duties associated with the medical-and-pedagogical provision of this period and self-overestimation of their competence.

Training in Cerebrovascular Disease: Do We Need to Change the Way We Train Residents?

WITH THE ONGOING development of endovascular techniques and technologies, treatment of cerebrovascular disease is evolving at a fast pace. For neurosurgery to maintain a leadership role in the treatment of these disorders, modifications in neurosurgical training programs are essential. In this article, we discuss the changes perceived to enable residents to acquire the multifaceted understanding and skill set necessary to meet the new clinical reality and prepare to become the leaders of tomorrow in the management of cerebrovascular disease.

Essential skills for students who are returning to study

Returning to study can be a stressful time for many students. In this article the authors consider ways in which studying at a university may differ from previous study experiences and explore how students can make best use of library and other resources. Studying at home has particular challenges and these are discussed as well as a range of skills that are essential to effective study.