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Raharjanti NW, Soemantri D, Wiguna T, Findyartini A, Purwadianto A, Indriatmi W, Poerwandari EK, Mahajudin MS, Nugrahadi NR, Roekman AE, Leonardo R, Ramadianto AS, Levania MK. Defining the tasks of clinical reasoning in forensic psychiatric evaluation: Psychomedicolegal analysis competency. Heliyon 2023; 9:e14077. [PMID: 36915550 PMCID: PMC10006738 DOI: 10.1016/j.heliyon.2023.e14077] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Revised: 02/08/2023] [Accepted: 02/20/2023] [Indexed: 03/01/2023] Open
Abstract
Objective Inconsistency in the quality of forensic psychiatry report has been criticized for several years. Yet, there are limited guidelines to provide minimally satisfactory forensic psychiatry evaluation conducted by psychiatrists. In addition to the impact towards the forensic psychiatry service, this lack of standardized guidelines may impact the relevant competency development and its various teaching methods of forensic psychiatry among general psychiatrists. Therefore, this study aims to identify components of psychomedicolegal analysis competency as a form of clinical reasoning in forensic psychiatry. Methods A comprehensive literature review and expert panel discussions were conducted simultaneously to formulate an initial list of psychomedicolegal analysis competency. A total of fourteen experts were chosen based on their expertise in different disciplines that have intersections with forensic psychiatry and the general psychiatry curriculum (e.g. general psychiatrist, forensic psychiatrists and psychologist, law practitioner, and medical education director). The expert panel were instructed to score and provide feedbacks on the items of the initial list. Four-point Likert scale were used in order for the experts to express the relevancy of the core competence to forensic psychiatry practice until it reached the consensus. Results The final 60 items of psychomedicolegal analysis competency were developed after three rounds of Delphi technique and reached a consensus (>70% and medians score of at least 3,25). These competency then categorized into four steps 1) preparing the case (Item 1-11), 2) conducting the evaluation (Item 12-41), 3) writing the report (42-51), and 4) giving expert opinion in court (Item 52-60). Conclusion We developed 60 items of psychomedicolegal analysis competency that can be used as a standardized guide for psychiatrists to conduct forensic psychiatry evaluation, write the report and provide expert opinion in court. Implementation of this guideline can be used to shape further forensic psychiatry education for general psychiatrist and psychiatry residency.
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Affiliation(s)
| | | | - Tjhin Wiguna
- Department of Psychiatry, Dr. Cipto Mangunkusumo General Hospital, Jakarta, Indonesia
| | | | - Agus Purwadianto
- Forensic Department, Dr. Cipto Mangunkusumo General Hospital, Jakarta, Indonesia
| | - Wresti Indriatmi
- Dermatology and Venerology Department, Dr. Cipto Mangunkusumo General Hospital, Jakarta, Indonesia
| | | | - Marlina S Mahajudin
- Department of Psychiatry, Airlangga University, Surabaya, East Java, Indonesia
| | | | | | - Ronald Leonardo
- Department of Psychiatry, Dr. Cipto Mangunkusumo General Hospital, Jakarta, Indonesia
| | | | - Monika Kristi Levania
- Department of Psychiatry, Dr. Cipto Mangunkusumo General Hospital, Jakarta, Indonesia
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Anitha CT, Akter K, Mahadev K. An overview of public health education in South Asia: Challenges and opportunities. Front Public Health 2022; 10:909474. [PMID: 36091506 PMCID: PMC9459163 DOI: 10.3389/fpubh.2022.909474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Accepted: 08/03/2022] [Indexed: 01/22/2023] Open
Abstract
Over the past two decades, there has been an increased demand for Public Health Education (PHE) in South Asia. While this region has a large number of Public Health (PH) institutions, the quality of PHE has not been aligned with the core PH competencies. In this article, we present an overview of Master of Public Health (MPH) programs across South Asian countries. An extensive systematic search on various web search engines regarding PH course offerings was conducted, including specific institute and educational websites. By 2021, more than 180 institutions in South Asia provided an MPH degree. Most of these institutions/universities were found in India, Pakistan, and Bangladesh, and a few among these institutions were established as independent Schools of Public Health (SPH), separate from medical colleges, and had a multidisciplinary faculty. But, dedicated training facilities in the specialized field of public health were not found in most of these institutions. Generally, a well-defined MPH curriculum is not currently available except in India where the University Grants Commission (UGC) guideline for a model MPH curriculum has been proposed by the Ministry of Health and Family Welfare. The entry criteria for an MPH degree in India is accepting students in multidisciplinary fields, while in other South Asian countries this is primarily restricted to medical/paramedical students with a basic understanding of preventive medicine. The aim of this review was to document the current and future PHE opportunities and challenges in South Asia.
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Affiliation(s)
- Chandanadur Thippaiah Anitha
- School of Medical Sciences, University of Hyderabad, Hyderabad, India,*Correspondence: Chandanadur Thippaiah Anitha
| | - Konok Akter
- Health Systems and Population Studies Division, International Centre for Diarrhoeal Disease Research, Dhaka, Bangladesh
| | - Kalyankar Mahadev
- School of Medical Sciences, University of Hyderabad, Hyderabad, India,Kalyankar Mahadev
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Beiranvand S, Mohammad Khan Kermanshahi S, Memarian R, Almasian M. From clinical expert nurse to part-time clinical nursing instructor: design and evaluation of a competency-based curriculum with structured mentoring: a mixed methods study. BMC Nurs 2022; 21:10. [PMID: 34983502 PMCID: PMC8725388 DOI: 10.1186/s12912-021-00797-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Accepted: 12/21/2021] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND Transition from a clinical expert nurse to a part time clinical nursing instructor (PTCNI) poses several challenges. Designing a professional development curriculum to facilitate the transition from a clinical expert nurse to a PTCNI is critical to effective education. A comprehensive competency-based curriculum was developed and implemented with structured mentoring to prepare clinical expert nurses as PTCNIs. METHODS A mixed-methods study with a sequential-exploratory approach was conducted in Iran in 2019. In the qualitative phase, Saylor et al.'s (1981) seven-step model was used, consisting of (1) collecting evidence from a systematic review, (2) conducting interviews with learners, (3) setting goals and objectives, (4) design, (5) implementation, (6) evaluation, and (7) feedback. In the quantitative phase, curriculum domains were evaluated. Additionally, the effective professional communication skills module was implemented using a quasi-experimental study with a pre-test post-test single-group design for 5 PTCNIs in a pilot study. RESULTS After integrating the findings of the literature review and field interviews in the analysis stage, a curriculum was developed with a total of 150 h, six modules, and 24 topics. Results of the pilot study showed a significant improvement in the confidence of PTCNIs as a result of the implementation of the effective communication skills module using the mentoring method (t = - 16.554, p = 0.0005). CONCLUSIONS This competency-based curriculum was based on the evidence and needs of PTCNIs and provides a complete coverage of their clinical education competencies. It is suggested that managers of educational institutes that offer nursing programs use this curriculum to prepare them in continuing education programs. Further studies are needed to thoroughly evaluate the learning outcomes for students.
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Affiliation(s)
| | | | - Robabeh Memarian
- School of Nursing, Tarbiat Modares University, Jalal-e Al Ahmad Highway, P.O. Box 14155-4838, Tehran, Iran
| | - Mohammad Almasian
- School of Medicine, Lorestan University of Medical Sciences, Khorramabad, Iran
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Chegini Z, Shariful Islam SM. Expert perspectives on the active role of patients in their safety: Toward a framework using Delphi methodology. Nurs Forum 2021; 56:490-499. [PMID: 33665821 DOI: 10.1111/nuf.12567] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2020] [Revised: 02/22/2021] [Accepted: 02/22/2021] [Indexed: 12/25/2022]
Abstract
AIMS To develop a framework for Patient Engagement in Patient Safety (PEPS) in hospital. METHODS The Delphi technique was embraced to involve a group of knowledgeable healthcare experts in the discussion and rating of the components of the PEPS framework. On a 5-point Likert scale, every item was separately rated based on the three aspects, which include applicability, clarity and validity. The PEPS framework included items with 75% or more of participants scoring 4-5 on all three aspects. Items not attaining 75% agreement on the aspects were either changed or discarded, after the group discussion and underwent another round of rerating. RESULTS A total of 17 members participated in the consensus-building process. Following two rounds of rating, the consensus was reached on the final framework which consisted of 28 items in four dimensions, relating to healthcare professionals, patients, community, and helth system, and three components substituted with patient empowerment, effective communication and patient-centeredness. CONCLUSION The development of PEPS framework is a stimulus to strengthen human resources for health capabilities, sustain a high level of quality patient outcomes, and improve the health system. Further studies to identify strategies are needed for the successful implementation of this framework.
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Affiliation(s)
- Zahra Chegini
- Social Determinants of Health Research Center, Research Institute for Prevention of Non-Communicable Diseases, Qazvin University of Medical Sciences, Qazvin, Iran
| | - Sheikh Mohammed Shariful Islam
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
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Bhandari S, Wahl B, Bennett S, Engineer CY, Pandey P, Peters DH. Identifying core competencies for practicing public health professionals: results from a Delphi exercise in Uttar Pradesh, India. BMC Public Health 2020; 20:1737. [PMID: 33203407 PMCID: PMC7670983 DOI: 10.1186/s12889-020-09711-4] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2020] [Accepted: 10/15/2020] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND Ensuring the current public health workforce has appropriate competencies to fulfill essential public health functions is challenging in many low- and middle-income countries. The absence of an agreed set of core competencies to provide a basis for developing and assessing knowledge, skills, abilities, and attitudes contributes to this challenge. This study aims to identify the requisite core competencies for practicing health professionals in mid-level supervisory and program management roles to effectively perform their public health responsibilities in the resource-poor setting of Uttar Pradesh (UP), India. METHODS We used a multi-step, interactive Delphi technique to develop an agreed set of public health competencies. A narrative review of core competency frameworks and key informant interviews with human resources for health experts in India were conducted to prepare an initial list of 40 competency statements in eight domains. We then organized a day-long workshop with 22 Indian public health experts and government officials, who added to and modified the initial list. A revised list of 54 competency statements was rated on a 5-point Likert scale. Aggregate statement scores were shared with the participants, who discussed the findings. Finally, the revised list was returned to participants for an additional round of ratings. The Wilcoxon matched-pairs signed-rank test was used to identify stability between steps, and consensus was defined using the percent agreement criterion. RESULTS Stability between the first and second Delphi scoring steps was reached in 46 of the 54 statements. By the end of the second Delphi scoring step, consensus was reached on 48 competency statements across eight domains: public health sciences, assessment and analysis, policy and program management, financial management and budgeting, partnerships and collaboration, social and cultural determinants, communication, and leadership. CONCLUSIONS This study produced a consensus set of core competencies and domains in public health that can be used to assess competencies of public health professionals and revise or develop new training programs to address desired competencies. Findings can also be used to support workforce development by informing competency-based job descriptions for recruitment and performance management in the Indian context, and potentially can be adapted for use in resource-poor settings globally.
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Affiliation(s)
- Sudip Bhandari
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.
| | - Brian Wahl
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | - Sara Bennett
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | - Cyrus Y Engineer
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | - Pooja Pandey
- Indian Administrative Service, Lucknow, Uttar Pradesh, India
| | - David H Peters
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
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Keijser WA, Handgraaf HJM, Isfordink LM, Janmaat VT, Vergroesen PPA, Verkade JMJS, Wieringa S, Wilderom CPM. Development of a national medical leadership competency framework: the Dutch approach. BMC MEDICAL EDUCATION 2019; 19:441. [PMID: 31779632 PMCID: PMC6883542 DOI: 10.1186/s12909-019-1800-y] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/11/2019] [Accepted: 09/09/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The concept of medical leadership (ML) can enhance physicians' inclusion in efforts for higher quality healthcare. Despite ML's spiking popularity, only a few countries have built a national taxonomy to facilitate ML competency education and training. In this paper we discuss the development of the Dutch ML competency framework with two objectives: to account for the framework's making and to complement to known approaches of developing such frameworks. METHODS We designed a research approach and analyzed data from multiple sources based on Grounded Theory. Facilitated by the Royal Dutch Medical Association, a group of 14 volunteer researchers met over a period of 2.5 years to perform: 1) literature review; 2) individual interviews; 3) focus groups; 4) online surveys; 5) international framework comparison; and 6) comprehensive data synthesis. RESULTS The developmental processes that led to the framework provided a taxonomic depiction of ML in Dutch perspective. It can be seen as a canonical 'knowledge artefact' created by a community of practice and comprises of a contemporary definition of ML and 12 domains, each entailing four distinct ML competencies. CONCLUSIONS This paper demonstrates how a new language for ML can be created in a healthcare system. The success of our approach to capture insights, expectations and demands relating leadership by Dutch physicians depended on close involvement of the Dutch national medical associations and a nationally active community of practice; voluntary work of diverse researchers and medical practitioners and an appropriate research design that used multiple methods and strategies to circumvent reverberation of established opinions and conventionalisms. IMPLICATIONS The experiences reported here may provide inspiration and guidance for those anticipating similar work in other countries to develop a tailored approach to create a ML framework.
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Affiliation(s)
- Wouter A. Keijser
- Faculty of Behavioural, Management and Social Sciences (BMS) Change, Management and Organizational Behavior (CMOB), University Twente, Enschede, The Netherlands
- DIRMI Foundation, Utrecht, The Netherlands
| | | | - Liz M. Isfordink
- Julius Centre for Health Sciences and Primary Care, University Medical Centre Utrecht, Utrecht Heidelberglaan 100, 3584 CX Utrecht, The Netherlands
| | - Vincent T. Janmaat
- Erasmus Medical Center, Wytemaweg 80, 3015 CP Rotterdam, The Netherlands
| | - Pieter-Paul A. Vergroesen
- Department of Orthopaedic Surgery, University Medical Center Utrecht, Utrecht Heidelberglaan 100, 3584 CX Utrecht, The Netherlands
| | | | - Sietse Wieringa
- Institute of Health and Society, University of Oslo, Oslo, Norway
- Department of Continuing Education, University of Oxford, Oxford, OX1 2JD UK
| | - Celeste P. M. Wilderom
- Faculty of Behavioural, Management and Social Sciences (BMS) Change, Management and Organizational Behavior (CMOB), University Twente, Enschede, The Netherlands
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Zhang X, Meng K, Chen S. Competency framework for specialist critical care nurses: A modified Delphi study. Nurs Crit Care 2019; 25:45-52. [PMID: 31373155 DOI: 10.1111/nicc.12467] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2018] [Revised: 06/28/2019] [Accepted: 07/05/2019] [Indexed: 12/23/2022]
Abstract
BACKGROUND The specialist critical care nurse plays a vital role in the delivery of evidence-based practice, and specific competency guidance has been established to facilitate critical care nursing practice and education development in many developed countries. However, no research has been conducted to develop a competency framework for specialist critical care nurses in China. AIMS AND OBJECTIVES To construct a competency framework specific to specialist critical care nurses in China. DESIGN AND METHODS A two-phased procedure was implemented. In phase 1, a literature review and four focus groups were used to develop the initial competency framework, which consisted of 101 statements. During phase 2, three rounds of a modified Delphi process were conducted and involved a national panel of 30 experts, including physicians, specialist critical care nurses, managers, and educators, who responded to the survey using a 5-point Likert-type scale to indicate their level of agreement with the competency framework. A 75% threshold for each competency was used to achieve panel consensus. RESULTS Experts in the field of critical care responded to rounds 1 (n = 29), 2 (n = 28), and 3 (n = 28). Seventy-eight competencies were agreed upon after round 1, increasing to 88 after round 2 and 92 after round 3. The final competency framework was classified into six domains: evidence-based practice, complex decisions, professionalism, communication and co-operation, education and development, and leadership. CONCLUSION The output of this study is an expert consensus competency framework that provides a sound foundation for the assessment and training of specialist critical care nurses. RELEVANCE TO CLINICAL PRACTICE The proposed competency framework should be used to assess nursing performance, promote continuing professional development, and further improve the delivery of quality health care and optimal patient outcomes.
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Affiliation(s)
- Xiaoning Zhang
- School of Nursing, Xuzhou Medical University, Xuzhou, China
| | - Kun Meng
- School of Nursing, Xuzhou Medical University, Xuzhou, China
| | - Shuang Chen
- School of Nursing, Xuzhou Medical University, Xuzhou, China
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Nair SC, AlGhafli S, AlJaberi A. Developing a clinical trial governance framework for pharmaceutical industry-funded clinical trials. Account Res 2018; 25:373-386. [PMID: 30249125 DOI: 10.1080/08989621.2018.1527222] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
Rising concerns relating to pharmaceutical sponsor bias in the conduct of clinical trials have compelled the need to develop a clinical trial governance framework. This article describes the development of the Conflict of Interest in Research (COIR), a clinical trial governance framework. The COIR, consisting of three process phases (initiation, concurrent, and ongoing), developed following a needs assessment, using a four-stage methodology, and evaluated against the International Conference on Harmonization--Good Clinical Practice (ICH-GCP) guidelines. The Conflict of Interest Resolution algorithm, the backbone of COIR, enables constant surveillance to detect/resolve conflicts at all stages of the clinical trial life-cycle. COIR promotes interaction between the regulatory system and the sponsors, independent of individuals. COIR enables rapid detection of scientific and financial conflicts, to prevent subject harm and, to assure optimal funds utilization, the latter feature helped to reduce a significant burden for the ethics committee, as it lacks financial expertise. COIR is a semi-automated Oracle system, requires manpower, and is affected by human expertise and subjectivity. Complete automation to overcome this limitation will still need human expertise to scale changing trial regulations. Nevertheless, the COIR has won the distinction of the "most favored site" from pharmaceutical sponsors and is anticipated to be adopted by other clinical trial sites.
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Affiliation(s)
- Satish Chandrasekhar Nair
- a Departments of Academic Affairs , Tawam Hospital-Johns Hopkins Medicine Affiliate , Al Ain , United Arab Emirates.,b College of Medicine , United Arab Emirates University , Al Ain , United Arab Emirates
| | - Shamsa AlGhafli
- a Departments of Academic Affairs , Tawam Hospital-Johns Hopkins Medicine Affiliate , Al Ain , United Arab Emirates
| | - Ayesha AlJaberi
- a Departments of Academic Affairs , Tawam Hospital-Johns Hopkins Medicine Affiliate , Al Ain , United Arab Emirates
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Wu SW, Chen T, Pan Q, Wei LY, Wang Q, Li C, Song JC, Luo J. Establishment of a Quantitative Medical Technology Evaluation System and Indicators within Medical Institutions. Chin Med J (Engl) 2018; 131:1327-1332. [PMID: 29786047 PMCID: PMC5987505 DOI: 10.4103/0366-6999.232804] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2022] Open
Abstract
Background: The development and application of medical technologies reflect the medical quality and clinical capacity of a hospital. It is also an effective approach in upgrading medical service and core competitiveness among medical institutions. This study aimed to build a quantitative medical technology evaluation system through questionnaire survey within medical institutions to perform an assessment to medical technologies more objectively and accurately, and promote the management of medical quality technologies and ensure the medical safety of various operations among the hospitals. Methods: A two-leveled quantitative medical technology evaluation system was built through a two-round questionnaire survey of chosen experts. The Delphi method was applied in identifying the structure of evaluation system and indicators. The judgment of the experts on the indicators was adopted in building the matrix so that the weight coefficient and maximum eigenvalue (λ max), consistency index (CI), and random consistency ratio (CR) could be obtained and collected. The results were verified through consistency tests, and the index weight coefficient of each indicator was conducted and calculated through analytical hierarchy process. Results: Twenty-six experts of different medical fields were involved in the questionnaire survey, 25 of whom successfully responded to the two-round research. Altogether, 4 primary indicators (safety, effectiveness, innovativeness, and benefits), as well as 13 secondary indicators, were included in the evaluation system. The matrix is built to conduct the λ max, CI, and CR of each expert in the survey, and the index weight coefficients of primary indicators were 0.33, 0.28, 0.27, and 0.12, respectively, and the index weight coefficients of secondary indicators were conducted and calculated accordingly. Conclusions: As the two-round questionnaire survey of experts and statistical analysis were performed and credibility of the results was verified through consistency evaluation test, the study established a quantitative medical technology evaluation system model and assessment indicators within medical institutions based on the Delphi method and analytical hierarchy process. Moreover, further verifications, adjustments, and optimizations of the system and indicators will be performed in follow-up studies.
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Affiliation(s)
- Suo-Wei Wu
- Department of Medical Administration, Beijing Hospital, National Center of Gerontology, Beijing 100730, China
| | - Tong Chen
- Department of Medical Administration, Beijing Hospital, National Center of Gerontology, Beijing 100730, China
| | - Qi Pan
- Department of Medical Administration, Beijing Hospital, National Center of Gerontology, Beijing 100730, China
| | - Liang-Yu Wei
- Department of Medical Administration, Beijing Hospital, National Center of Gerontology, Beijing 100730, China
| | - Qin Wang
- Department of Medical Administration, Beijing Hospital, National Center of Gerontology, Beijing 100730, China
| | - Chao Li
- Department of Medical Administration, Beijing Hospital, National Center of Gerontology, Beijing 100730, China
| | - Jing-Chen Song
- Department of Medical Administration, Beijing Hospital, National Center of Gerontology, Beijing 100730, China
| | - Ji Luo
- Department of Medical Administration, Beijing Hospital, National Center of Gerontology, Beijing 100730, China
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Schofield R, Chircop A, Baker C, Dietrich Leurer M, Duncan S, Wotton D. Entry-to-practice public health nursing competencies: A Delphi method and knowledge translation strategy. NURSE EDUCATION TODAY 2018; 65:102-107. [PMID: 29547810 DOI: 10.1016/j.nedt.2018.03.001] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/29/2017] [Accepted: 03/05/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Sustaining and strengthening nurses 'contributions to public and population health in the 21st century depends in part on nursing education. Clearly articulated entry-to-practice competencies will contribute to the capacity of undergraduate nursing education programs to prepare graduates to promote local, national and global population health. OBJECTIVES The Canadian Association of Schools of Nursing created the Public Health Task Force to develop consensus on core, national entry-to-practice competencies in public health nursing for undergraduate nursing students and to support these competencies with corresponding online teaching strategies. DESIGN Delphi approach. PARTICIPANTS Nurses with public health experience in education and practice, and representatives from other public health professional organizations across Canada. METHOD The three-phased competency development included: 1) an environmental scan; 2) an iterative process to draft competencies; and 3) a modified Delphi process to confirm the final competency framework using face to face consultations and a survey. The knowledge translation strategy involved soliciting submissions of teaching strategies for peer-review and subsequent inclusion in an interactive online resource. RESULTS 242 public health educators and practitioners participated in the consensus consultation. The final document outlined five competency statements with 19 accompanying indicators. A total of 123 teaching strategies were submitted for the online resource, of which 50 were accepted as exemplary teaching strategies. CONCLUSION This competency development process can provide guidance for the development of competencies in other countries, thus strengthening public health nursing education globally. The decision to intentionally level the competencies to entry-to-practice, as opposed to an advanced level, enhanced their application to undergraduate nursing education. The development of the additional inventory of teaching strategies created a sustainable innovative resource for public health nursing educators and practitioners world-wide to support the adoption of entry-to-practice public health nursing competencies.
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Affiliation(s)
- Ruth Schofield
- Faculty of Health Sciences, McMaster University, HSC 1280 Main St. W., Hamilton, ON L8S 4K1, Canada.
| | - Andrea Chircop
- School of Nursing, Dalhousie University, 1459 Oxford Street Halifax, NS B3H 4R2, Canada.
| | - Cynthia Baker
- Canadian Association of Schools of Nursing, 1145 Hunt Club Rd., Unit 450, Ottawa, Ontario K1V 0Y3, Canada.
| | - Marie Dietrich Leurer
- College of Nursing, University of Saskatchewan, #100 - 4400 4th Avenue, Regina, Saskatchewan S4T 0H8, Canada.
| | - Susan Duncan
- School of Nursing, University of Victoria, Victoria, BC, Canada.
| | - Donalda Wotton
- College of Nursing, Faculty of Health Sciences, Helen Glass Centre for Nursing, University of Manitoba, Winnipeg, Manitoba R3T 2N2, Canada.
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