This paper reports on a study carried out as part of the Economic and Social Research Council's (ESRC's) Learning Society research programme. The study focused on continuing education and training (CET) in Sco...
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This paper reports on a study carried out as part of the Economic and Social Research Council's (ESRC's) Learning Society research programme. The study focused on continuing education and training (CET) in Scotland and covered four sectors, of which one was health care. The paper reports on qualitative evidence gathered from focus groups and individual interviews. it deals with three key issues: initial education and the implications for continuing education and training;markets, investment and the returns to GET;and cultural factors. The paper concludes with some key implications. (C) 2000 Harcourt Publishers Ltd.
I agree with Hosie1 that each group in primary care "has different needs at different times and educational activities must be sufficiently flexible to deliver what is needed at the appropriate time." Over t...
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I agree with Hosie1 that each group in primary care "has different needs at different times and educational activities must be sufficiently flexible to deliver what is needed at the appropriate time."
Over the past decade I have been teaching rheumatology to trainees in general practice in a district general hospital and over the past four years in a teaching hospital in the east end of London.
In 1996 the Silvia Home Foundation started a non-governmental education programme with an integrated day-care unit devoted to patients with dementia: Working chairwoman of the foundation is HM Queen Silvia of Sweden. ...
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In 1996 the Silvia Home Foundation started a non-governmental education programme with an integrated day-care unit devoted to patients with dementia: Working chairwoman of the foundation is HM Queen Silvia of Sweden. This study aims to describe the trainees' changed outlook on elderly people with dementia during a year of special education. Data were collected by interviews, informal discussions and participant observations during the lessons. The investigation focused on two questions: the trainees' outlook on the patients and their outlook on the work with the patients. At the beginning of their education, the trainees looked at the patients from a staff's perspective. During their education, this was gradually toned down and they changed to a disease perspective, and eventually to a human dignity perspective. After initially seeing dementia patients as a homogeneous group, the trainees went on to see them as unique human beings. Their outlook on their work also changed, from being task-oriented to a more humanitarian approach. (C) 1999 Harcourt Publishers Ltd.
There is a recognized need to increase the accessibility and flexibility of post-registration course provision for first level registered nurses and midwives. Distance learning courses were developed and implemented a...
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There is a recognized need to increase the accessibility and flexibility of post-registration course provision for first level registered nurses and midwives. Distance learning courses were developed and implemented at the University of Dundee in response to this need. The courses provide a range of learning opportunities from single module certificate courses to Bachelor, Honours and Masters level studies. The courses are well received by nurses and midwives and experience, over the last 7 years, has highlighted important aspects for distance learning education for both professional groups. Different educational strategies such as Work-based Learning and Problem-based Learning are incorporated into distance learning course design to facilitate the integration of theory and practice and develop cognitive and meta-cognitive skills. The relationship between course assessment ana clinical environment Is also a Key feature of course design, with assessment methods built around work-based learning opportunities in clinical practice. Experience has shown that students require support throughout the learning process. This is achieved through text-based study guides and a range of other support strategies. It is concluded that distance learning can be individualized to meet the professional and personal needs of students and provide quality, flexible learning opportunities for nurses and midwives, facilitating practice development and benefiting patient care.
Physical dislocation of people from their homelands either as refugees, immigrants or exiles has resulted in the creation of multicultural communities which have diverse health needs. Like elsewhere, nurses in Austral...
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Physical dislocation of people from their homelands either as refugees, immigrants or exiles has resulted in the creation of multicultural communities which have diverse health needs. Like elsewhere, nurses in Australia have been faced with the challenge of responding to an ever-changing migrant population. A modified problem-based learning project was conducted in Melbourne to assist nurses to enhance their practice of caring for children and families of non-English speaking backgrounds ((NESB)). Clinical nurses worked with the researchers to develop and trial problem-based educational packages. The packages were designed for use in the clinical areas and graduate nursing programs to assist nurses overcome the cultural and communication difficulties they experienced when caring for people of NESB.
Patients who are in need of genetic services are often inappropriately managed, in part due to inadequate knowledge of genetic issues among primary health care providers. The purpose of this study was to determine the...
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Patients who are in need of genetic services are often inappropriately managed, in part due to inadequate knowledge of genetic issues among primary health care providers. The purpose of this study was to determine the effect of a genetics education program on the knowledge and attitudes of primary care providers in community health settings. A total of one hundred twenty-one primary care providers who work in Texas Public Health Region VIII participated in an educational program designed to provide basic genetics information. A one-group pretest-posttest design was used to assess knowledge and attitudes of subjects, and comparisons were made pre and post intervention. Pretest assessment revealed less than adequate knowledge about basic genetic principles and relatively positive attitudes among the subjects. Following the program, there were statistically significant increases in both knowledge about genetic conditions (P = .001) and attitudes toward provision of genetic services (P = .001). These results indicate that primary health care providers, motivated to learn complex materials and new skills in order to assist their patients, can do so in a relatively short time period.
People with a learning disability experience the full range of mental health problems, with prevalence greater than in the general population. The literature suggests that the move to community care has highlighted th...
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People with a learning disability experience the full range of mental health problems, with prevalence greater than in the general population. The literature suggests that the move to community care has highlighted their special needs, as they face a complexity of life experiences and risks. Nurses play a key role, and must be equipped with appropriate knowledge and expertise to respond to the mental health problems of people with a learning disability ('dual diagnosis'). Major national initiatives support research and propose access to appropriate education for care professionals. In order to respond to locally identified educational needs a 'dual diagnosis' module was developed for nurses working with people with a learning disability who experienced mental health difficulties. The aims were to increase knowledge, to consider implications for learning disability nursing, to increase awareness of research and policy issues, and ultimately to enhance practice. Preliminary findings suggest that participants have moved from an entry position of professional bias and lack of knowledge and skill, to a changed perspective and enhanced practice relating to the mental health needs of clients with a learning disability. These changes are, however, speculative and may be attributable to variables other than module completion. Implications for further research and development are suggested.
Innovative methods of providing workplace education for health care professionals may be a key to the survival of rural hospitals in America. Such methods must overcome time, distance, cost and organizational constrai...
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Innovative methods of providing workplace education for health care professionals may be a key to the survival of rural hospitals in America. Such methods must overcome time, distance, cost and organizational constraints, and take into account the structure of the learning experience. The Texas Hospital Education and Research Foundation has recently been involved in two programs that tested new approaches to worker education using distance-learning strategies. The projects--resource sharing among rural directors of nursing and training for cancer tumor registrars--used computer-conferencing technology. A new model using existing satellite, audio-conferencing, and computer-based instruction augmented by computer conferencing is proposed. The Computer-Related Assisted Distance Learning Enhancement (CRADLE) model integrates existing technologies to provide education to health care workers at their desktop. The Cancer Learning Center (CLC) tested peer collaboration, the primary component of the model. The ultimate goal is to have the system available to all tumor registrars in Texas, and to secure funding to implement rural nursing and rural high-school health occupations education projects. Current projects from set-up through results are presented.
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