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1.
Curationis ; 47(1): e1-e8, 2024 May 06.
Article in English | MEDLINE | ID: mdl-38708759

ABSTRACT

BACKGROUND:  Globally, enrolled nurses (ENs) are embarking on an educational journey to become registered nurses (RNs) in order to enhance their knowledge and career opportunities. However, their aspiration is not without challenges. In Namibia, the experiences of these nurses have not been extensively researched. OBJECTIVES:  This study aims to explore and describe the experiences and challenges of ENs undertaking a Bachelor of Nursing Science at the University of Namibia. METHOD:  A qualitative, exploratory, descriptive and contextual research strategy was followed as the basis of conducting the study. A sample of 15 nursing students was purposively selected from the target population of 73 nursing students. This sample size was determined by the saturation of data as reflected in repeating themes. The collected data were analysed thematically using an inductive approach. RESULTS:  Three main themes subsequently emerged from the study: ENs' positive experiences advancing in the Bachelor of Nursing Science (BNSc) programme; nurses' negative experiences advancing in the BNSc programme; and recommendations to ensure effective advancement in the BNSc programmeConclusion: The findings of this study revealed that ENs positively experience becoming a RN when it comes to self-development; however, they have negative experiences such as not receiving exemptions for prior learning and having to learn a new curriculum.Contribution: These findings may be used by the Faculty of Health Sciences, School of Nursing and Public Health management in order to develop targeted interventions and ongoing strategies during their curriculum review cycles to ensure positive student experiences and success within the programme.


Subject(s)
Education, Nursing, Baccalaureate , Qualitative Research , Students, Nursing , Humans , Namibia , Education, Nursing, Baccalaureate/statistics & numerical data , Education, Nursing, Baccalaureate/standards , Education, Nursing, Baccalaureate/methods , Students, Nursing/statistics & numerical data , Students, Nursing/psychology , Female , Adult , Male , Nurses/statistics & numerical data , Nurses/psychology , Nurses/standards , Curriculum/trends , Curriculum/standards
2.
Nurs Leadersh (Tor Ont) ; 36(4): 57-72, 2024 Apr.
Article in English | MEDLINE | ID: mdl-38779836

ABSTRACT

This paper presents an international academic partnership in teaching and research with two case studies. The cases explore the integration of Strengths-Based Nursing and Healthcare (SBNH) and SBNH-Leadership (SBNH-L) in nursing science programs. SBNH values and foundations were integrated within an undergraduate-level community health course in Canada and SBNH-L was introduced into a graduate-level program in Brazil. Both cases comprise active learning activities promoting the uptake of the values and foundations of SBNH and the capacity to identify strengths and innate capacities. This paper synthesizes the issues and provides recommendations to enhance teaching-learning strategies to support SBNH adoption by students to support the humanization of healthcare. International partnerships in education and research and facilitating factors are discussed.


Subject(s)
Leadership , Students, Nursing , Humans , Students, Nursing/statistics & numerical data , Students, Nursing/psychology , Canada , Brazil , Empowerment , Education, Nursing, Baccalaureate/methods , Education, Nursing, Baccalaureate/trends , Education, Nursing, Baccalaureate/organization & administration , Curriculum/trends
3.
Nurs Leadersh (Tor Ont) ; 36(4): 41-51, 2024 Apr.
Article in English | MEDLINE | ID: mdl-38779834

ABSTRACT

There is growing recognition of the critical role nursing leadership plays in healthcare. Integrating strengths-based approaches into nursing education enables positive learning settings and empowers nurses as leaders who foster healing and well-being for patients and their families. This paper describes an effort to integrate Strengths-Based Nursing and Healthcare (SBNH) and Strengths-Based Nursing and Healthcare Leadership (SBNH-L) into the development, implementation and evaluation of a postgraduate pediatric nursing program in Ghana. In the evaluation of the program in Ghana, three themes emerged related to strengths-based nursing: transformation of teaching and learning, impact on relationships with colleagues and impact on relationships with patients.


Subject(s)
Pediatric Nursing , Ghana , Humans , Pediatric Nursing/education , Pediatric Nursing/trends , Leadership , Curriculum/trends , Education, Nursing, Graduate/methods , Education, Nursing, Graduate/trends , Education, Nursing, Graduate/organization & administration
4.
GMS J Med Educ ; 41(2): Doc16, 2024.
Article in English | MEDLINE | ID: mdl-38779698

ABSTRACT

Objectives: The aim of this paper is to present the development of a longitudinal curriculum for medical students that is rooted in the particularity of the medical sciences and that aims to build and strengthen medical students' scientific skills and use thereof in clinical practice. Methods: The curriculum development was initiated based on students' feedback on the initial curriculum. To improve and expand the curriculum appropriately, a needs assessment, a literature review to define science specific to the medical sciences and practice, and an analysis of national and international curricula were performed. The curriculum development followed the PDCA cycle (Plan-Do-Check-Act). Results: The curriculum extends across the entire medical study programme from semesters 1 to 10. It consists of the seminar series on basic conduct and the epistemological groundings of science, scientific methods in medical research and health sciences, statistics and the scientific internship. Up to the sixth semester, the focus is on the acquisition of skills and abilities to work on and carry out a concrete research project; starting in semester seven, the critical evaluation and application of research results in everyday clinical practice are introduced. The curriculum is taught by epidemiologists, anthropologists, statisticians and public health scholars. Starting in semester seven, seminars are generally taught together with clinicians as tandem teaching. The curriculum is regularly assessed and adjusted. Conclusions: The Brandenburg Scientific Curriculum can be seen as a model of a longitudinal curriculum to teach scientific thinking and acting. One that is at the same time highly integrated in the medical curriculum overall. A central coordination point seems to be necessary to coordinate the teaching content and to ensure that teachers are interconnected. Furthermore, a complex curriculum in scientific methodology requires a set of teachers from a range of disciplinary backgrounds. To ensure equally high-quality education, the variability of research projects and faculty must be taken into account by establishing generally applicable evaluation criteria and fostering faculty development, and providing all students supporting courses throughout the research project.


Subject(s)
Curriculum , Curriculum/trends , Humans , Schools, Medical/organization & administration , Education, Medical, Undergraduate/methods , Program Development/methods , Germany , Science/education , Students, Medical/psychology , Students, Medical/statistics & numerical data
5.
Perspect Med Educ ; 13(1): 300-306, 2024.
Article in English | MEDLINE | ID: mdl-38764877

ABSTRACT

Background: Developing theoretical courses for post-graduate medical training that are aligned to current workplace-based learning practices and adaptive to change in the field is challenging, especially in (sub) specialties where time for re-design is limited and needs to be performed while education continues. Approach: An instructional design method was applied based on flexible co-design to improve post-graduate theoretical courses in child and adolescent psychiatry (CAP) in the Netherlands. In four phases over a period of three years, courses were re-designed at a national level. Evaluation: Once common vision and learning goals were agreed upon and the prototype was developed (phases 1 and 2), the first courses could be tested in daily practice (phase 3). Phase 4 refined these courses in brief iterative cycles and allowed for designing additional courses building on and adding to previous experiences in brief iterative cycles. The resulting national theoretical courses re-allocated resources previously spent on a local level using easily accessible online tools. This allowed trainees to align content with their clinical rotations, personal preferences and training schedules. Reflection: The development of theoretical courses for post-graduate medical training in smaller medical (sub-)specialties with limited resources may profit from a flexible instructional design method. We consider the potential merit of such a method to other medical specialties and other (inter-)national efforts to develop theoretical teaching courses. A longer-term implementation evaluation is needed to show to what extent the investment made in the re-design proves to be future-proof and enables rapid adaptation to changes in the field.


Subject(s)
Education, Medical, Graduate , Humans , Education, Medical, Graduate/methods , Netherlands , Curriculum/trends , Adolescent Psychiatry/education , Adolescent Psychiatry/methods , Child Psychiatry/education , Child Psychiatry/methods
6.
Soc Sci Med ; 350: 116913, 2024 Jun.
Article in English | MEDLINE | ID: mdl-38696936

ABSTRACT

Organizations and their practices contribute to the marginalization of transgender and gender diverse (TGD) populations by rewarding gender normativity and punishing gender transgression. The present study draws on data gleaned from four focus groups completed in 2023 with a total of 19 participants to explore TGD U.S. medical students' perceptions of TGD content inclusion in their medical school curricula. Using abductive analysis, I argue that curricular oversights which omit socio-political contexts regarding TGD health and healthcare, as well as continued pathologization of TGD communities and people, contribute to a hostile learning environment for TGD medical students and residents. I conceptualize medical schools as cisgendered organizations where inequities devaluing TGD people and experiences are embedded in the organizational structure, including curriculum development and implementation. I provide recommendations for medical schools and stakeholders to align their formal, informal, and hidden curricula through practical means (e.g., incorporating TGD standardized patients throughout) and structural means (e.g. hiring and supporting TGD faculty across disciplines to assist with curriculum development and training), and argue for governing bodies to push back against legislative restriction and criminalization of TGD medical care.


Subject(s)
Curriculum , Focus Groups , Schools, Medical , Humans , Schools, Medical/organization & administration , Curriculum/trends , Students, Medical/psychology , United States , Male , Female , Transgender Persons/psychology , Sexual and Gender Minorities/psychology
7.
J Law Med Ethics ; 52(1): 191-195, 2024.
Article in English | MEDLINE | ID: mdl-38818602

ABSTRACT

Following from sweeping law reforms across the global health landscape, there is a need to prepare the next generation to advance global health law to ensure justice for a healthier world. Educational programs across disciplines have increasingly incorporated the field of global health law, with new courses examining the law and policy frameworks that apply to the new set of public health threats, non-state actors, and regulatory instruments that structure global health. Such interdisciplinary training must be expanded throughout the world to prepare future practitioners to strengthen global health law - ensuring a foundation for global health in legal studies and law and global health studies. Meeting this imperative for global health law teaching - establishing academic courses and textbooks on global legal responses to shared health threats - will be necessary to support students to address the global health challenges of the future.


Subject(s)
Global Health , Global Health/education , Global Health/legislation & jurisprudence , Humans , Curriculum/trends
8.
Disaster Med Public Health Prep ; 18: e80, 2024 Apr 29.
Article in English | MEDLINE | ID: mdl-38682546

ABSTRACT

Current escalation of natural disasters, pandemics, and humanitarian crises underscores the pressing need for inclusion of disaster medicine in medical education frameworks. Conventional medical training often lacks adequate focus on the complexities and unique challenges inherent in such emergencies. This discourse advocates for the integration of disaster medicine into medical curricula, highlighting the imperative to prepare health-care professionals for an effective response in challenging environments. These competencies encompass understanding mass casualty management, ethical decision-making amidst resource constraints, and adapting health-care practices to varied emergency contexts. Therefore, we posit that equipping medical students with these specialized skills and knowledge is vital for health-care delivery in the face of global health emergencies.


Subject(s)
Disaster Medicine , Education, Medical , Humans , Disaster Medicine/education , Disaster Medicine/methods , Disaster Medicine/trends , Education, Medical/methods , Education, Medical/trends , Education, Medical/standards , Curriculum/trends , Curriculum/standards
9.
Curr Pharm Teach Learn ; 16(6): 476-483, 2024 Jun.
Article in English | MEDLINE | ID: mdl-38604893

ABSTRACT

BACKGROUND AND PURPOSE: To investigate final-year student pharmacists' experiences of a new module for North American Pharmacist Licensure Examination® (NAPLEX®) preparation at one college of pharmacy in the United States. EDUCATIONAL ACTIVITY AND SETTING: All student pharmacists enrolled in a new Spring 2023 module for NAPLEX preparation (n = 118) were invited to complete an electronic questionnaire and participate in a semi-structured interview. The questionnaire investigated the perceived helpfulness, grading, importance, prioritization, structure, and timing of the module in the curriculum, as well as assignment choices, confidence building, and time management using a six-point Likert scale. Semi-structured interviews investigated experiences with NAPLEX modules, time management, and course format. Questionnaire data were descriptively analyzed; interview data were thematically analyzed. FINDINGS: Forty-one completed questionnaires and seven interviews were analyzed. Median scores for questionnaire items were six (denoting strongly agree) for three items, five (denoting agree) for seven items, and four (denoting somewhat agree) for two items. Twenty-three (56%) students desired an online self-directed (asynchronous) course structure. Seventeen (42%) students desired a mixture of short and long course assignments with a greater proportion of short course assignments while another 17 (42%) desired only short course assignments. Two themes were constructed from interviews: timing (when to study for NAPLEX) and structure (how to study for NAPLEX). SUMMARY: Study findings indicated typically positive perceptions of a module for NAPLEX preparation among final-year student pharmacists at a college of pharmacy in the United States. Recommendations from students can be used to improve the module in future years.


Subject(s)
Curriculum , Education, Pharmacy , Perception , Students, Pharmacy , Humans , Students, Pharmacy/statistics & numerical data , Students, Pharmacy/psychology , Curriculum/trends , Curriculum/standards , Surveys and Questionnaires , United States , Education, Pharmacy/methods , Education, Pharmacy/standards , Education, Pharmacy/statistics & numerical data , Male , Female , Educational Measurement/methods , Educational Measurement/statistics & numerical data , Adult , Interviews as Topic/methods , Licensure, Pharmacy/statistics & numerical data
10.
Curr Pharm Teach Learn ; 16(6): 445-452, 2024 Jun.
Article in English | MEDLINE | ID: mdl-38631946

ABSTRACT

BACKGROUND AND PURPOSE: Effective communication skills are essential for all pharmacists, regardless of practice setting. An implicit need in pharmacy education is to emphasize direct application of these skills to future healthcare practice prior to experiential rotations. The aim of this article is to describe how we revised a required first professional year (P1) doctor of pharmacy course to achieve two main goals: 1) improve the course relevance by connecting content to real-world skills; and 2) qualify all pharmacy students at our institution as certified National Diabetes Prevention Program (DPP) lifestyle coaches upon course completion. EDUCATIONAL ACTIVITY AND SETTING: Lifestyle coach training approved by the Centers for Disease Control and Prevention (CDC) was integrated into a P1 communications course consisting of 14 modules that include: review of diabetes pathophysiology, group facilitation skills, social determinants of health, food tracking, action planning, participant retention and program administration. This content serves as a direct application of pre-existing course objectives related to knowledge (evidence-based theory) and skills (technical and counseling) required for effective communication with patients, families, and health professionals. FINDINGS: Between 2019 and 2022, the redesigned course was offered to 373 P1 students. Course evaluations during this time were consistently positive. The average evaluation score since DPP activities were integrated into the course was 3.41 (on a 4-point scale). Based upon course evaluations, students appreciated three main benefits of incorporating lifestyle coach certification into the pharmacy curriculum: 1) a certified skill that can differentiate them in the job market; 2) practice of skills on real patients under faculty supervision in the community setting; 3) early exposure to pharmacy patient care topics, thus contributing to professional identity. SUMMARY: Integration of lifestyle coach training into an existing core P1 pharmacy course increased application and assessment of communications skills and allowed wider availability of trained coaches to deliver DPP in the community.


Subject(s)
Curriculum , Diabetes Mellitus , Health Promotion , Humans , Health Promotion/methods , Health Promotion/standards , Diabetes Mellitus/therapy , Curriculum/trends , Curriculum/standards , Education, Pharmacy/methods , Education, Pharmacy/standards , Life Style , Communication , Students, Pharmacy/statistics & numerical data
11.
Curr Pharm Teach Learn ; 16(6): 453-459, 2024 Jun.
Article in English | MEDLINE | ID: mdl-38565466

ABSTRACT

BACKGROUND AND PURPOSE: A Health and Disabilities Interprofessional Education (IPE) course was implemented to join three healthcare disciplines together to collaboratively plan, implement, and reflect on professional roles and responsibilities. The goal and purpose of this course was to create an advancement of interprofessional education and practice within health science professions early in their students' programs utilizing innovative teaching methods working directly with individuals with disabilities. EDUCATIONAL ACTIVITY AND SETTING: 72 students were assigned to interprofessional teams of 10-11 people. Through asynchronous and synchronous learning activities, student teams worked together to plan and conduct community-based client interviews. FINDINGS: Quantitative and qualitative evaluation methods were used to explore the impact of interprofessional experiential learning experiences. Qualitative data showed a greater awareness and understanding of the different roles and responsibilities in interprofessional teams as well as a greater appreciation for the value of interacting with persons with disabilities (PWD) during their training. Quantitative data showed a significant change in students' understanding of their roles and responsibilities as a member of an interprofessional team, their confidence with working with PWD in a future healthcare capacity, as well as their understanding of how the social determinants of health may influence the healthcare experience of a PWD. SUMMARY: Interprofessional education and experiential learning opportunities are good ways to facilitate "real" patient care experiences and team roles and responsibilities. This enables healthcare students to practice communication, build relationships, and understand the lived experience of their patients.


Subject(s)
Disabled Persons , Interprofessional Relations , Humans , Disabled Persons/education , Disabled Persons/psychology , Problem-Based Learning/methods , Qualitative Research , Interprofessional Education/methods , Interprofessional Education/standards , Students, Health Occupations/psychology , Students, Health Occupations/statistics & numerical data , Curriculum/trends , Curriculum/standards , Health Personnel/education , Health Personnel/psychology , Patient Care Team/trends , Patient Care Team/standards , Cooperative Behavior
12.
Curr Pharm Teach Learn ; 16(6): 460-464, 2024 Jun.
Article in English | MEDLINE | ID: mdl-38582640

ABSTRACT

BACKGROUND: Effective communication with patients and colleagues is key to a pharmacist's ability to provide effective person-centered care. Neurodivergent patients face many barriers when interacting with health professionals; increased awareness and understanding are therefore paramount to the pharmacist's role. This paper describes an innovative teaching partnership between a school of pharmacy and an inclusive theater company which aims to develop awareness and skills of undergraduate pharmacy students in relation to communicating with patients with autism and/or learning disabilities. EDUCATIONAL ACTIVITY: Forum theater and role-plays were used to complement existing communication skills teaching in Years two and four of the undergraduate MPharm (Master of Pharmacy) program. The sessions were designed and delivered in partnership between academic teaching staff and a theater company of neurodivergent actors. An online evaluation form was used to obtain student feedback on these sessions (two Likert-style questions and three open format questions). CRITICAL ANALYSIS OF THE EDUCATIONAL ACTIVITY: Of the 241 students who attended a session in 2021, 70 (29%) provided feedback. Feedback was positive, with 99% of respondents finding the session useful. Students spoke about how they found the sessions supportive and enlightening, helping them to reflect on their own communication skills. As a result, the teaching has been developed and now expanded through all years of the undergraduate program. While conscious of challenges such as funding and finding the right partner, the authors recommend this rewarding initiative to fellow academics.


Subject(s)
Communication , Education, Pharmacy , Students, Pharmacy , Humans , Education, Pharmacy/methods , Education, Pharmacy/standards , Students, Pharmacy/statistics & numerical data , Students, Pharmacy/psychology , Curriculum/trends , Curriculum/standards , Surveys and Questionnaires
13.
Curr Pharm Teach Learn ; 16(6): 469-475, 2024 Jun.
Article in English | MEDLINE | ID: mdl-38538452

ABSTRACT

BACKGROUND AND PURPOSE: To describe an active-learning laboratory on critical care topics including advanced cardiac life support (ACLS), rapid sequence intubation (RSI), and toxicology and its effect on students' knowledge, skills, and confidence. EDUCATIONAL ACTIVITY AND SETTING: Third year pharmacy students (n = 88) participated in a critical care focused laboratory with four stations focused on ACLS review, ABBOJECTⓇ syringe assembly, ACLS simulations, RSI cases, and toxicology. Prior to the critical care focused skills laboratory, students completed an optional assessment composed of six confidence and eight knowledge questions. After the laboratory, students completed the same confidence and knowledge assessment. Descriptive statistics assessed pre/post-assessment responses. Paired pre/post-assessment Likert data were analyzed using the Wilcoxon signed-rank test and paired pre/post-test multiple choice responses were analyzed using the McNemar test. FINDINGS: Of the 88 students in the cohort, 76 students completed both the pre/post-assessments (response rate: 86.4%). Students demonstrated a significant increase in their overall knowledge and confidence scores on the post-assessment. All students successfully assembled an ABBOJECTⓇ syringe. The majority of respondents rated the critical care laboratory as excellent or good with regards to how enjoyable and effective the activity was to help understand critical care topics. SUMMARY: A hands-on, active-learning laboratory devoted to teaching and reinforcing common critical care concepts allowed students to gain knowledge and confidence regarding ACLS, RSI, and toxicology.


Subject(s)
Critical Care , Education, Pharmacy , Educational Measurement , Problem-Based Learning , Humans , Critical Care/methods , Critical Care/standards , Problem-Based Learning/methods , Educational Measurement/methods , Educational Measurement/statistics & numerical data , Education, Pharmacy/methods , Education, Pharmacy/standards , Students, Pharmacy/statistics & numerical data , Students, Pharmacy/psychology , Curriculum/trends , Curriculum/standards , Clinical Competence/standards , Clinical Competence/statistics & numerical data , Surveys and Questionnaires , Laboratories/standards , Male
14.
Curr Pharm Teach Learn ; 16(6): 484-495, 2024 Jun.
Article in English | MEDLINE | ID: mdl-38538451

ABSTRACT

BACKGROUND: The objective of this review was to characterize the methods of delivery and assessment of Choose Your Own Adventure (CYOA)-style activities in pharmacy education. A secondary objective was to utilize available data to determine best practices for educators interested in developing similar activities. METHODS: A meta-narrative approach according to the guidance of the RAMESES standards was used for this review. A broad literature search was conducted using PubMed and Embase. Studies published on the use of a CYOA-style patient case format in pharmacy education were identified and appraised individually for their relevance. RESULTS: Thirteen studies from the pharmacy education literature were included in the review. Activities were delivered for 25 unique topics, largely in small groups during class via patient simulation or interactive data collection software. Overall, students have a positive perception of CYOA-style activities, with positive results regarding knowledge development and student engagement. The most commonly reported challenge to implementing CYOA-style patient case activities was the up-front time commitment to develop activities. IMPLICATIONS: This review provides a snapshot of the small but expanding body of literature on CYOA-style patient case activities in pharmacy education. CYOA-style activities are recommended for expanded use in pharmacy education as the preponderance of studies that assessed knowledge development showed significant improvement in knowledge after participation in CYOA-style activities. Additionally, students have a positive perception of CYOA-style activities and reported that they were enjoyable, improved their confidence, and helped them learn course material.


Subject(s)
Education, Pharmacy , Humans , Education, Pharmacy/methods , Education, Pharmacy/trends , Education, Pharmacy/standards , Curriculum/trends , Curriculum/standards
15.
Nurse Educ Today ; 138: 106186, 2024 Jul.
Article in English | MEDLINE | ID: mdl-38555824

ABSTRACT

BACKGROUND: Contemporary midwifery curricula require that student midwives have insight and understanding of global health practice and intercultural sensitivity. The current mobility model excludes large numbers of students from engaging in transnational learning. OBJECTIVES: 1) to evaluate midwifery students' experiences of blended mobility; 2) to investigate if the combination of virtual and physical mobility activities supported development of intercultural sensitivity and soft skills. DESIGN: Multi-centre mixed-methods study. SETTINGS: Four European Higher Education Institutions located in England, Italy, Estonia and The Netherlands. PARTICIPANTS: Sixty-four midwifery students studying in one of the four partner institutions selected as study sites and who participated in the TOTEMM blended mobility scheme took part in the evaluation. METHODS: Data were collected through two online surveys, face-to-face focus groups and learning analytics. Descriptive summary statistical analysis of survey data was undertaken. Focus group discussions were subjected to thematic analysis. Findings from the quantitative survey and qualitative focus groups were merged using a convergent mixed methods approach. Learning Analytics were interpreted as complementary to the above components, to further triangulate the findings. RESULTS: Both virtual and physical components were evaluated positively by students, with high engagement confirmed by learning analytics. A statistically significant increase in the mean of the Total Intercultural Sensitivity Scale score was seen between the pre- and post-mobility surveys, indicating participation in the TOTEMM mobility model was associated with enhanced intercultural sensitivity. Positive effects on confidence, open-mindedness, empathy, interaction and non-judgment were shared by participants. CONCLUSIONS: TOTEMM is an innovative inclusive approach to enable a diverse student group to benefit from transnational learning, including the development of intercultural sensitivity. The TOTEMM blended mobility model has potential for integration into future midwifery curricula and programmes in the four partner settings involved in TOTEMM and utility for the wider European context.


Subject(s)
Focus Groups , Midwifery , Students, Nursing , Humans , Students, Nursing/psychology , Students, Nursing/statistics & numerical data , Focus Groups/methods , Midwifery/education , Female , Surveys and Questionnaires , Education, Nursing, Baccalaureate/methods , Cultural Competency/education , Adult , Curriculum/trends , Europe
16.
Orthopadie (Heidelb) ; 53(5): 311-316, 2024 May.
Article in German | MEDLINE | ID: mdl-38546842

ABSTRACT

BackgroundThe amendment to the medical licensing regulations (ÄApprO) was decided at the federal level in the version of the "Master Plan for Medical Studies 2020" passed in 2017. In addition to the organizational effort involved in redesigning the curricular teaching, the expected costs associated with the implementation of the new licensing regulations due to the necessary additional time and, therefore, personnel expenditure are of particular importance. Taking into account the different forms of study and the 20% scope for study-design provided to the individual faculties, the process of transferring the teaching content to the new modules confronts us with an enormous organizational challenge.Significance of O&UDiseases of the musculoskeletal system are of particular medical, social and economic importance. Therefore, the training of future physicians in the field of orthopedics and traumatology must be taken into account. The visibility of the field of orthopedics and traumatology must not be lost with the introduction of the new medical licensing regulations (ÄApprO).ImplementationThe implementation of the new medical licensing regulations at German universities will be costly and necessitates an increased number of staff. However, there is a great opportunity to position orthopedics and traumatology as a "central player" in the modular, interdisciplinary and interprofessional course landscape. It is, therefore, important to take on concrete responsibility for the design of the new teaching programs and to bring in our specialist and interdisciplinary skills wherever sensible and possible.


Subject(s)
Licensure, Medical , Orthopedics , Humans , Curriculum/trends , Forecasting , Germany , Government Regulation , Licensure, Medical/legislation & jurisprudence , Orthopedics/education , Orthopedics/legislation & jurisprudence
17.
Anat Sci Educ ; 17(4): 722-734, 2024 Jun.
Article in English | MEDLINE | ID: mdl-38477226

ABSTRACT

The study of organism structural composition, known as anatomy, is essential in comprehending the intricate arrangements of life and plays a crucial role in medical education and practice. It bridges foundational and clinical disciplines, shaping medical education, and practice. With evolving technology, medical education faces new challenges necessitating pedagogical innovations. This article explores the changing landscape of anatomical education, encompassing teaching methods, and curricular shifts. Advancements in information technology and bibliometrics shed light on anatomy's evolution, yet research on anatomy teaching reform (ATR) remains scarce. This study employs advanced analytical tools like CiteSpace and VOSviewer to uncover research hotspots and frontiers in ATR. By scrutinizing focal points and emerging directions in ATR, this research provides insights into the future of pedagogical strategies and clinical research in anatomy.


Subject(s)
Anatomy , Curriculum , Anatomy/education , Humans , Curriculum/trends , Teaching , Bibliometrics , Education, Medical, Undergraduate/trends , Education, Medical, Undergraduate/methods
18.
J Hosp Palliat Nurs ; 26(3): 140-148, 2024 Jun 01.
Article in English | MEDLINE | ID: mdl-38227764

ABSTRACT

Several challenges exist to providing effective, formalized end-of-life education for undergraduate nursing students. The purpose of this study was to determine whether the addition of a discourse intervention to the End-of-Life Nursing Education Consortium Undergraduate Nursing Modules effectively improved junior-level prelicensure bachelor of science in nursing students' knowledge and attitudes toward end-of-life care. This quasi-experimental 2-group comparison, pretest/posttest design consisted of a sample of 135 enrolled in a medical-surgical nursing class. Applying Mezirow's transformational learning theory, a 2-hour discourse intervention that included a self-reflective journal, an unfolding case study focused on loss, and a discussion with question-and-answer session was implemented at the completion of the Undergraduate Nursing Modules for the intervention group. Knowledge and attitude toward end-of-life care were measured before and after the intervention with the Palliative Care Quiz for Nurses and the Frommelt Attitude Toward Care of the Dying. The findings indicated increased knowledge and positive attitude changes. This study supports the value of theory-based educational interventions, like a discourse intervention, to enhance effective pedagogy when addressing emotionally laden content such as end-of-life care. This study may have also given a glimpse of how a global pandemic may affect end-of-life knowledge and attitudes.


Subject(s)
Education, Nursing, Baccalaureate , Health Knowledge, Attitudes, Practice , Students, Nursing , Terminal Care , Humans , Education, Nursing, Baccalaureate/methods , Education, Nursing, Baccalaureate/standards , Students, Nursing/psychology , Students, Nursing/statistics & numerical data , Female , Male , Terminal Care/methods , Terminal Care/psychology , Adult , Surveys and Questionnaires , Educational Measurement/methods , Educational Measurement/statistics & numerical data , Curriculum/trends , Curriculum/standards
19.
Acad Med ; 99(5): 482-486, 2024 May 01.
Article in English | MEDLINE | ID: mdl-38166320

ABSTRACT

ABSTRACT: With recent advances in understanding racial, socioeconomic, and mental health issues in medicine and their relation to policy and legislation, medical professionals are increasingly involved in local and national advocacy efforts. At the frontlines of these initiatives are medical students who, in addition to completing required coursework and clinical training, devote themselves to serving patients through civic participation. The burgeoning evidence concerning health care disparities and inequity, along with greater awareness of racial and socioeconomic discrimination, have made advocacy an essential aspect of many students' medical training. Every year, thousands of medical students join national medical advocacy organizations, in addition to regional, state, and local groups. Despite the rich history of medical student involvement in advocacy, there remains much speculation and skepticism about the practice as an essential component of the medical profession. From early initiatives pushing for national health insurance after World War II to encouraging antidiscrimination policies and practices, medical students have been collectively working to create change for themselves and their patients. Through efforts such as banning smoking on airplanes, creating safe syringe programs, and protesting against police brutality, many medical students work tirelessly in advocacy despite minimal educational support or guidance about the advocacy process. Given that medical student advocacy continues to grow and has shown measurable successes in the past, the authors believe that these efforts should be rewarded and expanded upon. The authors examine historical examples of medical student advocacy to suggest ways in which advocacy can be integrated into core medical school curricula and activities. They call attention to opportunities to support students' development of knowledge and skills to facilitate legislative change, expansion of interprofessional collaborations and credit, and curricular updates to promote social and health equity.


Subject(s)
Curriculum , Education, Medical , Patient Advocacy , Humans , Curriculum/trends , Patient Advocacy/education , Patient Advocacy/trends , Education, Medical/trends , United States , Students, Medical/psychology , Education, Medical, Undergraduate/trends , Healthcare Disparities
20.
Rev. enferm. UERJ ; 31: e73492, jan. -dez. 2023.
Article in English, Portuguese | LILACS, BDENF - Nursing | ID: biblio-1437991

ABSTRACT

Objetivo: analisar a correlação entre os objetivos, conteúdos programáticos e as metodologias utilizadas nos cursos de especialização em enfermagem dermatológica existentes no Brasil, comparando com a legislação vigente e literatura pertinente à temática. Método: estudo documental, realizado no período de maio a julho de 2022 em sites de instituições de ensino superior que ofereceram estes cursos. Resultados: foram acessadas 46 instituições privadas, 56,6% localizadas na região Sudeste e 43,5% na modalidade de ensino à distância. O conteúdo programático foi disponibilizado por 41 instituições; 41,5% das disciplinas eram generalistas, inespecíficas da área; 26,8% sobre feridas e 17,1% dermatologia. Atividade prática apareceu em 26,8% dos cursos. Conclusão: os cursos atendem parcialmente à legislação e oferecem uma formação que não contempla a abrangência da especialidade e demandas atuais da população(AU)


Objective: to analyze the correlation between objectives, syllabus and methodologies used in Nursing Specialization courses Dermatological practices existing in Brazil, comparing with current legislation and literature relevant to the theme. Method: documentary study, carried out from May to July 2022, on websites of higher education institutions that offered these courses. Results: 46 private institutions were accessed, 56,6% located in the Southeast region and 43,5% in the distance learning modality. The programmatic content was made available by 41 institutions; 41,5% of the disciplines were generalist, not specific to the area; 26,8% about wounds and 17,1% dermatology. Practical activity appeared in 26,8% of the courses. Conclusion: the courses partially comply with the legislation and offer training that does not cover the scope of the specialty and current demands of the population(AU)


Objetivo: analizar la correlación entre los objetivos, el programa y las metodologías utilizadas en los cursos de Especialización en Enfermería Dermatológica existentes en Brasil, comparando con la legislación vigente y bibliografía relacionada con el tema. Método: estudio documental, realizado de mayo a julio de 2022, en páginas web de instituciones de educación superior que ofrecieron estos cursos. Resultados: se constató un acceso a 46 instituciones privadas, 56,6% ubicadas en la región Sudeste y 43,5% en la modalidad de enseñanza a distancia. 41 instituciones pusieron a disposición el contenido programático; el 41,5% de las disciplinas era generalista, no siendo específicas del área; 26,8% sobre heridas y 17,1% dermatología. La actividad práctica apareció en el 26,8% de los cursos. Conclusión: los cursos cumplen parcialmente con la legislación y ofrecen una formación que no cubre el ámbito de la especialidad y las demandas actuales de la población(AU)


Subject(s)
Humans , Male , Female , Dermatology/education , Education, Nursing, Graduate/trends , Curriculum/trends , Qualitative Research
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