Efectos de la edad y de la formación académica en la comprensión de la información escrita que entregamos habitualmente a nuestros pacientes / Effects of age and educational background in understanding the written information normally deliver to our patients

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Who can pass the ISCD professional certification course? The 8-yr experience in Taiwan.

The International Society for Clinical Densitometry (ISCD) launched the professional certification course in early 1996 and was introduced to Taiwan by the Taiwanese Osteoporosis Association in 2002. Disclosing the associated factors of passing the certification examination would be valuable to advance the teaching skill of faculties and clinical excellence of professionals. From June 2002 to July 2009, 732 attendees (male/female=621/111) of 12 professional certification courses (11 courses delivered in Chinese) were enrolled for analysis. All subjects were asked to complete a questionnaire including demographics and professional experience at the time of course registration. After certification examination, subjects were dichotomized as either pass or fail group for analyzing the determinants of pass rate statistically. The average pass rate of the 12 examinations was 75.3% (n=551). In univariate analysis, the age (p<0.001) and hospital level (p<0.001) showed significant differences between the pass and fail groups. However, in the multivariate logistic analysis, only the age (odds ratio [OR]=0.907, 95% confidence interval [CI]: 0.867-0.949, p<0.001) and clinical experience (attending physician vs resident: OR=3.210, 95% CI: 1.215-8.485, p=0.019) were the independent determinants for passing the course. Professionals who are relatively younger or attending physicians have higher pass rate of ISCD course in Taiwan. The fact that only limited predisposing factors might influence the pass rate reflects the efficient design of course delivering. For any knowledge level of professionals who have interest in the excellence of osteoporosis diagnosis and management, the ISCD course is recommended.

Nutrition care and education of the patient with diabetes in the Joslin Clinic

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The Joslin Clinic has more than eighty years of experience in providing high-quality nutrition care and education to its patients. A widevariety of educational programs, classes, and individual appointmentsare available to patients in order to improve their nutrition and diabetesself-care knowledge. Nutrition care follows the guidelines of theAmerican Diabetes Association as well as the Joslin Diabetes Center’sClinical Nutrition Guidelines. Nutrition professionals in the clinicutilize innovative educational methods tailored to the medication regimensand individual characteristics of the patients to help them optimize their eating patterns and meal planning (AU)

Mejoramiento de la Calidad Asistencial en el Servicio de Lactantes del Hospital de Niños "Baca Ortíz" de la Ciudad de Quito, Distrito Metropolitano / Improvement of the Assistance Quality in the Service of Suckling Babies of the Children Hospital \"Baca Ortíz\" of the City of Quito, Metropolitan District

La gerencia no es solo un conjunto de técnicas que se desarrollan dentro de una organización con el fin de cumplir unos objetivos sino que constituye una actitud que permite el desarrollo de los recursos humanos, tecnológicos y financieros, con el propósito de volverlos más eficaces y eficientes mediante el conocimiento de la organización en su conjunto como sistema y en capacidad de liderazgo participativo para generar acciones de comunicación, motivación, satisfacción y trabajo en equipo.El presente trabajo expone las deficiencias organizacionales del Servicio de Lactantes del Hospital de Niños "Baca Ortíz" que limitan la calidad asistencial del mismo así como las complicaciones generadas por ellas, y las posibles soluciones para el objeto problema de estudio

Training for terrorism-related conditions in hospitals: United States, 2003-04.

OBJECTIVE: This study estimates baseline data to determine which hospital characteristics are associated with providing terrorism preparedness training to clinical staff. METHODS: Information from a Bioterrorism and Mass Casualty Supplement to the 2003 and 2004 National Hospital Ambulatory Medical Care Surveys was used to provide national estimates of variations in terrorism preparedness training by eight hospital characteristics. Of 874 hospitals in scope, 739 (84.6 percent) responded. Estimates are presented with 95 percent confidence intervals. RESULTS: Hospitals with Joint Commission accreditation were more likely to provide terrorism preparedness training to all types of clinical staff (staff physicians, residents, nurse practitioners, physician assistants, and laboratory staff). Teaching hospitals, medical school affiliation, bed capacity, and urban location were also associated with training staff physicians, residents, nurse practitioners, and physician assistants. Hospitals with residency programs were associated with training only staff physicians and residents. There was more parity across hospital characteristics in training nurses and laboratory staff than for physicians, residents, nurse practitioners, and physician assistants. Joint Commission accreditation was the most consistent factor associated with providing training for all nine exposures studied (smallpox, anthrax, chemical and radiological exposures, botulism, plague, tularemia, viral encephalitis, and hemorrhagic fever).

Perfil de los tutores de un gran hospital universitario / Profile of the tutors of a large university hospital

Introducción: La tutoría es poco utilizada en España. La Conferencia Mundial sobre Enseñanza de la Medicina ha recalcado su importancia. El objetivo de este trabajo es conocer la situación actual, como base para definir cuáles deben ser las características del tutor ideal. Material y métodos: En los Hospitales Universitarios Virgen del Rocío, Sevilla, que cuentan con 326 residentes y 54 tutores, se pasó en 1999 un cuestionario a los tutores. Se recibieron 42 respuestas (78 per cent), realizándose análisis simple. Resultados: La edad media de los encuestados era de 47 años. De ellos, 34 (81 per cent) eran varones y 17 (41 per cent) doctores. La universidad de origen era la de Sevilla en 27 (64 per cent) y la de Granada en tres (7 per cent). El hospital Virgen del Rocío era el hospital de origen en 27 casos (64 per cent) y el Virgen Macarena en 8 (19 per cent). Tenían una experiencia como especialista superior a 15 años 30 encuestados (71 per cent); de 11 a 15 años, 7 (17 per cent); de 6 a 10 años, 4 (9 per cent) e inferior a 6 años, uno (2 per cent). En cuanto a la experiencia como tutor, era superior a 15 años en dos entrevistados (5 per cent); de 11 a 15 años en uno (2 per cent); de 6 a 10 años en 13 (31 per cent) e inferior a 6 años en 26 (62 per cent). Plantilla: 28 (67 per cent); adjuntos: 30 (71 per cent); jefes sección: 11 (26 per cent); jefe servicio: 1 (2 per cent). Las carencias sentidas según los encuestados eran compensaciones y reconocimiento (42; 100 per cent); recursos docentes (42; 100 per cent); tiempo (41; 98 per cent), y colaboración (6; 14 per cent). En cuanto a la cualificación de las carencias (0: mínimo; 10: máximo), el reconocimiento obtuvo 8,0; las ayudas docentes, 7,7; el tiempo, 7,5; las compensaciones, 6,1, y la colaboración, 5,7. La puntuación de la autovaloración fue de 7,6 en los resultados globales; de 6,8 en la programación; de 6,7 en la cumplimentación de actividades, y de 4,9 en la investigación. Conclusiones: a) reconocer la actividad de los tutores; b) disponer de tiempo para desarrollar sus funciones; c) darles formación en metodología docente, y d) concienciar a los hospitales sobre la docencia e investigación (AU)

"Adding pizzazz". A presentation skills workshop for healthcare practitioners.

Healthcare practitioners are often called upon to share their expertise with colleagues. Frequently, expert practitioners are asked to make presentations at patient support groups, professional rounds, workshops, meetings, and conferences. Often these expert practitioners have not had the opportunity to develop strong presentation skills. Consequently, many are reluctant to give presentations. When they do present, they often have difficulty communicating their ideas effectively. This article describes the creation of a presentation skills program for healthcare practitioners. Essential program content is identified as well as measures taken to make this an effective, economical, and popular training program.

Help wanted. Nurse or health educator?

Although health education may be considered a component of nursing, trained professionals exist whose sole focus is health education. For optimal results, these health education specialists, not nurses, are the ones hospitals and healthcare organizations should seek out when staffing their departments of health education.

Quality performance development for education: implementation of a plan.

Measuring or evaluating the impact of educational interventions has presented a challenge for the educator. Implementing a quality performance improvement (QPI) plan addressing education processes and outcomes provides an expansion and extension of QPI, as well as validates the pivotal and evolving role of the educator in measuring patient care outcome. This article describes an education-based QPI plan using the 10-step process identified by the Joint Commission on Accreditation of Healthcare Organizations (JCAHO). A QPI study will clarify application of each step.

Curso de capacitación para personal del Hospital Zona Los Andes / Es

Al estar iniciando acticidades el Hospital Materno-Infantil zona Los Andes, sus autoridades-motivadas por la iniciativa hicieron trámites para que se realizara un curso sobre la iniciativa. La organización del mismo estuvo acargo de COTALMA y el Hospital San Gabriel, encolaboracion con UNICEF y bajo lineamientos plantados por el ministro de salud

A productivity system for a hospital education department.

The development of productivity systems for hospital education departments is reported. A time-based and value-based approach to documenting productivity is discussed, and the design and implementation process of a specific productivity tool is detailed.

Patient education policy and practice in Australian hospitals.

In Australia little is known of the quality and range of patient education programs or their level of support. A national survey was conducted to establish a baseline of the number of programs being conducted, the level of administrative support and the sophistication of practice. This survey shows that most hospitals in Australia conduct some patient education programs. Teaching and metropolitan public hospitals conduct the most, 95% and 88%, respectively, private hospitals the least, 47%. The programs conducted mainly cover chronic health problems such as diabetes (80% of all hospitals offering programs), heart disease (52%) and cancer (36%). The main reason given for not conducting education programs is lack of trained staff (59%). Of the programs which are conducted only half are planned. Most of the hospitals surveyed had few of the administrative components found to be necessary to support planned, patient education programs. The two most common administrative components were documentation in patient notes (48% of hospitals conducting programs) and a resource center (34%).

Patient education in Dutch hospitals: the fruits of a decade of endeavors.

In this article a description is given of the development of the function of patient education coordinator in the Netherlands. In general, these developments have been successful. The differences in emphasis between the work of Dutch coordinators and those in the United States are discussed, set against the background of the Dutch health care system and its prevailing attitudes. Besides sketching the common elements which have proven to be successful ways of inducing organizational change, a description is given of a particularly successful project involving feedback from patients to medical specialists. This project succeeded in combining aspects of organizational change and the education of members of the medical staff in communication with patients; it might be useful for emulation by others. The article concludes by sketching changes in general political and cultural ideology and the way these changes affect the developments in patient education.