PubMed · 14530701
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Diana J Mason. 2003. BSN-to-PhD programs: a bad idea.. https://doi.org/10.1097/00000446-200310000-00001
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BACKGROUND: Recent European policies emphasise that the training and education of health professionals are a major means of improving mental health services. Little comparative research has been undertaken to ascertain the degree of homogeneity in the training of nurses working in mental health settings across Europe. OBJECTIVE: The aim of this study was to investigate the training of nurses working in mental health settings in a range of European countries. Specifically, information regarding criteria for entry into training, type of qualification awarded and further training opportunities was to be explored. METHODS AND PARTICIPANTS: A specially designed questionnaire was designed to gather data from senior mental health nurses working in the mental health field in a sample of 12 countries from across Europe. RESULTS: Findings disclosed considerable disparity between countries in respect to nurse training, with few countries requiring a specialist nursing qualification to practice in the mental health field. There appears to be little homogeneity in terms of educational provision pre and post-qualification. CONCLUSIONS: More research is needed into how European states deliver nurse training and education, how students are prepared for various practice settings and the effect on outcomes for service users of different models of training.
BACKGROUND: The objective benefit of a training using the compact Erlangen Active Simulator for Interventional Endoscopy-simulator was demonstrated in two prospective educational trials (New York, France). The present study analysed whether endoscopic novices are able to reach a comparable level of endoscopic skills as in the above-described projects. METHODS: Twenty-seven endoscopic novices (medical students, first year residents) were enrolled in this prospective, randomised trial. The compact Erlangen Active Simulator for Interventional Endoscopy-simulator with an upper GI-organ package and blood perfusion system was used as a training tool. Basic evaluation of endoscopic skills was performed after a practical and theoretical course in diagnostic upper GI endoscopy followed by a stratified randomisation according to the rating in endoscopic skills into intensive (n=14) and control group (n=13). The intensive group was trained 12 times every second week over 7 months in 4 endoscopic disciplines (manual skills, injection therapy, haemoclip, band ligation) by skilled endoscopist (three trainees/simulator). Assessment was performed (single steps/overall) using an analogue scale from 1 to 10 (1=worst, 10=optimal performance) by expert tutors. The control group was not trained. Blinded final evaluation of all participants was performed in January 2003. RESULTS: We observed in all techniques applied a significant improvement of endoscopic skills and of the performance time in the intensive group compared to the control group (p<0.001). The comparison with the previous projects showed that the intensively trained novices achieved comparable levels of performance to the GI fellows in the New York and France Project (at least 80% of the median score in three out of four techniques). CONCLUSION: Endoscopic novices acquired notable skills in interventional endoscopy in the simulator by an intensive, periodical training using the compactEASIE.
BACKGROUND: The aim of our study was to investigate how medical students perceive the use of actors in the communication and consultation training at the University of Bergen, Norway. MATERIAL AND METHODS: A questionnaire was distributed to third year medical students attending the communication course the autumn 2004 and sixth year students attending the consultation course spring 2005. The students were asked to respond to statements related to how they had benefited from training with an actor. Further, they were asked to describe advantages and disadvantages with this teaching method. Quantitative data were presented descriptively as percentages. Qualitative data were analysed with a phenomenological method, as described by Giorgi and modified by Malterud. A total of 188 out of 215 students (87 %) answered the questionnaire. RESULTS: Nearly all students (97 %) expressed that the teaching sessions with an actor had been valuable. The role-plays were described as credible and realistic. However, the students pointed at the risk of exaggerating the patient roles and lack of nuancing. Many students expressed the benefit of observing and practicing communication skills in role-plays based on theoretical models that had been taught in the lectures. Teaching with an actor was regarded as entertaining, engaging and beneficial. INTERPRETATION: The students expressed that the use of an actor in the communication and consultation training was beneficial. However, it remains to investigate whether this teaching method contributes to educating doctors with improved communication skills.