PubMed · 4584897
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W D Hagamen, D Linden, M Leppo, W Bell, J C Weber. 1973. ATS in exposition.. https://doi.org/10.1016/0010-4825(73)90026-7
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Due to heavy workloads and shortage of staff, doctors often find it difficult to explain operations to their patients with the legally required detail and timing (in Germany, 24 h preop). This is however mandatory for obtaining informed consent. We developed a computer program that generates films explaining 24 common orthopedic operations and blood transfusion. They explain the operation, early postoperative phase, and benefits and risks to the patient. At our clinic, this program is used in daily routine and precedes the actual doctor-patient conversation for informed consent. We asked 300 patients about their satisfaction with the newly developed program. The multimedia presentation gives the patient more time, enough detail and clarity, and the chance to repeat parts of the film. For the doctor, it saves time. The time gap required in Germany between explanation and operation is thus easily adhered to. In case of legal problems, the film can be used for evidence. The use of this multimedia presentation to help in getting informed consent is improving workflow considerably.
This article describes the background, implementation, and evaluation of an Internet-based health promotion network in the Czech Republic. The network was intended to build the indigenous capacity of Czech health professionals in the use of the Internet for tobacco control to organize and coordinate public health campaigns, heighten public awareness, and catalyze policy change. Multiple methods of evaluation included three needs assessment surveys, three training workshop evaluations, an Internet survey of participating member organizations, and quarterly reports from the project partners. The evaluation showed that an Internet-based network was established with 40 health professionals from 30 organizations. A grassroots heart disease prevention and tobacco-control advocacy group was formed. Network participants utilized and continue to utilize the Internet to communicate, research, coordinate outreach, and advocate tobacco-control issues.
Online teaching is a growing, but not a new, phenomenon. It is most associated with distance education, but it also features in classroom education, in the form of blended learning. During this period of growth in online teaching, there has been time for the development of standards to ensure its quality. Yet the standards that have emerged tend to be derivatives of the standards for conventional, classroom teaching. They do not adequately address the specific demands of online education. Is this acceptable for online teachers? Is it supportive of online students? This contribution to the debate outlines how nurse educators can generate--and are generating--credible standards for their online practice. It identifies flaws in the current guidance for online teachers. It points out that knowledge of standard setting in the health service can support standard setting in higher education. And it highlights that the most useful guidance for the online teacher comes not from the education sector but from the industrial sector, specifically from the IT industry. It finishes on a practical note, describing how nurse educators in the University of Paisley are using these findings to develop standards for their online teaching practice.