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At least 631 records · Page 35Linked to original sources

PubMed1999

Learning how to perform a 12 lead ECG using virtual reality.

The most common cardiac examination ordered by physicians is the 12 lead ECG, frequently obtained with a computerized recording device that not only provides the ECG tracing but, may also provide the diagnosis. In the past, only persons working in the ECG laboratory were allowed to perform a 12 lead ECG on a patient. Today, however, this task has been delegated to a variety of health professionals, including registered nurses, licensed practice nurses, and even nursing assistants in some health care facilities. New nurses are taught the skill of obtaining a 12 lead ECG during their initial hospital orientation. Because of this, it is not uncommon to have staff development nurses teaching groups of health professionals how to perform a 12 lead ECG content and skill as many as 5 times in 1 week. For delivery of repetitive content, the use of an interactive CD ROM can be very cost effective. Many health care institutions purchase commercially made CD ROM products, while elsewhere nurse educators develop their own. An interactive CD ROM based on the principles of best practice in education and using embedded virtual reality, was designed by the author to teach nurses, students, and other health professionals how to perform a 12 lead ECG. This article will: 1) describe the interactive CD ROM reality as a teaching methodology; 2) discuss the preliminary evaluation of learning outcomes using CD ROM as the instructional method; and 3) describe the applications interactive CD ROMs may have in nursing practice and education.

CD-ROM↗

PubMed1999

Anatomic VisualizeR: realizing the vision of a VR-based learning environment.

The University of California, San Diego's Anatomic VisualizeR project has reached another milestone. As the period of DARPA-funded research and development comes to a close, UCSD's VR-based learning environment has matured to the point where curricular implementation is now underway. In this presentation, we will reflect on the process by which lessons in this virtual environment are realized, highlight the results of ongoing 3-D perception studies, and describe examples of how Anatomic VisualizeR is being used in medical school anatomy and high school biology classes. To conclude, we will outline the future of this project which will include full scale curricular implementation, learning outcomes assessment, and dissemination through industrial and academic partnerships.

Anatomy↗

PubMedDate not supplied

Critical thinking skills of baccalaureate nursing students at program entry and exit.

Most nurse educators would agree that critical thinking is an essential competency for the professional nurse in today's ever-changing health care environment. In fact, critical thinking has been identified as an integral component of professional nursing practice and has been incorporated in accreditation guidelines (1-3). As a result of this imperative, professional programs of nursing must explicate a clear definition of critical thinking, identify specific learning outcomes reflective of critical thinking abilities, and select appropriate ways to measure the achievement of these outcomes in graduating students. Although much has been written about the need for critical thinking skills, the concept and measurement of critical thinking within the context of nursing education has not yet been clearly defined (4-6). As a result, nursing programs are developing their own conceptual definitions of critical thinking and using a variety of methods to measure outcomes (5). The authors caution that to ensure validity of findings, the instruments used must reflect the individual program's definition of the concept. In most cases, outcomes have been assessed using a cross-sectional design that compares students at different levels or types of programs or are measured as an end-of-program outcome. While such designs can provide educators with knowledge of students' critical thinking abilities at a particular point in the educational process, longitudinal data are needed to assess the effects of the educational program.

Accreditation↗

PubMed2000

Recommendations of the International Medical Informatics Association (IMIA) on education in health and medical informatics.

The International Medical Informatics Association (IMIA) agreed on international recommendations in health informatics/medical informatics education. These should help to establish courses, course tracks or even complete programs in this field, to further develop existing educational activities in the various nations and to support international initiatives concerning education in health and medical informatics (HMI), particularly international activities in educating HMI specialists and the sharing of courseware. The IMIA recommendations centre on educational needs for healthcare professionals to acquire knowledge and skills in information processing and information and communication technology. The educational needs are described as a three-dimensional framework. The dimensions are: 1) professionals in healthcare (physicians, nurses, HMI professionals, ...), 2) type of specialisation in health and medical informatics (IT users, HMI specialists) and 3) stage of career progression (bachelor, master, ...). Learning outcomes are defined in terms of knowledge and practical skills for healthcare professionals in their role (a) as IT user and (b) as HMI specialist. Recommendations are given for courses/course tracks in HMI as part of educational programs in medicine, nursing, healthcare management, dentistry, pharmacy, public health, health record administration, and informatics/computer science as well as for dedicated programs in HMI (with bachelor, master or doctor degree). To support education in HMI, IMIA offers to award a certificate for high quality HMI education and supports information exchange on programs and courses in HMI through a WWW server of its Working Group on Health and Medical Informatics Education (http:www.imia.org/wg1).

Curriculum↗

PubMed2000

Real time training for mental health staff working in an in-patient setting.

Concerns around acute in-patient mental health care including staff training are becoming increasingly prominent (Sainsbury, 1998; Sainsbury 1997). A training solution is proposed in this paper, which aims to deliver content derived from evidence based practice actually within the practitioner's own clinical workplace during their working hours. The benefits of this approach are discussed together with examples of content and methods for evaluating learning outcomes.

Curriculum↗

PubMed2002

Real-time, evidence-based medicine instruction: a randomized controlled trial in a neonatal intensive care unit.

PURPOSE: The study assesses potential for improving residents' evidence-based medicine searching skills in MEDLINE through real-time librarian instruction. SUBJECTS: Ten residents on a rotation in a neonatal intensive care unit participated. METHODOLOGY: Residents were randomized into an instruction and a non-instruction group. Residents generated questions from rounds and searched MEDLINE for answers. Data were collected through observation, search strategy analysis, and surveys. Librarians observed searches and collected data on questions, searching skills, search problems, and the test group's instruction topics. Participants performed standardized searches before, after, and six-months after intervention and were scored using a search strategy analysis tool (1 representing highest score and 5 representing lowest score). Residents completed pre- and post-intervention surveys to measure opinions about MEDLINE and search satisfaction. RESULTS: Post-intervention, the test group formulated better questions, used limits more effectively, and reported greater confidence in using MEDLINE. The control group expressed less satisfaction with retrieval and demonstrated more errors when limiting. The test and control groups had the following average search scores respectively: 3.0 and 3.5 (pre-intervention), 3.3 and 3.4 (post-intervention), and 2.0 and 3.8 (six-month post-intervention). CONCLUSION: Data suggest that measurable learning outcomes were achieved. Residents receiving instruction improved and retained searching skills six-months after intervention.

Adult↗

PubMed2002

Health and medical informatics competencies: call to participate in updating the IMIA recommendations.

OBJECTIVES: On behalf of the International Medical Informatics Association (IMIA), its Working Group 1 (WG1) addresses health and medical informatics education. METHODS: As part of its mission, WG1 developed recommendations for competencies, describing a three-dimension framework and defining learning outcomes. RESULTS: Officially approved by IMIA in 1999, the recommendations have been translated into seven languages. In 2001, WG1 charged a small group with updating the recommendations and consider the work undertaken by others to develop competencies. Additional work underway in support of the recommendations includes a literature review to help extract the fundamental competencies from the recommendations. To ensure the highest quality of input in the updated recommendations, WG1 is issuing a call for participation to the international informatics community. CONCLUSIONS: Further work with the competencies will result in updated IMIA guidelines. These are expected to support the creation of a virtual university for health and medical informatics.

Curriculum↗

PubMed2002

The effects of instructor gender on the knowledge, feelings, behavior and self-efficacy related to AIDS prevention education of African-American women.

A quasi-experimental design was used to test the effects of instructor gender on knowledge, feelings, behavior and self-efficacy related to AIDS prevention education of 44 African-American women (N = 44) when such instruction was provided by male instructors as compared to their female counterparts. The groups consisting of 11 members each (n = 11) were randomly assigned to one of four instructors of which two were males and two were females (n = 2 males and n = 2 females). A pre- and post-test questionnaire designed specifically for use with African-American women was administered to determine if there was a significant difference in measured learning outcomes when AIDS education was provided by instructors based on gender to these African-American women enrolled in the study. The women who had male instructors scored significantly higher on the behavior post-test as compared to those who had female instructors. No significant differences were found for the effect of male and female instructors on the women's feelings and knowledge scores. In addition, instructor gender did not effect change in self-efficacy. AIDS prevention education significantly increased self-efficacy scores regardless of instructor gender.

Acquired Immunodeficiency Syndrome↗

PubMedDate not supplied

Technology-based vs. traditional instruction. A comparison of two methods for teaching the skill of performing a 12-lead ECG.

The purpose of this study was to compare the effectiveness of an interactive, multimedia CD-ROM with traditional methods of teaching the skill of performing a 12-lead ECG. A randomized pre/posttest experimental design was used. Seventy-seven baccalaureate nursing students in a required, senior-level critical-care course at a large midwestern university were recruited for the study. Two teaching methods were compared. The traditional method included a self-study module, a brief lecture and demonstration by an instructor, and hands-on experience using a plastic manikin and a real 12-lead ECG machine in the learning laboratory. The second method covered the same content using an interactive, multimedia CD-ROM embedded with virtual reality and supplemented with a self-study module. There were no significant (p < .05) baseline differences in pretest scores between the two groups and no significant differences by group in cognitive gains, student satisfaction with their learning method, or perception of self-efficacy in performing the skill. Overall results indicated that both groups were satisfied with their instructional method and were similar in their ability to demonstrate the skill correctly on a live, simulated patient. This evaluation study is a beginning step to assess new and potentially more cost-effective teaching methods and their effects on student learning outcomes and behaviors, including the transfer of skill acquisition via a computer simulation to a real patient.

Adult↗

PubMed2003

The art and science of project management.

Completing a project successfully requires far more than a handful of meetings and a checklist. Project management is a process in itself--one that can ensure a positive outcome. Learn more from our expert.

Decision Making, Organizational↗

PubMed2003

Reliability and true-score measures of binary items as a function of their Rasch difficulty parameter.

This article provides formulas for expected true-score measures and reliability of binary items as a function of their Rasch difficulty when the trait (ability) distribution is normal or logistic. The proposed formulas have theoretical value and can be useful in test development, score analysis, and simulation studies. Once the items are calibrated with the dichotomous Rasch model, one can estimate (without further data collection) the expected values for true-score measures (e.g., domain score, true score variance, and error variance for the number-right score) and reliability for both norm-referenced and criterion-referenced interpretations. Thus, given a bank of Rasch calibrated items, one can develop a test with desirable values of population true-score measures and reliability or compare such measures for subsets of items that are grouped by substantive characteristics (e.g., content areas or strands of learning outcomes). An illustrative example for using the proposed formulas is also provided.

Humans↗

PubMedDate not supplied

International standards and guidelines on education and training for the multi-disciplinary health response to major events that threaten the health status of a community.

UNLABELLED: The 13th World Congress on Disaster and Emergency Medicine, convened in Melbourne, Australia in May 2003, requested the World Association for Disaster and Emergency Medicine (WADEM) to lead the development of "International Standards and Guidelines on Education and Training for "Disaster Medicine". This Paper has been developed by a Working Group of the WADEM Education Committee ("the Working Group") in response to that request from the international "Disaster Medicine" and emergency health community. The main focus of the Working Group is to develop standards and guidelines for education and training in the multi-disciplinary health response to major events that threaten the health status of a community. The contemporary view is that of a multi-disciplinary health response to major events which threaten the health status of a community, including the prevention and mitigation of future events, and taking account of the broader context in which these events occur. It is the vision of the Working Group that evidence-based standards and guidelines for education and training must be developed in a broad sense, for all members of the healthcare community. Rather than purely describing isolated performance indicators, the Working Group agreed that priority be given to explaining the general approach, presenting the conceptual framework, clarifying important principles, and describing the educational needs and training requirements for situations for which there exist a major threat to the health status of a community. It is not the intent to produce an updated educational curriculum for special courses in "Disaster Medicine" by listing levels of theoretical knowledge and clinical skills required for medical doctors, nurses, and paramedics. Nor, does the Working Group think it is useful to repeat requirements and learning outcomes that are part of the normal basic education and training for the various health professionals. The purpose of this Issues Paper is to present an initial summary of current issues relating to an international perspective of "Disaster Medicine" education and training. This summary has been prepared following discussions within the Working Group of the WADEM Education Committee. The paper aims to stimulate debate and form the basis of further of discussion at an international meeting scheduled to be held in Brussels (Belgium) on 29-31 October 2004. The Working Group has structured this Issues Paper into five parts and has identified several key issues for discussion. Part 1: Understanding the contemporary interpretation of the multi-disciplinary health response to major events that threaten the health status of a community. Issue 1: Definitions and terminology in "Disaster Medicine"; Issue 2: Getting to grips with the contemporary concepts and international trends in 'Disaster Medicine"; and, Issue 3: Valuing personal attributes in "Disaster Medicine" practitioners. Part 2: Developing an underlying scientific framework for linking theory to practice in "Disaster Medicine". Issue 4: Creating a scientific framework(s) for "Disaster Medicine". Part 3: Defining a conceptual framework and general principals to develop "International Standards and Guidelines on Education and Training for the Multi-disciplinary Health Response to Major Events that Threaten the Health Status of a Community". Issue 5.: Where are we now? Getting to grips with the contemporary concepts and international trends in "Disaster Medicine" education and training. Issue 6: Where do we want to get to? Identifying contemporary, evidence-based education and training standards and guidelines for 'Disaster Medicine" education and training programs. Issue 7: How do we get there? Overcoming barriers to introducing the International Standards and Guidelines. Part 4: Maintaining the momentum--improving international collaboration. Issue 8: Exploring the feasibility of an ongoing, international, collaborative network of "Centres of Excellence" in "Disaster Medicine" research and/or education. Part 5: Additional input. Issue 9: What other issues would you like to bring to the attention of the Working Group? CONCLUSIONS: The results of the consultation will lead to the development of international standards and guidelines that will be presented and consensus sought during the 14th World Congress on Disaster and Emergency Medicine (WCDEM-14) to be convened in Edinburgh in May, 2005.

Civil Defense↗

PubMed2004

Recommendations of the International Medical Informatics Association (IMIA) on education in health and medical informatics.

The International Medical Informatics Association (IMIA) agreed on international recommendations in health informatics / medical informatics education. These should help to establish courses, course tracks or even complete programs in this field, to further develop existing educational activities in the various nations and to support international initiatives concerning education in health and medical informatics (HMI), particularly international activities in educating HMI specialists and the sharing of courseware. The IMIA recommendations centre on educational needs for health care professionals to acquire knowledge and skills in information processing and information and communication technology. The educational needs are described as a three-dimensional framework. The dimensions are: 1) professionals in health care (physicians, nurses, HMI professionals, ...), 2) type of specialisation in health and medical informatics (IT users, HMI specialists) and 3) stage of career progression (bachelor, master, ...). Learning outcomes are defined in terms of knowledge and practical skills for health care professionals in their role (a) as IT user and (b) as HMI specialist. Recommendations are given for courses/course tracks in HMI as part of educational programs in medicine, nursing, health care management, dentistry, pharmacy, public health, health record administration, and informatics/computer science as well as for dedicated programs in HMI (with bachelor, master or doctor degree). To support education in HMI, IMIA offers to award a certificate for high quality HMI education and supports information exchange on programs and courses in HMI through a WWW server of its Working Group on Health and Medical Informatics Education (http://www.imia.org/wg1).

Education, Continuing↗

PubMedDate not supplied

Aesthetic crown lengthening: classification, biologic rationale, and treatment planning considerations.

UNLABELLED: The rationale for crown lengthening procedures has progressively become more aesthetic-driven due to the increasing popularity of smile enhancement therapy. Although the biologic requirements are similar to the functionally oriented exposure of sound tooth structure, aesthetic expectations require an increased emphasis on the appropriate diagnosis of the hard and soft tissue relationships, as well as the definitive restorative parameters to be achieved. The development of a clinically relevant aesthetic blueprint and attendant surgical guide is of paramount importance for the achievement of successful outcomes. LEARNING OBJECTIVES: This article provides a classification system that clinicians can use when treatment planning for aesthetic crown lengthening. Upon reading this article, the reader should have: A clear understanding of the involved biological structures. Didactic instruction on the classification and treatment planning for aesthetic crown lengthening procedures.

Crown Lengthening↗

PubMed2005

The impact of corporate memory loss: What happens when a senior executive leaves?

PURPOSE: The author is a nursing management practitioner, whose purpose in writing this paper is twofold: to examine the impact of corporate memory loss on a health care institution, caused by increasing retirement rates of senior executives; and to use this research as an opportunity for action learning where both the author and the institution can benefit from the learning outcomes. DESIGN/METHODOLOGY/APPROACH: Using qualitative research methods based on ethnographic interviewing techniques and grounded theory, the author interviews 12 senior executives from four diverse health care facilities. The purpose is to determine the point at which corporate memory loss, in the form of tacit knowledge in the heads of departing executives, becomes a problem for the institution. FINDINGS: The research determined that the requisite managerial competencies normally assumed for senior management positions are insufficient to minimize the negative impacts of corporate memory loss caused by departing senior executives. Effective knowledge management and knowledge transfer within the organization are fundamental for ongoing organizational effectiveness. RESEARCH LIMITATIONS/IMPLICATIONS: The research is limited to 12 senior executives. The grounded theory nature of the research provides a framework for more research in other institutions to test and further explore some of the findings. PRACTICAL IMPLICATIONS: One of the most significant threats facing the majority of health care organizations related to the aging workforce is the greater number of staff who are retiring from all levels within the organization. The development of techniques to reducing the impact of corporate memory loss on the culture of an organization will increase its effectiveness, help build continuity, and provide a more secure footing for the workforce of the future. ORIGINALITY/VALUE: The exit of knowledge workers is causing a major problem for Canada's health care organizations. This study throws more light on to this problem from the point of view of senior executives who have been specifically impacted by the problem of corporate memory loss.

Canada↗

PubMed2006

Collaborating for a cause--Creating partnerships between IT and academia.

An international nursing shortage is driving the redesign of nursing education curriculum. Providing nursing students with an opportunity for hands on use of advanced healthcare technology is critical to the development of highly competent nurses who are prepared not only to fully interact in the healthcare domain, but to also participate in its re-engineering via IT. The academic institution with an integrated IT solution in clinical simulation labs can become a place where students can learn the skills, understand the potential, participate in the selection and evaluation of software systems and eventually help to craft IT solutions that benefit both the patient and the practice of nursing and medicine. As the healthcare environment continues to change - pushing curricular redesign, the expectation that educators will increase the integration of IT into coursework and clinical experiences is increasing. The challenge however, is not only to educate the students, but to also educate faculty who often possess limited amounts of IT knowledge. Faculties, like students, have limited time and learning outcomes are enhanced when hands-on and practical educational opportunities are available. This presentation therefore will not only focus on the student; instead, the gestalt of integrated teaching/learning from faculty and student perspectives will be addressed. The challenges, including identifying partnership opportunities, identifying financial resources to support such partnerships, gaining institutional support, determining criteria to evaluate student performance, and strategies for engendering faculty support will be discussed, along with solutions on how they can be overcome. The presentation will also highlight the benefits of the partnership for both the institution and the industry vendor. The institution can benefit from the access to the vendor's software, hardware, and expertise. By using advanced clinical solutions in the classroom and hospital setting, students and faculty can benefit from access to evidence based content and knowledge management. Opportunities for faculty and student research also become possible. In turn, the vendor has access to the institution's intellectual capital, participation in research studies co-authorship in academic publications, and enhancements of product design. The outcome is a nursing informatics educational partnership empowering nurses to utilize and drive the enhancements of advanced technology to improve the delivery of patient care.

Cooperative Behavior↗

PubMed1991

[Color vision defects in school children].

1,350 schoolchildren, ages 11 and 14, from Palma de Mallorca, were explored looking for colour vision defects. The medical examination was performed through Ishihara tables (numbers or letters). There was not anomaloscopy to confirm the first results. We compare our prevalence with other known prevalence from Europe. Different outcomes (learning disability, effect on employment) are discussed.

Adolescent↗

PubMedDate not supplied

Preceptor teaching strategies: behaviors that facilitate role transition in senior nursing students.

This article describes the learning outcomes of students who participated in a senior preceptorship course. Data from student logs and course evaluations forms were analyzed descriptively to identify the specific instructional strategies of preceptors that were instrumental in teaching students the roles and functions of the staff nurse. Role modeling was one of the most effective strategies and also the one regarded by preceptors as least significant.

Humans↗