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PubMedDate not supplied

The University of California, San Diego Nurse-Midwifery Bridge Program. An opportunity to learn intrapartum nursing skills.

This article describes an innovative program developed by the University of California, San Diego Nurse-Midwifery Education Program to supplement the experiential background of prospective nurse-midwifery students. This preprogram enables RNs without previous labor and delivery (maternal/newborn) nursing experience to complete the bridge program and enter the UCSD student nurse-midwifery program on the same clinical level as other students and complete it within the standard time frame. The rationale for the program, its structural framework, and evaluation tools are presented. The authors hope that a description of the program will allow other institutions to replicate UCSD's success.

California↗
PubMed2002

Distance learning project--information skills training: supporting flexible trainees in psychiatry.

This one-year project was designed to investigate the skills training needs of a group of 12 specialist registrars in psychiatry working as flexible trainees (part time) in the NHS. They had expressed concerns about their lack of information technology skills at training assessment seminars. A part-time project officer, was appointed to support the group giving information skills training to each flexible trainee on an individual basis, through a series of home visits. The project officer worked under the supervision of the London Library & Information Development Unit (LLIDU) from a home base, to identify with the insular feelings expressed by the project group. Project funding purchased a laptop computer with modem and a printer for each participant to use during the project. The training covered: basic search skills and developing search strategy techniques using quality filters particularly in relation to the MEDLINE database; how to search the Cochrane Library and PubMed and exploiting Internet information resources. The group asked for help with word processing and presentation software use. These needs were met in a series of half-day workshops. Experience and insight gained during the project will feed into future planning of information skills training for larger numbers of flexible trainees.

Education, Distance↗
PubMed2004

Orienting the clinician to point of service systems.

Today's home care clinicians are expected to begin employment with basic computer skills and to learn informatics skills applicable to the position. This article discusses the technology competencies clinical home care staff must master in agencies that use Point of Service (POS) documentation systems. It also shares tips that facilitate new clinicians' orientations to a POS system.

Attitude to Computers↗
PubMedDate not supplied

E-learning. A practical solution for training and tracking in patient-care settings.

E-learning, online computer (Web)-based educational training, may be the solution to keeping health care staff abreast of new technologies, information, and regulations. Compared with traditional classroom teaching, e-learning can deliver content faster to the entire staff, be individualized to meet pace, language, and reading level. Additionally, an e-learning system provides accurate and automatic tracking. Although some teaching methodologies are key to ensuring learning (i.e., skills' demonstration or practicing negotiation skills), e-learning can decrease time away from work by providing essential information and content.

Clinical Competence↗
PubMedDate not supplied

Trends in undergraduate medical education: clinical clerkship learning objectives.

OBJECTIVE: To assist and inform the process of revising learning objectives for the psychiatry clerkship, a comprehensive review of the current state of learning objectives endorsed by national specialty organizations for core clinical clerkships was undertaken. METHODS: National specialty organizations that have developed and endorsed clerkship learning objectives were identified and learning objectives and support materials were reviewed. RESULTS: All core clinical clerkships have learning objectives developed and endorsed by national specialty organizations. The format for organizing these learning objectives varies widely among specialties from lists of topics of interest to exhaustive curriculum resource guides. Most specialty clerkship learning objectives have undergone extensive revision since 2000 or are currently in the revision process. Comparisons and trends in specialty clerkship learning objectives and curriculum resources are discussed. CONCLUSIONS: Revision of psychiatry clerkship learning objectives will benefit from adoption of features utilized by other specialties, including: prioritizing objectives; emphasizing contextual learning and skills mastery; linking learning objectives to support resources such as clinical cases, recommendations for instructional methodology, assessment strategies, and performance expectations; and shifting the focus of undergraduate psychiatry education beyond the clerkship to the entire four-year curriculum.

Clinical Clerkship↗
PubMed1999

Specific intervention for multiplication skill with learning-disabled students.

A multiple baseline design was used to assess the intervention of individual tutoring to help two learning-disabled students (15 and 16 years old) improve their multiplication of 1-digit numbers over nine days of 10-min. instruction. Observation or visual analysis indicated 40 to 50% improvement after the intervention, and a nonparametric test of randomization showed that the students' improvement was retained during the 2-wk. follow-up.

Adolescent↗
PubMedDate not supplied

Registered nurses and unlicensed assistive personnel: an uneasy alliance.

To meet challenges of continuing change in the health care industry and maintain organizational viability in increasingly competitive markets, the use of the registered nurse--unlicensed assistive personnel model is an undeniable reality that fills the void created by the current shortage of nurses and decreases the costs of providing patient care. Although much has been published about the need for nurses to delegate and supervise patient care-related activities, little has been written about the skills needed to do this effectively or how these skills may be learned. Academic and clinical educators must find ways to facilitate the development of delegation and supervision abilities as nurses increasingly work with nonprofessional staff. Continuing education is an effective way for nurses to learn the skills required by changing models of patient care delivery and evolving professional roles.

Attitude of Health Personnel↗
PubMed1998

Experiential learning of clinical skills by beginning nursing students: "coaching" project by fourth-year student interns.

To fulfill the requirements for the internship program, fourth-year academic nursing students participated in a leadership program and became coaches for novice students who were beginning their first clinical rotations in the hospital. The concept of coaching is recognized in theory, research, and clinical education as an educational tool, which provides mutual benefits for the coachee and the coach. The project lasted 12 weeks, 2 clinical days per week. The coaches served as a source of support and knowledge and assisted in problem solving for the beginning students. As nurse educators who oversaw the project, the authors summarized the program as it was developed and implemented at the Assaf HaRofeh School of Nursing including problems, revisions, and final conclusions and discussion.

Education, Nursing, Baccalaureate↗