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PubMed2001

Automatic external defibrillator intervention in the workplace. A comprehensive approach to program development.

1. The planning and implementation of an automatic external defibrillator (AED) intervention in the workplace necessitates a comprehensive approach to program development. 2. Initiation of an AED intervention program at the worksite, based on an informed decision, requires each company to conduct a detailed assessment of need. 3. Prior to initiating an AED intervention program, appropriate resources should be consulted to examine national, state, and local law provisions and legal factors governing AED use in each specific community. 4. Essential components of an AED intervention program include: the combined cardiopulmonary resuscitation and AED use training program; written policies, procedures, and medical directives; a plan for the purchase, maintenance, and location of the AED equipment and supplies; an integrated emergency response plan; and an ongoing quality improvement process.

Electric Countershock↗
PubMed2000

A theory-based faculty development program for clinician-educators.

This essay describes the development, implementation, and evaluation of a theory-based faculty development program for physician-educators in medicine and pediatrics at The Cleveland Clinic. The program comprises a 12-hour course (focused on skills in precepting, bedside teaching, leading small-group discussions, giving lectures, designing curricula, and giving effective feedback); onsite coaching of teaching (on wards, in outpatient clinics, or in formal lectures); and innovative projects in clinical medical education. The program advocates and demonstrates a tailored-teaching approach combined with learner-centered, interactive, experiential, and reflective teaching strategies. The evaluation of the program includes satisfaction ratings, self-assessment of teaching competencies, and independent ratings of teaching effectiveness by the participants' trainees (medical students, residents, and fellows). The program is rated highly, shows significant improvements in teaching skills as measured by both participants' self assessments and independent ratings by participants' trainees, and is ongoing.

Clinical Medicine↗
PubMed2002

A nationwide study of the influence of faculty development programs on colleague relationships.

PURPOSE: Academic colleague relationships (CRs) promote career development and professional advancement. Some primary care faculty development programs (FDPs) have begun to examine their influence on enrollees' colleague development. Using a nationwide sampling, the authors examined the effects of FDPs on the formation and benefits of enrollees' academic CRs. METHOD: The authors conducted a retrospective, cross-sectional study in two phases, each relying on written questionnaires. In phase one, program details and enrollee rosters were provided by directors at FDPs funded by the U.S. Department of Health and Human Services, Health Resources and Services Administration, from 1994 through 1997. In phase two, family medicine physicians enrolled during these years provided feedback on their socialization skills and formation of relationships with career-supportive colleagues (mentors, peers, and academic consultants), as well as academic achievements and products these colleagues aid. RESULTS: Of the 52 directors, 37 (71%) provided FDP information and enrollee rosters. Of the 543 enrollees, 351 (65%) reported initiating or strengthening an average of nine CRs due to program participation: three peers, two mentors, one academic consultant, and three additional colleagues perceived available for future career support. Colleague gains were positively associated with academic socialization. Colleagues actively assisted with academic achievements and products, and provided links to networks of regional and national scholars. CONCLUSION: FDPs help enrollees build career-important relationships with peers, mentors, and academic consultants who enhance socialization skills and contribute to academic advancement.

Adult↗
PubMedDate not supplied

Parent Partners: a parent-to-parent support program in the NICU. Part 1: Program development.

Neonatal intensive care units (NICU) face the challenge of developing family-centered systems of service delivery. An important component of family-centered care is parent-to-parent support. A parent-to-parent support program that meets the needs of both parents and staff can be successfully established in the NICU if the principles of planned change are used to guide the process of program development, implementation, and evaluation.

Health Services Needs and Demand↗
PubMedDate not supplied

Development of a positive youth development program in Hong Kong: overview of the proposed curriculum for the junior secondary school years.

The development of a positive youth development program for Secondary 1 to 3 students in Hong Kong is outlined here. The Full Program consists of 40 units per grade, 20 of which belong to the Core Program. Each unit takes 30 minutes of class time to complete. The major features of the program are as follows: (i) strong theoretical underpinnings, (ii) comprehensive and holistic coverage of youth development, (iii) an expected effective developmental outcome of the participating students, (iv) a happy and stimulating developmental process of the students, (v) flexible teaching schedules and combinations of program units, (vi) professional training for participating teachers and social workers, and (vii) rigorous quality assurance of the program product. The whole project will contribute significantly to the fields of youth development, whole-person education, and life and moral education.

Adolescent↗
PubMed2006

Development of a positive youth development program: promoting the mental health of stressful adolescents using principles of Problem Solving Therapy.

This paper outlines the proposal for the development, implementation, and evaluation of a positive youth development program that attempts to promote the mental health of stressful Chinese adolescents using principles of Problem Solving Therapy (PST). There are two general aims of PST: to help clients identify life difficulties and resolve them, as well as to teach them skills on how to deal with future problems. The proposed project will utilize the principles of PST as the guiding framework to run two mental health promotion courses for adolescents who are experiencing disturbing stressful responses and students who want to improve their stress management style. Both objective and subjective outcome evaluation strategies will be carried out to assess the effectiveness of the intervention to promote the psychological well-being in adolescents who are experiencing stress. A related sample proposal is described that can give social workers some insight on how to prepare a proposal for developing the Tier 2 Program of the Project PATHS (Positive Adolescent Training through Holistic Social Programs).

Adolescent↗
PubMed1995

A statewide institute to deliver professional development programs to school health personnel in Massachusetts.

Schoolchildren suffer from health problems ranging from chronic medical and developmental problems to new morbidities related to drugs, violence, and sexual behavior. To help administrators, teachers, and health personnel meet the new challenges in schools, nursing educators from the University of Massachusetts and Simmons College developed the UMass-Simmons School Health Institute. The Institute delivers a series of professional development programs in all regions of the commonwealth to: 1) devise innovative strategies to remove health barriers to learning and to promote the health of children and adolescents, and 2) enhance the design, implementation, integration, and management of comprehensive school health programs, including those mandated and regulated by the Commonwealth of Massachusetts. This article describes a statewide model to prepare school health personnel for delivery of comprehensive school health services.

Adolescent↗
PubMed1985

A new look at nursing school program development: self- and external evaluation.

Developing and evaluating educational programs in schools of nursing is one of the most critical functions of the faculty. This process can be approached from a variety of perspectives. Historically, most faculty efforts have been directed at development or evaluation; however, a more proactive approach is to incorporate a process which will encompass both. To accomplish this, two models, the Holistic Formative Evaluation Model and the Stakes Countenance Model, have been merged to produce a model which is applicable to the integrated development and evaluation of a nursing curriculum. This model, the Internal Program Development and Self-Evaluation Model, provides faculty, curriculum developers, and administrators with a comprehensive process which focuses on the monitoring program internal consistency and congruence.

Curriculum↗
PubMed1988

Designing a first-line manager development program using organization-appropriate strategies.

First-line managers (head nurses) are increasingly accountable for all aspects of nursing care delivery and resource management on a unit. However, traditional methods of training head nurses may not adequately prepare them to meet their increasing responsibilities. A structured first-line manager development program can help correct this deficiency. However, the successful implementation of such a program requires an understanding of organizational culture as well as substantive knowledge about management. This article describes how a hospital-based first-line manager development program was designed and implemented by using strategies appropriate to the values, norms, and resources within the organization.

Education, Nursing, Continuing↗
PubMedDate not supplied

Designing career development programs through understanding of nurses' career needs.

A nurse's career can be divided into the exploration, establishment, maintenance, and disengagement stages. Because nurses have varied career needs at different career stages, this article uses literature review and in-depth interviews with nurses to understand the features of career stages. The authors detail nurses' career needs in different stages and infer appropriate career development programs in the hospital system.

Age Factors↗
PubMed1999

The maize rough sheath2 gene and leaf development programs in monocot and dicot plants.

Leaves of higher plants develop in a sequential manner from the shoot apical meristem. Previously it was determined that perturbed leaf development in maize rough sheath2 (rs2) mutant plants results from ectopic expression of knotted1-like (knox) homeobox genes. Here, the rs2 gene sequence was found to be similar to the Antirrhinum PHANTASTICA (PHAN) gene sequence, which encodes a Myb-like transcription factor. RS2 and PHAN are both required to prevent the accumulation of knox gene products in maize and Antirrhinum leaves, respectively. However, rs2 and phan mutant phenotypes differ, highlighting fundamental differences in monocot and dicot leaf development programs.

Amino Acid Sequence↗
PubMed1988

Do consensus conferences work? A process evaluation of the NIH Consensus Development Program.

The purpose of this evaluation study is to identify problems and suggest modifications in the NIH Consensus Development Program. The current program consists of three-day conferences in which experts assess medical technologies for issues of efficacy, safety, conditions of use, and other related topics (e.g., costs and social impact). Eight consensus conferences held between 1980 and 1982 were studied in depth using a variety of methods; five of the conferences were investigated concurrently. In addition, archival material was examined for all but one of the 33 conferences held up to that time, and four planning meetings for future conferences were observed. The delay in publishing our findings provided an opportunity to examine the changes introduced by NIH; it also allowed us to avoid the criticism of numerous prior evaluations for finding fault with programs that are still developing. NIH adopted many of the recommendations in our evaluation report and has investigated others. Based on our evaluation and more recent evidence, however, we conclude that the major problem that was uncovered--selection bias, particularly with respect to the choice of questions and panelists--remains a significant threat to the credibility of the consensus process. More specifically, the results indicate that controversial issues cannot be properly addressed within the present conference format, although that was one of its major purposes. Recommendations for improving the consensus process are presented, as are their implications for a larger set of consensus activities that are currently being conducted.

Consensus Statements as Topic↗
PubMed2004

Preparing faculty to teach managing care competencies: lessons learned from a national faculty development program.

BACKGROUND: Although competencies for managing care are often described in the medical literature, educators have been slow to integrate these competencies into clinical curricula. Backlash against managed care has created a skeptical educational environment. Many faculty feel unprepared to teach the competencies in clinical settings. METHODS: From 1999 to 2001, we designed, implemented, and evaluated a faculty development program, funded by the Bureau of Health Professions, Division of Medicine. The goal of the program was to increase Undergraduate Medical Education for the 21st Century (UME-21) and Partnerships for Quality Education (PQE) faculty skills in teaching quality improvement and costeffectiveness in the clinical setting and to prepare them to teach these topics to other faculty. RESULTS: Thirty-nine faculty attended the 4-month faculty development program. The program, in a train-the-trainer model, consisted of two 2-day workshops as well as pre-, mid-, and end-program activities and teaching experiences. Readings, brief lectures followed by focused discussion, and active learning experiences were used to teach content, provide experience and feedback with teaching skills, and model a variety of teaching approaches. CONCLUSIONS: By the end of the program, participants believed that they had learned content (knowledge) and gained practical teaching skills. To be successful in effecting curriculum change around new topics, such as the managing care competencies, faculty need to not only master new content and methods but also learn how to be change agents in their schools. Because this work can be lonely, faculty need support within the school and connections with others, locally and nationally, who have similar ideas.

Attitude of Health Personnel↗
PubMed2003

Designing a leadership development program for nurse managers: an evidence-driven approach.

The authors describe an evidence-driven approach used in designing a leadership development program targeted for nurses in middle management positions in an academically affiliated integrated healthcare system. A qualitative study was conducted to investigate leadership development needs and experiences of nurse managers across the health system. Study findings were used to inform educational programs and organizational initiatives responsive to needs of both novice and expert nurse managers across diverse clinical settings.

Attitude of Health Personnel↗
PubMed1998

Cognitive behavioral interventions for children during painful procedures: research challenges and program development.

The purpose of this report is to describe a pilot program designed to introduce the use of cognitive behavioral interventions for painful pediatric procedures at a university hospital, and to discuss the challenges that occurred during this process. Participants in the program included ten parents and their children who were newly diagnosed with leukemia, and staff who provided treatment for these children. Measures included direct videotaped observations of the children, perceptions of pain and anxiety completed by children, parents, and staff, and parent and staff ratings of satisfaction with the program. Results indicated strong acceptance of the interventions. This report discusses the challenges encountered, implications of the findings, and plans for future program development.

Adolescent↗
PubMed1994

Early intervention in low-birth-weight premature infants. Results through age 5 years from the Infant Health and Development Program.

OBJECTIVE: To evaluate the persistence of effects on health and development at age 5 years of the Infant Health and Development Program, an early childhood intervention that was provided to low-birth-weight (LBW) premature infants from neonatal discharge through age 3 years. DESIGN: Randomized, controlled, multicenter trial, stratified by two LBW groups: lighter (< or = 2000 g) and heavier (2001 to 2500 g). SETTING: Eight socioeconomically heterogeneous clinical sites. PARTICIPANTS: Of 985 eligible infants weighing 2500 g or less and at 37 weeks' or less gestational age, 377 infants were randomly assigned to the intervention group and 608 to the follow-up only group. About two thirds of the infants in each group were in the lighter LBW stratum, and one third were in the heavier LBW stratum. INTERVENTION: The intervention group received home visits (from neonatal discharge through age 3 years) as well as center-based schooling (from 1 to 3 years of age). Children in both groups received pediatric surveillance. MAIN OUTCOME MEASURES: Cognitive development, behavioral competence, and health status. RESULTS: At age 5 years, the intervention group had full-scale IQ scores similar to children in the follow-up only group. However, in the heavier LBW stratum, children in the intervention group had higher full-scale IQ scores (3.7 points higher; P = .03) and higher verbal IQ scores (4.2 points higher; P = .02). No significant differences between intervention and follow-up only groups in cognitive measures at age 5 years were noted in the lighter LBW infants. The intervention and follow-up groups were similar in behavior and health measures regardless of LBW stratum. CONCLUSION: The early childhood intervention provided in the first 3 years of life had effects on heavier LBW premature infants' IQ and verbal performance at age 5 years that were not observed for lighter LBW premature infants. The intervention did not affect health or behavior at age 5 years in either LBW stratum.

Child Behavior↗
PubMed1998

Evaluation of primary care futures: a faculty development program for community health center preceptors.

PURPOSE: To assess the impact of a national series of faculty development workshops for community health center preceptors. METHOD: Two hundred and twenty-three community health center preceptors from a variety of disciplines attended one of five workshops conducted in different regions of the country. The workshops emphasized active learning using role-play to provide skills in educational planning, teaching styles, evaluation, and feedback. The preceptors were evaluated before and immediately after the workshop, and again three months later. They were also asked to assess the quality of the workshop. RESULTS: The preceptors demonstrated significant increases in the use of five of seven teaching concepts while analyzing a role-play interaction. In addition, there were significant positive, immediate changes in familiarity with nine of 11 concepts, which were retained for at least three months. The preceptors also reported that they continued to use six of the effective teaching behaviors they had learned three months after the workshop. They were extremely positive in their assessments of the workshops. CONCLUSION: This preliminary study suggests that preceptors from a variety of backgrounds can improve their teaching knowledge and skills by participating in a brief faculty development program that emphasizes active learning.

Community Health Centers↗