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PubMedDate not supplied

Transcultural reflection on clinical teaching using an experiential teaching-learning model.

BACKGROUND: A 6-day professional development workshop was designed and implemented in China as part of a project funded by the Canadian International Development Association through the Canada-China University linkage program. METHOD: Kolb's experiential learning model was used as a framework to help Chinese nurse educators reflect on their practice as clinical teachers. RESULTS: The workshop resulted in the generation of new insights by participants into their role as clinical teachers. Chinese educators wanted to increase their links between the teaching of theory at the college and the instruction of students in the practice setting. CONCLUSION: The use of a similar approach in future professional development workshops allows presenters to identify nurses' learning needs regarding specific areas of nursing practice and education.

Canada↗
PubMed1979

Teaching physicians to teach: a three-year report.

To meet the needs for an expanded preceptor faculty, the Department of Family Medicine at the College of Medicine and Dentistry of New Jersey-Rutgers Medical School has for three years conducted yearly training programs designed to prepare practicing family physicians for the teaching role. Thirty-six physicians have completed the program, which consists of four group seminars and three individual learning site visits spent in the office of an experienced preceptor while a fourth year student is present. Many lessons were learned in the course of these yearly programs which may be useful to others who plan to undertake similar faculty development activities. Therefore, detailed, practical, experiential information is presented regarding recruitment, orientation, the educational program of seminars and individual learning experiences, evaluation, and required resources. Some problems proved to be particularly difficult, such as the uneven quality of the individual learning visits and the attrition of some participants from the program. Feedback from participating physicians has been extremely positive.

Faculty, Medical↗
PubMed1997

Responding to domestic violence: a coordinated response by a consortium of teaching hospitals. Domestic Violence Task Force, Conference of Boston Teaching Hospitals.

Increasingly, health care providers are recognizing their role in the struggle against domestic violence. Although individual institutions around the country have developed protocols and programs in conjunction with community providers, there has been no unified health care effort. In May 1995, the Conference of Boston Teaching Hospitals (COBTH)--a collaborative body of the 14 academic hospitals and medical centers in the Boston area--formed the COBTH Domestic Violence Task Force. This task force, chaired by the president of Children's Hospital, represents the first time that hospital administrators and clinical staff have joined forces to deal with this issue. Critical to this effort were (1) the recognition that the hospitals have a responsibility to respond to patients as well as employees who are battered, (2) that in order for this work to move forward and become integrated into hospital systems, the involvement of senior medical staff and management is necessary, (3) that training and education must be ongoing and penetrate all levels of staff, and (4) that this work must be collaborative, with hospital staff working across disciplines and with community service providers. This paper outlines the year-long work of this Committee, including specific objectives and recommendations.

Boston↗
PubMed1982

Contributions in teaching consultation-liaison psychiatry. The use of the medical team model on a consultation-liaison teaching service.

This paper describes a consultation-liaison (C/L) teaching service that uses a medical team rounding model; four teams cover distinct geographic areas of the hospital, each team consisting of an attending psychiatrist, a resident, two medical students, and a psychology graduate student. Daily attending rounds on the medical/surgical wards provide prompt and direct patient care supervision for the team members, allowing for coordination of their activities and communication with the attending physician, who serves as a role model. Psychological testing can be readily integrated into the clinical setting; neurology and family practice residents can also get their psychiatric training in this setting. The medical team model of rounding is different from other models used on C/L services; its pros and cons are discussed.

Education, Medical↗
PubMedDate not supplied

A nurse educator teaching with technologies course: more than teaching on the web.

This article describes a Web-based "teaching with technology" course that is part of the online Nurse Educator Certificate at University of Kansas (Journal of Professional Nursing . 2003;19:347-353). Challenges and strategies in developing and implementing the course, first in a Web-enhanced format and then in a Web-based format, are presented. Selected online activities and assignments are shared. Evaluative comments from students are included in this article and indicate that the course helps new educators focus on thoughtful and appropriate selection of how and where technology should be integrated to meet educational goals.

Curriculum↗
PubMed2006

Use of genitourinary teaching associates (GUTAs) to teach nurse practitioner students: is self-efficacy theory a useful framework?

Self-efficacy theory guided an examination of the effect of an educational activity using genitourinary teaching associates (GUTAs) with beginning nurse practitioner students. Confidence in and comfort with learning and performing the examinations were evaluated prior to and immediately after the GUTA activity. Statistical analyses revealed significant increases in confidence following all activities with GUTAs, consistent with self-efficacy theory. Comfort levels also increased. The significant improvement in confidence supported the use of the theory, and the increase in comfort contributes to the competence of students as they begin working with real patients.

Clinical Competence↗
PubMed1990

[Effect of individual patient teaching through home visiting on compliance with sick role behavior in diabetic patients and duration of the effect of the teaching].

In order to determine the effect of individual patient teaching through home visiting on compliance with sick role behavior and the blood sugar level in diabetic patients, to determine if the effectiveness of the education was still present four years later and to inquire as to the effective time for a repeat education program this study was done through two quasi-experimental researches. The subjects consisted of 52 diabetic patients. The results of the study may be summarized as follows: 1. Hypothesis I, in which the compliance with sick role behavior, the knowledge on diabetes and the health belief of the experimental group who received a diabetic education program will be higher than those of the control group who didn't receive the diabetic education, was supported by both studies in 1984 and 1988, confirming the effect on diabetic patients of the individualized education through home visiting: In the 1984 study: Compliance(t = -11.7, p less than .001) Knowledge(t = -5.41, p less than .001) Health belief(t = -4.74, p less than .001) In the 1988 study: Compliance(t = -4.85, p less than .001) Knowledge(t = -2.85, p less than .01) Health Belief(t = -2.99, p less than .005) 2. The Hypothesis II, the blood sugar level of the experimental group will be lower than that of the control, was rejected in both studies, 1984 and 1988. 3. The Hypothesis III, the compliance, knowledge and health belief of the experimental group who received the education program in 1984 will not last till 1988, was supported in part, in compliance and health belief, but not in knowledge. In conclusion those who received the education program twice with an interval of 2 weeks, 4 years ago still had knowledge of diabetes but compliance and health belief had disappeared.

Community Health Nursing↗
PubMed1995

Teaching about cultural diversity to health administration students: a teaching module.

This article presents a detailed description of a teaching module on cultural diversity for use in the college classroom. The module has been successfully incorporated into courses in a health administration curriculum and is suitable for inclusion in a wide variety of courses. The module includes a short theory lecture, student discussion groups organized around ways in which students have experienced discrimination, and student reports.

Cultural Diversity↗
PubMed1994

Teaching Adolescent Medicine Physicians How to Teach.

The authors discuss how the faculty member's learning experiences affect his or her approach to teaching and working with residents. Also included is a checklist to air the faculty member in identifying his or her personal style.

Journal Article↗
PubMedDate not supplied

Teaching symptom management in end-of-life care: the didactic content and teaching strategies based on the end-of-life nursing education curriculum.

Relief of symptoms for patients and families throughout the illness trajectory requires that palliative care practitioners have knowledge and skill, both in assessment and use of pharmacologic and complementary therapies. This article presents the didactic content of symptom assessment and management, and the experiential experiences used in a nondrug laboratory within the End-of-Life Nursing Education Consortium (ELNEC) curriculum.

Anxiety↗