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At least 19 recordsLinked to original sources
PubMedDate not supplied

[Integration of education and services as a base for the formation of human resources in health care].

It will be necessary to coordinate the University role with health institutional policies concerning the definition of health goals, and personnel functions as the latter should be trained if and when they are offered the opportunities of grasping both theory and practice in an environment closely related to everyday problems and realities. Accordingly, health care changes must precede health educational changes. There are two factors that interfere with a proper integration between the education care system: 1) an excess number of medical (or health students that overcome teaching facilities and 2) the correct trend in health care, based on specialists, attached to large hospital centers in urban environments. No attention is paid in this way to the importance of the health team, to health promotion, health education, preventive measures, etc. In several Mexican schools new curricula have been developed in which students face actual health problems from the beginning of the studies and they are trained as another resource of the health system being involved in all type of health activities in health centers, schools, nurseries, out-patient community clinics, etc.

Community Health Services↗
PubMed1989

The effect of risk assessment in conjunction with health promotion education on compliance with preventive behaviors.

In this study, 55 subjects were given prevention-oriented recommendations from general, detailed nutritional, and Type A personality risk assessments in conjunction with health promotion education. Changes in compliance with health behaviors were measured 13 months after the first assessment, using the same three risk assessment instruments. Based on self-report, a statistically significant number of persons changed from noncompliance to compliance on three nutritional behaviors, three behaviors related to health-promoting exercise and recreation, and one medical screening behavior. A statistically significant reduction in mean from the first to second year was observed for daily sodium intake and percent of calories from fat, and a significant increase in mean percent of time using seatbelts. Though limited by study design, the results provide encouraging evidence in support of the proposition that risk assessment in conjunction with health promotion education can effect positive change in preventive behaviors.

Adult↗
PubMed1988

Effect of prepaid health plans on a family practice residency.

The rapid growth of prepaid health care plans imposes clinical, financial, and educational changes on residency programs. In the study reported here, the authors examined some perceived and actual effects of such plans on a family medicine center associated with a family medicine residency training program. In the study, 37 residents and 19 faculty members completed a 5-point, 16-item survey covering the effect of the prepaid plans used at the center on the program's practice profile, cost-containment efforts, and education activities over a three-year period. Overall, the respondents agreed with the need for cost containment that accompanied participation in the prepaid plan and agreed that prepaid plans increased the number of patient visits and visits by family members. The residents and faculty members agreed that prepaid patients were more demanding and were seen more often for minor or inappropriate problems. Regarding the educational impact of the prepaid plans, the respondents agreed that they improved their clinical decision-making, and no significant concern regarding limitation of laboratory or consultations was noted. Some of the respondents' perceptions were corroborated by findings in the clinic data base that showed increased numbers of patient visits, more visits by members of the same family, and no significant change in outpatient consultation rates.

Attitude of Health Personnel↗
PubMed1991

Case study of learning milieux: the modifying effect of the workplace.

In examining the clinical environment that may influence the first-year college graduate's attitudes toward continuing learning, four case studies were conducted in hospitals within the Illawarra Area Health Service, New South Wales. The exploratory research attempts to determine the extent to which desired educational changes occur and where improvements could be made to the educational process. This paper reports the research findings.

Adult↗
PubMed1992

From novice to expert: the use of intuitive knowledge as a basis for district nurse education.

Curriculum development in nursing should be a dynamic process set within a context which unites theory and practice. Nursing is operating within a climate of ubiquitous change and reliance must be placed upon a robust and professionally enhancing curriculum framework. At the University of Liverpool, the recently validated Diploma in District Nursing has been based upon the work of Patricia Benner 'From Novice to Expert' (1984). Benner's proposals are gaining considerable international credence and, whilst acknowledging that North American models are not always readily transferable into practice within the United Kingdom, the author explains why the combination of skills acquisition and clinical expertise provide an exciting framework pertinent to post registration courses such as district nursing. Those limitations of interpretation derived from culture and the institutional settings of the research are identified. The article which follows explains the reasons which underpin the adaptation of Benner's model to the education and practice of district nursing, identifies the advantages and limitations and concludes by describing how the educational change process was managed to support practice.

Clinical Competence↗
PubMed1978

Education as a force for change in mental health settings.

The authors focus on the educational process as a force for bringing about changes in the community or within an agency setting. Four change agent roles--specialist, problem solver, consciousness raiser, and advocate--are identified and described. Attention is then focused on criteria for choosing a change agent role. What kind of change is needed? What is the probability of success using a given role? What are the consequences of functioning in a given role? These are three questions an educational change agent should ask before choosing a role as specialist, problem solver, consciousness raiser or advocate.

Attitude↗
PubMedDate not supplied

[Education general surgery: viewpoint of the candidate surgeon].

An opinion poll about the surgical training performed among the Flemish surgeons in training showed us rather critical results. 54 of 62 assistants consider the technical training capable of improvement, 48 of 62 surgeons in training believe their is a lack of possibilities for a sound theoretical education. To improve the present day needs the following changes are suggested: the reduction of the number of training centers, the raise of the operative (and supervised) activities and more possibilities for a good theoretical education, changes more achievable in case of reduction of the overload with nonoperative tasks. The surgeons in training should have their say in the reorganisation of the training in surgery.

Adult↗
PubMed1991

Specialty roles in community health nursing: a national survey of educational needs.

This study identified population groups, health conditions, and employment settings considered appropriate for graduate-level community health nursing (CHN) practice and employment, and described the relative importance of each of these areas as assessed by CHN leaders. According to 588 leaders in CHN service and education, (1) the population groups most in need of graduate-prepared CHNs are the elderly, persons of low socioeconomic status, the homeless, adolescents, and the unemployed; and (2) the health conditions most in need of CHN services are AIDS, pregnancy and prenatal problems, low birth weight and infant mortality, stress-related illness, and Alzheimer's and other chronic diseases of the elderly. Among the many employment settings rated as having a great need for CHNs are state and local health departments and home health agencies. The findings provide the direction and justification for developing specialty options within CHN that correspond to these identified and changing needs. This article provides suggestions and possible alternatives for initiating educational change to prepare graduate-level CHNs for these various specialties and for the settings in which the specialties will be applied.

Community Health Nursing↗
PubMed1989

[Does medical education change behavior, attitude and knowledge in relation to smoking? A survey of medical students in the 1st and next to last year of study].

Among the 831 students in the first and last-but-one year of medical studies, 21% were smokers, 4% occasional smokers, 63% non-smokers and 5% former smokers. There were no statistically significant difference in smoking habits between the first and fifth years of study. The different semesters did, however, reveal significant differences with respect to their evaluation of smoking as a health hazard, their knowledgability as to the causal effects of smoking in diverse diseases, the readiness of the doctors-to-be to counsel their patients to avoid smoking, self assessment of their knowledge about smoker counselling methods, their support for the ban on cigarette advertising, and further education in the field of smoker counselling. Significant difference were to be seen between smokers, former smokers and non-smokers with respect to their personal evaluation of their smoking habits over the next five years, the assessment of smoking as a hazard to health, and the subjective burdening of smoking, the question as to the example-setting and instructive role of the physician with respect to smoking, and the question of statutory measures affecting smoking.

Adult↗
PubMed1977

Primary care residency training: the first five years.

The training of physicians for the delivery of primary care is becoming a national priority. The period of residency training is viewed by many as the focal point for educational change to meet this demand. The Residency Program in Social Medicine at Montefiore Hospital and Medical Center was begun in 1970 and offers primary care residency training toward board eligibility in internal medicine, pediatrics, or family practice. The pairing concept of scheduling guarantees the resident a continuity of care experience for his own panel of patients at the ambulatory site. The hospital and the ambulatory site share the cost of residents' salaries. Primary care curriculum for clinical and clinical-support areas, delivery-site design, and faculty-utilization models must all be uniquely suited to the training of the future primary care practitioner. Resident recruitment and selection and the involvement of residents in the management of the residency program are crucial features of program success and training for future practice.

Administrative Personnel↗
PubMed1989

Implementing change in nursing education.

Nursing education faces a period of change within the next decade. Blueprints for educational change have been developed in the United Kingdom, Australia and Canada. Change in education needs to be planned rather than a reaction to internal or external pressures. Blueprints for education should extend beyond the entry to practice level and include specialisation, baccalaureate and graduate education. A plan for practice for the future should encompass both hospital and community based health care. Nursing practitioners as well as nurse educators need to be involved in educational planning. In light of the changing student body and societal needs, consideration must be given to the development of a variety of models for nursing education. Prior to instituting wholesale change, pilot projects need to be developed and tested. Plans for preparing adult educators competent in the use of modern technology, are a necessary adjunct to new programme development. Education also needs to be available to the practising nurse to enable professional growth. Professional associations must play a role in educating nurses, other professionals and consumers of nursing care on the changing roles and functions of the nurse, as movement is made toward the goal of 'Health For All By The Year 2000'.

Education, Nursing↗
PubMedDate not supplied

Curriculum innovation and the management of change.

Change in Nurse Education is occurring at such a rate that interest in the management of change is increasing. This article constructs an anatomy of an innovation and considers elements which helped and hindered the change process. The innovation was the development of a new RMN curriculum which was a cooperative venture between three health districts. Continuous assessment, student centered learning and a humanistic approach were all embodied in the innovation. By interviewing the Change agents the innovations are considered in a way which highlights internal and external resistances to change. The use of planning, personal effort and a collegial approach are noted as assisting factors when used within a humanistic framework and a normative re-educative change strategy. Ownership of the innovations is seen as a measure of the strategies success.

Communication↗