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Results for “Models, Educational”

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At least 19 recordsLinked to original sources
PubMed1993

Treatment for clients with cumulative trauma disorders: using an educational model to communicate choices.

1. Cumulative trauma disorders comprise more than half of all occupational injuries reported in the U.S. 2. Lack of clear definition about cumulative trauma disorders causes confusion for clients in the workers' compensation system. 3. A teaching poster about cumulative trauma disorders was developed (describing prevention, acute care, and rehabilitation) to assist clients in understanding this disorder. Emphasis was placed on clients' choice in decision making about treatment. 4. Evaluation was carried out using a survey questionnaire. The majority of clients thought the poster was "helpful" or "very helpful." Actual behavioral change was most noticeable in the categories of "took steps to reduce risk factors" and "asked more questions about care."

Audiovisual Aids↗
PubMed1984

Clinical education model for staff training in orthopedic manual therapy.

We designed a clinical education model for training staff orthopedic physical therapists to provide basic skills in orthopedic manual therapy. The program evolved in a health maintenance organization, where a large number of patients with acute and chronic musculoskeletal disorders receive care. As physical therapy became primary in the treatment of these patients, the staff needed to develop specialized clinical skill. We divided the program into four phases: Phase I--Lecture Series, Phase II--Evaluation of Clinical Skill, Phase III--Self-directed Study, and Phase IV--Re-evaluation. This clinical education assures the staff physical therapist of a supportive learning environment. The program enhances clinical development by identifying individual strengths and weaknesses and providing a positive framework for improvement and self-evaluation.

Clinical Competence↗
PubMed1979

A health education model for ambulatory care.

Nurses in this ambulatory care center recognized a need for a systematic, planned approach to health education, and developed a health education model. The nurses on the committee serve as inhouse consultants to help other nurses develop, implement, and evaluate health education programs.

Ambulatory Care↗
PubMedDate not supplied

[Rational structures in health education models: basics and systematization].

The different Health Education (HE) models appeared in the scientific literature are analyzed, trying to eliminate the confusion produced by its great diversity, applying a general and systematic point of view. Due to the relevance of that topic in the activities of Health Promotion in Primary Health Care it is urgent a deep reappraisal due the heterogeneity of scientific papers dealing with that topic. The curriculum, as the confluence of thought and action in Health Education, is the basic concept thanks to which it is possible to integrate both scientific logic, the biological one and that pertaining to the social sciences. Of particular importance have been the different paradigms that have emerged in the field of HE from the beginning of the present century: a first generation with a "normative" point of view, a second one orientated from positivistic bases, and a third generation adopting an hermeneutic and critic nature. This third generation of paradigms in HE has taken distances from the behaviouristic and cognitive perspectives being more critical and participative. The principal scientific contributors in the field of HE, internationals as well as spaniards are studied and classified. The main conclusions obtained from this Health Education paradigm controversy are referred to both aspects: 1) planning, programming and evaluating activities, and 2) models, qualitative and quantitative methodologies. Emphasis is given to the need of including Community Participation in all phases of the process in critic methodologies of HE. It is postulated the critic paradigm as the only one able to integrate the rest of the scientific approaches in Health Education.

Community Health Centers↗
PubMed1978

Training in prevention: an educational model for social work students.

Graduate schools of social work have made infrequent use of public health settings as a locus for practice education and a particular resource for learning in prevention. This report is on a project aimed at the development of an educational model in preventive work with families and children, using a student unit in fieldwork in a county health department. The 3-year project emphasizes early intervention with concern for developmental and life cycle tasks of families. Ongoing evaluation of process indicates clearer identification of populations "at risk" and changes in student appreciation of collaborative roles with other disciplines in patient care, as well as specific learning tasks and roles associated with screening, case finding, referral, and treatment.

Adolescent↗
PubMed1976

An educational model for teaching living skills to long-term patients.

Establishing rehabilitation programs for long-term mental patients outside mental health settings can save mental health funds and further the patients' integration into the community, the author declares. He describes an approach that uses an educational model to teach patients the basic skills of everyday living. As "students," they enroll in a course taught by a credentialed teacher and sponsored by the adult education department of the local high school. Mental health professionals are used only for consultation, and the cost to the local mental health program is minimal. A key element in the course is having the students participate in planning the curriculum.

Activities of Daily Living↗
PubMedDate not supplied

[An educational model for extramural 2nd-year nursing].

This article describes a distant curricular methodology of the Universidad del Valle Nursing Department. With such a modality over 500 professionals were able to reach the nursing licenciateship degree, without leaving their jobs and working in different cities of the country. The backgrounds offered refer to the programs of the southwestern region in Colombia and the results of the evaluation, which made it possible to provide a new nursing curriculum, more in accordance with the needs both of the community and of the region and the country. Two main factors are emphasized which underly the educational model: learning while rendering services and solving medical care problems of the institution, and at the same time fulfilling the quality level of the learning model for stimulating creativity, critical discussion, facilitating the active work of the learners. Finally, a summary is made of the method used and the results in terms of the model experimentation and implementation in five universities around the country.

Cuba↗
PubMed1979

[An experimental educational model, a complementary Program for Licensure in regional nursing].

A brief review is given of the Supplementary Licentiate Program in Nursing at a Distance offered by the Nursing Departament of the Valle University, Cali, Colombia. The purpose of the Program is to allow general nurses to pursue studies without leaving their place of work, using an experimental education model; if the results are good, it will be extended to other levels of nursing training. The methodology describes the administrative process resultant from the already completed planning stage, and the gains made to date.

Colombia↗
PubMed1990

A continuing education model for community health nursing practice.

Although community health nursing standards of practice state that the baccalaureate degree (BSN) is the entry level for practice, the reality is that over 60% of the work-force has less than a bachelor's degree. Furthermore, BSN programs have been criticized for not putting sufficient emphasis on content areas critical for effective entry-level practice. This article presents a continuing education model that could guide agencies in developing programs to correct these deficits, incorporating both initial orientation, ongoing staff development, and formal advanced preparation. The educational background of the nurse determines the clinical activities and degree of supervision required for practice. The non-BSN entering practice should take an intensive course in basic skills identified as essential for practice in the community health setting. Work or professional assignments dictate additional staff development needs. Formal academic preparation at the bachelor's, master's, and doctoral levels is encouraged. Description of the content, course format, and evaluation information regarding the North Carolina course for preparing non-BSN RN's for entry-level community health practice is presented.

Community Health Nursing↗
PubMed1989

An educational model for preparing dental hygiene students in the treatment of periodontal diseases.

Inflammatory periodontal disease is the leading cause of tooth loss. Experts agree that prevention is crucial, with frequent and through plaque removal being the simplest and most effective method for preventing inflammatory periodontal disease. Since it is often the dental hygienist who plays the major role in providing such care, it is imperative that dental hygiene programs educate students in the prevention and treatment of periodontal diseases and provide necessary breadth and depth in theory and clinical experience in the curriculum. The purpose of this paper is to describe an educational model designed to enhance the treatment phase of the periodontal component of the curriculum for dental hygiene students. Both the didactic and clinical components of the periodontics courses are built upon a program-planning model: students assess, plan, implement, and evaluate the periodontal needs of all patients. Case presentations permit students to assimilate and analyze clinical data while internalizing the importance of comprehensive care and adequate follow-up. In general, the program-planning model in periodontics incorporates the application of theory to practice and enhances clinical decision-making skills needed for graduates to meet the complexity of periodontal health needs.

Dental Hygienists↗
PubMed1991

A caring-based AIDS educational model for pre-adolescents: global health human caring perspective.

With the prolific messages shown to children today through the media and other sources about acquired immunodeficiency syndrome (AIDS), what sexual questions are on the minds of the fifth and sixth grade students as a result of this exposure? What is the role and responsibility of nurses with regard to this problem? This descriptive study focused on fifth and sixth graders' questions about AIDS and provides some directions for theory-based nursing interventions related to AIDS and children. This paper proposed a theory-based model of caring as a teaching intervention programme about AIDS for pre-adolescents. The model resulted from a sex education programme for fifth and sixth graders in an international school setting in Japan. The nature of the students' questions about AIDS revealed transcultural concerns which suggested that a model of human caring was needed to develop a systematic approach to AIDS education for pre-adolescents. The model proposed has global implications for nurses and other health professionals in schools and primary health-care settings in various parts of the world.

Acquired Immunodeficiency Syndrome↗
PubMed1989

Increasing access to quality dental hygiene care. An educational model.

Restrictions on the manner in which dental hygienists practice are determined by individual state laws, each state's dental practice act, and how those are interpreted by the state board of dental examiners. Prior to 1986, state laws or regulations did not permit dental hygienists to practice independently of a dentist's supervision in public and private settings. These restrictions on the way hygienists practiced have been a barrier to expanding access to preventive dental hygiene care. Recently, the number of states that have eased the restrictions related to dental hygiene practice has increased. More hygienists have actively pursued legislation that would permit minimal supervision, and one state, Colorado, secured unsupervised practice. In addition to these legislative changes, the ADHA has made a commitment to expand the scope of dental hygiene practice. Given this focus, it is critical that dental hygiene practitioners receive the appropriate education to support their providing care directly to the public-functioning independently as licensed professionals. The purpose of this paper is to propose an educational model which will describe the advanced clinical and practical management skills necessary to practice unsupervised. Implications for how this model will increase access to care will also be addressed.

Dental Care↗
PubMed1995

An individualized educational model for the remediation of physicians.

OBJECTIVE: To design and implement an individualized program of evaluation and education to provide remedial experiences to physicians. DESIGN AND SETTING: An evaluation and educational program for physicians practicing in New York State. PARTICIPANTS: Physicians referred for evaluation and possible remedial educational experiences from the New York State Office of Professional Medical Conduct, from the New York State Committee on Physicians' Health, or self-referred. MAIN OUTCOME MEASURES: Educational programs designed to meet the individually identified educational needs of physicians and placement of physicians in educational settings that facilitate their meeting the program goals and issues raised by the Office of Professional Medical Conduct. RESULTS: Of the 28 physicians who have undergone evaluation activities, at the time of this report, five (18%) had completed their educational programs, five (18%) were participating in directed educational programs, five (18%) had approved educational programs and were awaiting placement, and 10 (36%) were awaiting acceptance of their program by the Office of Professional Medical Conduct. CONCLUSIONS: A comprehensive evaluation program can identify areas amenable to education and target individualized remedial educational experiences that may enable physicians to become contributing members of the medical community.

Clinical Competence↗