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Results for “interdisciplinary education”

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At least 19 recordsLinked to original sources
PubMed1976

Interdisciplinary education for community health: the case for nursing and social work collaboration.

A nurse educator and a social work educator developed an interdisciplinary team-taught course in community health for both social work and nursing students. This account of their experience elaborates the implications of interdisciplinary education for the student learning experience including theory and practice content, socialization, and transition; faculty development; and the larger university community. Although this particular instance is limited to baccalaureate education, the authors underscore the potential of interdisciplinary course work for the enrichment of all levels of nursing and social work education.

Attitude↗
PubMed1979

Interdisciplinary education for health care professionals.

As the interdisciplinary approach to health care becomes more important, new approaches to interdisciplinary education for health professionals are needed. This article presents objectives for interdisciplinary learning and describes one such course designed to deal with the problem of child abuse.

Attitude of Health Personnel↗
PubMed1977

Interdisciplinary education in child abuse and neglect.

The increased need for professionals working with children and their families to understand, identify, and in some cases treat and follow up situations of child abuse and neglect has led to the offering of a structured graduate interdisciplinary course to students in various types of professional training. This initial effort represents an attempt not only to aid students in gaining insight into the dynamics of child abuse but also to encourage interdisciplinary communication among students from law, medicine, social work, education, and other fields which will hopefully continue into their professional life. Based on the experience accumulated from two offerings, a description is presented of the objectives, content, methodology, problems, and short-term evaluation of this course.

Child↗
PubMed1978

Interdisciplinary health education: a case study of fact and fancy.

Meeting the health needs of patients and providing comphrehensive health care services require the integration and coordination of several professional health services. Traditional methods for training students in the health professions independently are being challenged by the need for future practitioners to understand and to utilize effectively the skills offered by the other disciplines. However, the movement of educational institutions toward interdisciplinary training programs entails the careful assessment of program design, content, and basic philosophy. Two and one-half years of experience with such a program at one academic health center are reviewed.

Adult↗
PubMed2026

Nourishing collaboration: interdisciplinary nutrition education for health care professionals.

Nutrition education remains insufficient in many health care professional training programs despite the central role of diet in the prevention and management of chronic disease. Contemporary nutrition science increasingly recognizes that dietary behaviors and health outcomes are shaped by complex interactions among biological, behavioral, environmental, and food system factors. This perspective proposes an interdisciplinary framework for nutrition education that integrates the complementary expertise of physicians, dietitians, chefs, and farmers. By bridging clinical care, nutrition science, culinary practice, and agricultural systems, such an approach may strengthen the translation of evidence into practice, improve nutrition-related competencies among health care professionals, and ultimately enhance population health outcomes.

Humans↗
PubMed1976

[Basic requirements for the development of medical education in Latin America and the Caribbean. Final report].

This is the Final Report of this meeting, which was held in Caracas in January 1976 and sponsored by the Pan American Health Organization and the Pan American Federation of Associations of Medical Schools. The meeting included discussions on fundamental aspects of medical manpower development and recommendations on professional training in health policies, medical practice and care , student enrollment, and the establishment and operation of medical schools. The first part of the Report is a review of international activities in medical education in Latin America and the Caribbean area; standards and minimum requirements of new medical schools; present trends in medical education; influences on professional training; interdisciplinary education and education by fields; preparation of the specialist and the multiprofessional; on-the-scene training in hospitals and elsewhere; institucional structures; and student requests.

Education, Medical↗
PubMed1977

Administration of education programs in academic health centers.

Because of their expanding budgets, facilities, enrollments and staff, and because of increasing responsibilities for rendering health services, academic health centers must make major administrative decisions. We believe that these centers should remain within the university structure to facilitate interdisciplinary education, should better integrate the activities of the faculties of their component schools, and should prepare more purposefully for the multiprofessional teams that will deliver primary care in the future. Basic-science departments should also improve institutional programs for serving students in all the health sciences. A center's chief administrative officer, a vice-president for health affairs, should have clearly defined lines of authority over the center's operations, including those of the university hospital. In spite of burdensome governmental regulations, centers should cooperate with legislative efforts in health planning, in developing experimental models for new delivery systems and in supporting studies that will underlie equitable rate regulation.

Delivery of Health Care↗
PubMed1979

Inclusion of a program of instruction in care of the disabled in a dental school curriculum.

Lack of practitioner training is considered a major reason for dental neglect of disabled persons. The feasibility of instruction in the care of the disabled for dental and dental hygiene students at the undergraduate level was demonstrated in a prototype program encompassing a continuum of didactic courses, clinical experiences in extramural and intramural settings, inservice training and continuing education, interdisciplinary activities, and evaluative research. Successful implementation of such a program required developing and using appropriate support systems, such as instructional materials, social services, public relations, and monitoring of care delivery. A format combining specific courses with inclusion of disability subject matter in existing courses appeared to be advantageous in intergrating the program into the dental curriculum. Evaluation data indicated the value of undergraduate training in improving access to dental care for the disabled patient.

Attitude↗
PubMed1979

Interdisciplinary inpatient warfarin education program.

An educational program on warafarin counseling for inpatients of a 200--bed community hospital which uses both pharmacy and nursing personnel is described. Following a physician's request for the educational service, a registered nurse arranged for the patient to view a slide presentation of anticoagultants and provided a booklet designed to reinforce the learning objectives for the warfarin education program. After the patient viewed the film and read the booklet, a pharmacist or nurse made a follow-up visit to answer questions and reinforce the objectives. The checklist of learning objectives was completed by the pharmacist or nurse and remained in the patient's chart as a permanent record of medication counseling. Forty-five request for warfarin patient education were received during the program's first six months of operation. The pharmacist spent an average of 30 minutes with each patient; the nurse spent an average of 15 to 20 minutes with each patient. The average time required of nursing and pharmacy service to provide the program was one and two hours per week, respectively. The warfarin education program provides an important patient service with a reasonable expenditure of time by pharmacy and nursing personnel.

Hospitals, Community↗