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Patient education: the role of the physician assistant and other allied health professionals

Alexander, Lisa Mustone
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //1987 Português
Relevância na Pesquisa
45.82%
The physician assistant (PA) has been on the leading edge in the development of midlevel health providers since the 1960s. As an allied health professional, PAs, along with nurse practitioners, midwives, nurse anesthetists, and others, emphasize patient education. Oftentimes, patient education can be introduced in the academic setting, but true learning comes with experience as a student in clinical training.

Use of CAI/VIDEO in Diabetes Patient Nutritional Education*

Wheeler, L.A.; Wheeler, M.L.; Ours, P.; Swider, Cynthia
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 26/10/1983 Português
Relevância na Pesquisa
45.84%
An innovative approach to patient education has been developed using a combination of computer assisted instruction (CAI) and video techniques, CAI/VIDEO. Several hours of nutritional education material for diabetics have been prepared. The CAI/VIDEO material is presented on a microcomputer which is electronically connected to a videodisk player. A clinical evaluation of the effectiveness of CAI/VIDEO in patient education is currently being performed.

Patient Education Strategies in Dermatology: Part 2: Methods

Zirwas, Matthew J.; Holder, Jessica L.
Fonte: Matrix Medical Communications Publicador: Matrix Medical Communications
Tipo: Artigo de Revista Científica
Publicado em /12/2009 Português
Relevância na Pesquisa
45.94%
Patient education is an important aspect of patient care in dermatology. Successful education increases patient satisfaction and results in improved outcomes and adherence. This article individually evaluates several patient-education strategies: verbal education, written information, group-based learning, audiotapes, videotapes, computer-assisted education, and the internet. The review presents the strengths and limitations of each strategy based on recognized barriers to effective patient education that were discussed in Part 1. Additionally, a summary of recommendations for effective patient education is provided.

Practice Skill Development Through the Use of Human Patient Simulation

Crea, Kathryn A.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 10/11/2011 Português
Relevância na Pesquisa
45.78%
Human patient simulation (HPS) is used in health care education to enhance the transition from classroom learning to competent performance. It has been used frequently in nursing and medical schools and less often in pharmacy and other allied health professions. HPS is used to improve the development of pharmacy practice skills such as physical assessment, pharmacotherapy plan development, and monitoring plans. Engaging multiple health care disciplines in simulations enables participants to practice teamwork and communication skills that are essential in preventing errors and events of harm to patients. This article reviews current literature and use of simulation in pharmacy curricula for the development, enhancement, and assessment of pharmacy practice skills.

Assessment of Human Patient Simulation-Based Learning

Bray, Brenda S.; Schwartz, Catrina R.; Odegard, Peggy Soule; Hammer, Dana P.; Seybert, Amy L.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 15/12/2011 Português
Relevância na Pesquisa
45.85%
The most common types of assessment of human patient simulation are satisfaction and/or confidence surveys or tests of knowledge acquisition. There is an urgent need to develop valid, reliable assessment instruments related to simulation-based learning. Assessment practices for simulation-based activities in the pharmacy curricula are highlighted, with a focus on human patient simulation. Examples of simulation-based assessment activities are reviewed according to type of assessment or domain being assessed. Assessment strategies are suggested for faculty members and programs that use simulation-based learning.

A Collaborative Approach to Improving and Expanding an Experiential Education Program

Cox, Cheryl E.; Lindblad, Adrienne J.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 10/04/2012 Português
Relevância na Pesquisa
45.83%
The lessons learned from a collaboration between a faculty of pharmacy and a practice site that involved implementation of an innovative experiential placement model are described, as well as the broader impact of the project on other practice sites, the faculty of pharmacy’s experiential education program, and experiential placement capacity. The partnerships and collaborative strategies formed were key to the implementation and evaluation of a pharmacy student clinical teaching unit pilot program and integration of concepts used in the unit into the advanced pharmacy practice experience (APPE) program to enhance capacity and quality. The university-practice partnerships have made it possible to promote the delegation of responsibility and accountability for patient care to students, challenge the anticipated workload burden for preceptors, question the optimal length of an APPE placement, and highlight the value of higher student-to-preceptor ratios that facilitate peer-assisted learning (PAL) and optimize the practice learning experiences for preceptors and students. Collaboration in experiential education between universities and practice sites can provide opportunities to address challenges faced by practitioners and academics alike.

Seven practical principles for improving patient education: Evidence-based ideas from cognition science

Pusic, Martin V; Ching, Kevin; Yin, Hsiang Shonna; Kessler, David
Fonte: Pulsus Group Inc Publicador: Pulsus Group Inc
Tipo: Artigo de Revista Científica
Publicado em /03/2014 Português
Relevância na Pesquisa
45.9%
An important role of the paediatrician is that of a teacher – every clinician is an educator to patients and their families. This education, however, often occurs under difficult or time-pressured learning conditions. The authors present principles derived from three basic theories of human cognition that may help to guide clinicians’ instruction of parents and patients. Cognitive load theory holds that an individual’s capacity to process information is finite. By controlling information flow rate, decreasing reliance on working memory and removing extraneous cognitive load, learning is improved. Dual code theory suggests that humans have separate cognitive ‘channels’ for text/audio information versus visual information. By constructing educational messages that take advantage of both channels simultaneously, information uptake may be improved. Multimedia theory is based on the notion that there is an optimal blend of media to accomplish a given learning objective. The authors suggest seven practical strategies that clinicians may use to improve patient education.

Use of Virtual Patients in an Advanced Therapeutics Pharmacy Course to Promote Active, Patient-Centered Learning

Smith, Michael A.; Mohammad, Rima A.; Benedict, Neal
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 15/08/2014 Português
Relevância na Pesquisa
55.82%
Objective. To assess student satisfaction and learning of course objectives following the integration of virtual patient cases designed to promote active, patient-centered learning in an advanced therapeutics pharmacy course.

Effect of standard versus patient-targeted in-patient education on patients’ anxiety about self-care after discharge from cardiovascular surgery clinics

Yıldız, Tülin; Gürkan, Selami; Gür, Özcan; Ünsal, Cüneyt; Baltacı Göktaş, Sonay; Özen, Yücel
Fonte: Clinics Cardive Publishing Publicador: Clinics Cardive Publishing
Tipo: Artigo de Revista Científica
Publicado em //2014 Português
Relevância na Pesquisa
45.95%
We compared standard and patient-targeted in-patient education in terms of their effect on patients’ anxiety. One hundred and ninety-eight patients who were hospitalised for coronary artery bypass surgery were given standard education (group 1) or individualised education (group 2) on the management of their healthcare after discharge. Patients in group 2 were assessed on the patient learning needs scale and were given education according to their individual needs. The level of anxiety was measured by the state–trait anxiety inventory. Anxiety scores were significantly lower in group 2 than group 1 after education (p < 0.001). While state anxiety did not change after education in group 1 (p = 0272), it decreased significantly in group 2 (p < 0.001). For cardiovascular surgery patients, patient-targeted in-patient education was more effective than standard education in decreasing anxiety levels, therefore the content of the education should be individualised according to the patient’s particular needs.

Helping each other to learn – a process evaluation of peer assisted learning

Glynn, Liam G.; MacFarlane, Anne; Kelly, Maureen; Cantillon, Peter; Murphy, Andrew W
Fonte: BioMed Central Publicador: BioMed Central
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
Português
Relevância na Pesquisa
45.85%
peer-reviewed; Background: The benefits of Peer Assisted Learning (PAL) are well established with positive effects on examination scores, student satisfaction and personal and professional development reported. PAL is increasingly utilised as a resource within medical education where the restrictions on resources have forced teachers to look at creating new educational environments which can be delivered at a lower cost. This study sought to evaluate the processes at work as the emphasis of PAL research to date has largely been on the consideration of student outcomes. Methods: Fifth-year medical undergraduates, who had completed their communication skills modular training and attended a preparatory workshop, facilitated a role-play session for their second-year colleagues within an Early Patient Contact programme. Semi-structured interviews and focus groups were used to collect data at different time points in order to establish the views of peer learners and tutors towards this new method of teaching. The data was analysed according to the principles framework analysis using N-vivo software. Themes were shared and debated with the multidisciplinary team of authors and a concordance of views on common themes was reached after discussion and debate. Results: Analysis of the data resulted in the emergence of three thematic categories: Learning Environment...

Negotiating the maze: Case based, collaborative distance learning in dentistry

Lechner, S.; Kandlbinder, P.; Gonsalkorale, S.; Bradshaw, M.; Harris, K.; Winning, T.
Fonte: Medical Education Online Publicador: Medical Education Online
Tipo: Artigo de Revista Científica
Publicado em //2001 Português
Relevância na Pesquisa
45.86%
The module was developed as an elective to give motivated senior dental students an opportunity to expand their horizons in planning oral rehabilitation. It comprised one tutor and 12 students, from five universities world-wide, communicating on the World Wide Web (WWW), to develop oral rehabilitation plans for simulated patients. Trigger material came from one of two Case Profiles and consisted of diagnostic casts and details of the clinical and radiographic examination in WWW/CD-ROM form. No background material was supplied as to the "patient’s" age, sex, history or main concern(s). Students worked in groups of three, each student from a different location. Individual students were given a role within the group: "Patient", who developed a "personal background" belonging to the trigger examination material, "Academic" who identified state-of-the-art treatment options available for the dental treatment needs identified by the group and "General Practitioner" who tailored these options to the "patient’s" needs and wants. Student feedback focused on their perception of their experience with the program in response to a questionnaire comprising 11 structured and four "open" questions. All students felt that the program increased their confidence in planning oral rehabilitation. Ten students felt that the "best thing about the program" was the interaction with students from other universities and the exposure to different philosophies from the different schools. Eight students mentioned their increased awareness of the importance of patient input into holistic planning. Under the heading "What was the worst thing"...

Preparing interprofessional clinical learning sites: what the literature tells us

Gum, L.; Richards, J.; Bradley, S.; Lindeman, I.; Ward, H.; Bennett, P.
Fonte: Australasian and New Zealand Association for Medical Education Publicador: Australasian and New Zealand Association for Medical Education
Tipo: Artigo de Revista Científica
Publicado em //2012 Português
Relevância na Pesquisa
45.9%
PURPOSE: Infusing an interprofessional perspective into healthcare education in the university setting instils a collaborative approach in the provision of patient-centred care concepts for students. The purpose of this paper is to describe how one Australian health science faculty is modernising their healthcare education curriculum to develop this approach. METHOD: As part of the development process, a systematic literature review was undertaken to determine the elements required for the development of interprofessional clinical learning (IPCL) sites, including but not limited to, necessary organisational and professional considerations to effect interprofessional education (IPE). RESULTS: The results of this review identified four key factors for IPE development: 1) shared culture, 2) support and leadership, 3) strategic facilitation and planning, and 4) effective feedback, evaluation and dissemination of curriculum intent. DISCUSSION: These elements are discussed in association with curriculum change in this faculty to promote interprofessional collaboration and teaching. CONCLUSION: As a result of the review, the modernisation of our IPE curriculum is being underpinned by shared understandings between faculty and clinical site health providers about IPE. Our joint goal is for appropriate preparation and sustainability of IPCL sites.; L.F. Gum...

Knowledge retention from preoperative patient information

Stern, C.; Lockwood, C.
Fonte: Blackwell Publishing Asia Publicador: Blackwell Publishing Asia
Tipo: Artigo de Revista Científica
Publicado em //2005 Português
Relevância na Pesquisa
36.03%
Background  Preoperative education is a common feature of the preoperative preparation for many surgical procedures. It is anticipated that this education will result in beneficial outcomes for the patient. Many studies have evaluated the effectiveness of different formats used to deliver the information, and the effect of this information on a variety of outcomes. While there has been substantial research and several meta-analyses undertaken on different aspects of preoperative education, there has been no previous attempt to summarise this body of research to evaluate its impact on knowledge and understanding of patients. Objective  The objective of this review was to present the best available evidence related to knowledge retention and/or correct performance of postoperative activities after preoperative patient education. Review method  This review considered all studies that included adults in a hospital setting, either as inpatients or same day surgical patients, and who received some form of information and/or instruction before an operative procedure. Interventions were the methods of preoperative patient education, instruction or teaching, and included evaluations of the effectiveness of different presentations such as: •  written information; •  audio-visual aids; •  computer-assisted instruction; •  learning packages in either group or individual formats...

The Nurse Labor and Education Markets in the English-Speaking CARICOM : Issues and Options for Reform

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Health Sector Review
Português
Relevância na Pesquisa
45.86%
The present report concludes the second phase of the cooperation between Caribbean Community (CARICOM) countries and the World Bank to build skills for a competitive regional economy. It focuses on the nurse labor and education markets of the English-speaking (ES) CARICOM. The topic was suggested by ministers of health concerned with chronic staffing shortages in local health facilities and anecdotal evidence of high migratory outflows. The chronic staff shortages are likely to hamper the quality and efficiency of health services, both of which are critical factors in attracting international businesses and retirement locales. The rationale for focusing on nurses was that they compose the largest group of health care professionals in the ES CARICOM and play a critical role in strengthening health services in the face of the demographic and epidemiological transition in the region. Moreover, major achievements in improving and harmonizing curricula, degrees, and licensing procedures among the ES countries of CARICOM facilitate the international competition for this globally scarce human resource. If the ES CARICOM is to address current and future nurse shortages...

HIV/AIDS Education in Health Professionals Training in the Philippines

Tawasil, John R.; Salvador, Vincent DG; Juban, Noel R.; Chan, Michael B.
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Health Study; Economic & Sector Work
Português
Relevância na Pesquisa
45.91%
It is recognized by both private and public sectors that an adequate education plays an important part in stemming the spread of HIV. While the topic of sex education among primary and secondary schools remains a contentious issue for a predominantly Catholic country like the Philippines, teaching health professionals about HIV/AIDS is a vital part of the subject of infectious diseases. At present, there is a need to evaluate the current curriculum of health professionals in terms of the adequacy of the teaching about HIV/AIDS. This study was undertaken to review the present state of HIV/AIDS education in undergraduate health professionals' curriculum and to assess the response of local tertiary private hospitals to the emerging threat of HIV/AIDS. It analyzes the current situation of HIV/AIDS lectures and discussions in public tertiary education academic curricula of health professionals in the Philippines. It determines the perceptions of different stakeholders as to the sufficiency of the current level of lectures and discussions on HIV/AIDS. It describes the private hospital sector response to the HIV/AIDS problem. This study was divided into two parts. The first part dealt with the first and second objectives...

Examining the influence of family support on diabetes education behavioural outcomes

Tan, Hanet.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
55.84%
The purpose of this study was to examine the influence of family support on diabetes education behavioural outcomes, specifically in relation to diet, exercise, and blood glucose monitoring in adult individuals with Type 2 diabetes. Fifty-three individuals attending diabetes education for the first time were followed approximately 1 month. The findings for the influence of family support were mixed. Family attending diabetes class with participants had a positive influence with respect to diet. This is consistent with Carl Rogers (1969) who espouses setting a positive climate for learning and that learning new attitudes or information comes when external barriers are at a minimum. However family attending class with participants had no influence with respect to exercise or blood glucose monitoring. The family support action of encouraging with respect to diet overall did not influence healthy eating behaviours except for decreased skipped meals and scheduled snacks. In fact, in the areas of family willing to make healthy choices along with participant, the less the family was involved in encouraging, the better the participant did. Exercise on the other hand was influenced positively by family encouragement. This is consistent with Bandura's theory that enhancement of self-confidence and self-efficacy can lead to desired behaviour changes. Family encouragement however did not appear to influence blood glucose monitoring behaviours. This study has implications for practice in that diabetes education programs can encourage family to attend classes or get involved in encouraging the person with diabetes...

The Development of Recovery Competencies for In-patient Mental Health Providers Working with People with Serious Mental Illness

CHEN, SHU-PING
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
36.11%
Objectives. The transformation of the mental health system toward a recovery-orientation has created a growing demand for training and education to equip providers with recovery competencies. The purpose of this thesis is to develop a recovery competency framework addressing the most salient components of recovery competencies required for providers practicing in in-patient contexts and to construct and test an education program accordingly. Methods. This thesis involved three phases. Phase One used competency development strategies to develop a recovery competency framework. Data collection methods included a literature review and 15 key informant interviews. In Phase Two, based on the recovery competency framework, a recovery education program was constructed and validated. In Phase Three, a pilot study with a pre-test/post-test design was used to examine the effectiveness of the education program. Twenty-six in-patient providers from three hospitals were recruited. Outcome measures included the Recovery Knowledge Inventory, two investigator-developed questionnaires rating participants’ sense of recovery knowledge application and perceived recovery-related dilemmas, and a group evaluation. Results. Two conceptual models were developed in Phase One to address key tensions and enabling processes for in-patient providers. Derived from these two models...

'Expert Patient' in Health Professional Education: Experience of OT Students

Cameron Duarte, Jasmin Joan
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
36.07%
Patient-centred care is the gold standard of health care, yet in practice, problems prevail. The use of the ‘expert patient’ in health professional education is one form of learning patient-centred care. A gap in the literature regarding how the use of ‘expert patient’ in health professional education promotes patient-centred care was acknowledged in current research. With Queen’s University Health Sciences & Affiliated Teaching Hospitals Research Ethics Board approval, a sample of Queen’s University MScOT students participated in a qualitative study with the following research question: “How does the students’ experience of interacting with the ‘expert patient' (‘XP’) relate to learning regarding client-centred practice (CCP)?” Three objectives were proposed: 1. Describe the OT students’ experience of interacting with the ‘expert patient’, 2. Describe the students’ learning regarding client-centered practice, 3. Identify the conditions particular to the ‘expert patient’ experience that led to learning regarding client-centered practice. In-depth interviews were conducted with the students subsequent to their ‘expert patient’ experience. Analysis revealed three conditions that together provided the foundation for student experiential learning regarding client-centred practice: interaction with particular persons with stable disability known as ‘expert patients’; students’ requirement to evaluate them and thus ‘experience power’; and explicit opportunities for ‘directed reflection and discussion’. Questions were raised for researchers...

Patient Education in the Doctor's Office: A Trial of Audiovisual Cassettes

Bryant, William H.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /03/1980 Português
Relevância na Pesquisa
45.92%
Audiovisual tapes for patient education are now available in Canada. This paper summarizes the utilization of 12 tapes in an urban solo family practice over one year. Evaluation of this learning experience by both the physician and the patient showed positive results, in some cases affecting the outcome of the patient's condition. This patient education aid is intended to provide information only and is not subject to learning analysis.

The influence of workplace culture on nurses’ learning experiences: a systematic review of the qualitative evidence.

Davis, Kathryn Merice
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2015 Português
Relevância na Pesquisa
36.04%
Background A healthy workplace culture enables nurses to experience valuable learning in the workplace. Learning in the workplace is valuable as it can enable the provision of evidence based and continuously improving safe patient care, which is central to achieving good patient outcomes. Therefore, nurses need to learn within a workplace that supports the implementation of evidence based, professional practice and enables the best patient outcomes; the influence of workplace culture may play a role in this. Objectives To critically appraise and synthesize the best available qualitative evidence to understand both the nurse’s learning experiences within the workplace, and the factors within the workplace culture that influence those learning experiences. Inclusion criteria Participants Registered and enrolled nurses, regulated by a nursing and midwifery authority and/or recognised health practitioner regulation agency (or its international equivalent). Phenomena of interest The nurse’s learning experience, either within an acute health care workplace, or within a workplace related learning environment and the influence of workplace culture on the nurse’s learning experience (within the workplace, or workplace related learning environment). Context This review considered studies that included nurses working in an acute health care organization within a Western culture. Studies This review considered studies that focused on qualitative evidence and included phenomenological...