A chlamydia education and training program for general practice nurses: reporting the effect on chlamydia testing uptake

2021 ◽  
Vol 27 (1) ◽  
pp. 36
Author(s):  
Anna Wood ◽  
Sabine Braat ◽  
Meredith Temple-Smith ◽  
Rebecca Lorch ◽  
Alaina Vaisey ◽  
...  
Keyword(s):  
General Practice ◽  
Training Program ◽  
Treatment Effect ◽  
Controlled Trial ◽  
Education And Training ◽  
Practice Nurses ◽  
Chlamydia Testing ◽  
Increased Risk ◽  
General Practices ◽  
And Training

The long-term health consequences of untreated chlamydia are an increased risk of pelvic inflammatory disease, ectopic pregnancies and infertility among women. To support increased chlamydia testing, and as part of a randomised controlled trial of a chlamydia intervention in general practice, a chlamydia education and training program for general practice nurses (GPN) was developed. The training aimed to increase GPNs’ chlamydia knowledge and management skills. We compared the difference in chlamydia testing between general practices where GPNs received training to those who didn’t and evaluated acceptability. Testing rates increased in all general practices over time. Where GPNs had training, chlamydia testing rates increased (from 8.3% to 19.9% (difference=11.6%; 95% CI 9.4–13.8)) and where GPNs did not have training (from 7.4% to 18.0% (difference=10.6%; 95% CI 7.6–13.6)). By year 2, significantly higher testing rates were seen in practices where GPNs had training (treatment effect=4.9% (1.1 – 8.7)), but this difference was not maintained in year 3 (treatment effect=1.2% (−2.5 – 4.9)). Results suggest a GPN chlamydia education and training program can increase chlamydia testing up to 2 years; however, further training is required to sustain the increase beyond that time.

Education and training needs of nurses in general practice

2004 ◽  
Vol 10 (1) ◽  
pp. 21 ◽  
Author(s):  
Liz Meadley ◽  
Jane Conway ◽  
Margaret McMillan
Keyword(s):  
General Practice ◽  
Clinical Skills ◽  
Medical Practitioner ◽  
Education And Training ◽  
Post Discharge ◽  
Practice Nurses ◽  
Professional Development Needs ◽  
And Training

Practice nurses have been identified as key personnel in management of patients either in the prevention of hospitalisation or follow-up post-discharge from acute settings. There is an increase in numbers of practice nurses (PNs) in Australia, but the role of nurses who work in general practice is poorly understood. There is considerable variation in the activities of PNs, which can include functions as diverse as receptionist duties, performing a range of clinical skills at the direction of the medical practitioner, and conducting independent patient assessment and education. This paper reports on an investigation of PNs? perceptions of their ongoing professional development needs, and identifies issues in providing education and training to nurses who work with general practitioners (GPs).

Pharmacists in general practice: a qualitative process evaluation of the General Practice Pharmacist (GPP) study

2020 ◽  
Vol 37 (5) ◽  
pp. 711-718
Author(s):  
Oscar James ◽  
Karen Cardwell ◽  
Frank Moriarty ◽  
Susan M Smith ◽  
Barbara Clyne
Keyword(s):  
General Practice ◽  
Process Evaluation ◽  
Controlled Trial ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Practice Staff ◽  
Practice Nurses ◽  
Practice Team ◽  
Prescribing Quality ◽  
Descriptive Qualitative

Abstract Background There is some evidence to suggest that pharmacists integrated into primary care improves patient outcomes and prescribing quality. Despite this growing evidence, there is a lack of detail about the context of the role. Objective To explore the implementation of The General Practice Pharmacist (GPP) intervention (pharmacists integrating into general practice within a non-randomized pilot study in Ireland), the experiences of study participants and lessons for future implementation. Design and setting Process evaluation with a descriptive qualitative approach conducted in four purposively selected GP practices. Methods A process evaluation with a descriptive qualitative approach was conducted in four purposively selected GP practices. Semi-structured interviews were conducted, transcribed verbatim and analysed using a thematic analysis. Results Twenty-three participants (three pharmacists, four GPs, four patients, four practice nurses, four practice managers and four practice administrators) were interviewed. Themes reported include day-to-day practicalities (incorporating location and space, systems and procedures and pharmacists’ tasks), relationships and communication (incorporating GP/pharmacist mode of communication, mutual trust and respect, relationship with other practice staff and with patients) and role perception (incorporating shared goals, professional rewards, scope of practice and logistics). Conclusions Pharmacists working within the general practice team have potential to improve prescribing quality. This process evaluation found that a pharmacist joining the general practice team was well accepted by the GP and practice staff and effective interprofessional relationships were described. Patients were less clear of the overall benefits. Important barriers (such as funding, infrastructure and workload) and facilitators (such as teamwork and integration) to the intervention were identified which will be incorporated into a pilot cluster randomized controlled trial.

scholarly journals Evaluation of the General Practice Pharmacist (GPP) intervention to optimise prescribing in Irish primary care: a non-randomised pilot study

BMJ Open ◽  
2020 ◽  
Vol 10 (6) ◽  
pp. e035087
Author(s):  
Karen Cardwell ◽  
Susan M Smith ◽  
Barbara Clyne ◽  
Laura McCullagh ◽  
Emma Wallace ◽  
...  
Keyword(s):  
Primary Care ◽  
General Practice ◽  
Pilot Study ◽  
Medication Review ◽  
Controlled Trial ◽  
Cost Savings ◽  
Practice Team ◽  
Patient Reported ◽  
General Practices ◽  
Medication Changes

ObjectiveLimited evidence suggests integration of pharmacists into the general practice team could improve medicines management for patients, particularly those with multimorbidity and polypharmacy. This study aimed to develop and assess the feasibility of an intervention involving pharmacists, working within general practices, to optimise prescribing in Ireland.DesignNon-randomised pilot study.SettingPrimary care in Ireland.ParticipantsFour general practices, purposively sampled and recruited to reflect a range of practice sizes and demographic profiles.InterventionA pharmacist joined the practice team for 6 months (10 hours/week) and undertook medication reviews (face to face or chart based) for adult patients, provided prescribing advice, supported clinical audits and facilitated practice-based education.Outcome measuresAnonymised practice-level medication (eg, medication changes) and cost data were collected. Patient-reported outcome measure (PROM) data were collected on a subset of older adults (aged ≥65 years) with polypharmacy using patient questionnaires, before and 6 weeks after medication review by the pharmacist.ResultsAcross four practices, 786 patients were identified as having 1521 prescribing issues by the pharmacists. Issues relating to deprescribing medications were addressed most often by the prescriber (59.8%), compared with cost-related issues (5.8%). Medication changes made during the study equated to approximately €57 000 in cost savings assuming they persisted for 12 months. Ninety-six patients aged ≥65 years with polypharmacy were recruited from the four practices for PROM data collection and 64 (66.7%) were followed up. There were no changes in patients’ treatment burden or attitudes to deprescribing following medication review, and there were conflicting changes in patients’ self-reported quality of life.ConclusionsThis non-randomised pilot study demonstrated that an intervention involving pharmacists, working within general practices is feasible to implement and has potential to improve prescribing quality. This study provides rationale to conduct a randomised controlled trial to evaluate the clinical and cost-effectiveness of this intervention.

scholarly journals Efektifitas Metode Coaching Dalam Pendidikan Dan Pelatihan Kepemimpinan Tingkat IV Angkatan II Dan III Di Pusat Pengembangan Sumber Daya Manusia Aparatur

2021 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
Ahmad Helmi
Keyword(s):  
Training Program ◽  
Public Administration ◽  
Human Resource Development ◽  
Classical Method ◽  
Education And Training ◽  
Institute Of Public Administration ◽  
Leadership Management ◽  
Coaching Methods ◽  
The Impact ◽  
And Training

Regulation of the Head of National Institute of Public Administration (Lembaga Administrasi Negara: LAN) Number 13 year 2013 as amended by Regulation of the Head of National Institute of Public Administration Number 20 year 2015 on the Guidelines for the Implementation of Education and Training Program on Grade-IV Leadership Management mandates to apply other learning methods in addition to classical method, as: adviser (Coaching and mentoring) and counseling. One of the problems in implementing this education and training program is applying coaching method. Ineffective Coaching method can cause participants to be less motivated and the training output is not optimal. There are many methods of coaching, but what methods are most effective and efficient to apply in this Grade-IV leadership management education and training program? Study on the impact of Coaching methods for effective learning on participants in Education and Training Program on Grade-IV Leadership Management batch II and III year 2018 at the Human Resource Development Center for Apparatus, Ministry of Energy and Mineral Resources (MEMR), was conducted by using a qualitative approach. The discussion in this study is focused on what the effect of several Coaching methods for participants of Education and Training Program on grade-IV Leadership Management. Results show that Coaching is done through stimulation, powerful questions, and creative dialogue so that participants get the best achievement as expected. ABSTRAKPeraturan Kepala Lembaga Administrasi Negara (LAN) Nomor 13 Tahun 2013 yang telah diubah dengan Peraturan Kepala LAN Nomor 20 Tahun 2015 tentang Pedoman Penyelenggaraan Pendidikan dan Pelatihan (diklat) Kepemimpinan Tingkat IV mengamanatkan pelaksanaan metode pembelajaran selain dari pengajaran mata diklat dalam kelas, berupa: pembimbingan (coaching dan mentoring) dan konseling. Salah satu permasalahan dalam penyelenggaraan Diklat Kepemimpinan Tingkat IV adalah sejauh mana penerapan metode Coaching itu sendiri. Metode Coaching yang kurang efektif dapat menyebabkan peserta didik menjadi kurang termotivasi sehingga output diklat tidak optimal. Ada banyak sekali metode coaching, namun metode seperti apakah yang paling efektif dan efisien untuk digunakan dalam Diklatpim Tingkat IV ini? Penelitian tentang pengaruh metode coaching terhadap Peserta Diklat Kepemimpinan Tingkat IV Angkatan II dan III di Pusat Pengembangan Sumber Daya Manusia Aparatur, Kementerian Energi dan Sumber Daya Mineral (KESDM), dilaksanakan dengan menggunakan pendekatan kuantitatif deskriptif (campuran). Penelitian ini difokuskan pada pengaruh penerapan beberapa metode coaching terhadap peserta Diklat Kepemimpinan Tingkat IV. Hasil pene- litian menunjukkan bahwa metode coaching yang dilakukan melalui stimulasi, pertanyaan powerful, dan dialog kreatif mengarahkan peserta didik memperoleh prestasi terbaik seperti yang diharapkan.

scholarly journals EVALUATION OF EDUCATION AND TRAINING PROGRAM AT MEDAN RELIGIOUS TRAINING CENTER

2021 ◽  
Vol 5 (2) ◽  
pp. 75-85
Author(s):  
Rahmadi Ali ◽  
Rofiqoh Hasan Harahap
Keyword(s):  
Training Program ◽  
Evaluation Model ◽  
Education And Training ◽  
Technical Training ◽  
Legal Basis ◽  
Input Process ◽  
The Government ◽  
Model Context ◽  
And Training ◽  
Product Dimension

This study aims to analyze and evaluate the context, input, process, and product of a substantive technical training program for preparing lesson plans for Madrasah Ibtidaiyah teachers. The study used a qualitative approach with the CIPP evaluation model (context, input, process, and product). The results showed that; first, the context dimension states that the implementation of education and training is by the legal basis for working; second, the input dimension includes the availability of reliable resources, adequate facilities, and infrastructure and financing borne by the government, so that its implementation can be carried out properly; third, the dimension of the process which includes the implementation of programs that are by the predetermined plans and designs; fourth, the product dimension where the teacher already understands the specified competencies.

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