The role of paediatricians in specialist nurse training: a community child health example

2021 ◽  
pp. edpract-2020-320797
Author(s):  
Cliona Ni Bhrolchain
Keyword(s):  
Child Health ◽  
Training Programme ◽  
Formal Training ◽  
Nurse Training ◽  
Training Curriculum ◽  
Clinical Specialty ◽  
Specialist Nurse ◽  
Training Programmes ◽  
Nursing Roles

Specialist and advanced nursing roles have started to emerge in paediatrics and paediatricians may be asked to support nurses through their training. While there are specific training programmes for some areas of practice eg, neonatology, there are currently no programmes for others. Paediatricians may therefore find themselves being asked to train nurse specialists outside a formal training programme, or to provide the clinical specialty component linked to a generic MSc course, where the paediatrician may be required to devise a training curriculum specific to their area of practice. Using, neonatology, there are currently no programmes for others. Paediatricians may therefore find themselves being asked to train nurse specialists outside a formal training programme, or to provide the clinical specialty component linked to a generic MSc course, where the paediatrician may be required to devise a training curriculum specific to their area of practice. Using community child health as an example, this paper outlines how paediatricians might approach this, based on the experience of the author. However, the principles outlined can apply to any area of paediatrics.

How can teachers’ entrepreneurial competences be developed? A collaborative learning perspective

2015 ◽  
Vol 57 (5) ◽  
pp. 492-511 ◽  
Author(s):  
Katariina Peltonen
Keyword(s):  
Collaborative Learning ◽  
Interpretative Phenomenological Analysis ◽  
School Context ◽  
Empirical Work ◽  
Training Programme ◽  
Content Type ◽  
Self Confidence ◽  
Collegial Support ◽  
Training Programmes

Purpose – The purpose of this paper is to explore the role of collaborative learning in the development of teachers’ entrepreneurial competences in the school context at primary, secondary and vocational levels of education. Design/methodology/approach – The research is based on an interpretative and collaborative learning approach to teachers’ entrepreneurial competence development. The empirical work relies on teachers’ written learning reflections collected during the chosen training programme and applies an Interpretative Phenomenological Analysis (IPA) method to analyze the data. Findings – The findings demonstrate that collaborative learning can help teachers to adopt a more entrepreneurial teaching approach. The findings highlight that social interaction and collegial support are important “drivers” for building self-confidence, further showing that conceptual and pedagogical renewal leads to an in-depth understanding of the work role and its meaning in society. Research limitations/implications – The study is of an explorative nature and bound to a specific contextual setting in Finland. Therefore further empirical research is needed to affirm the study’s suggestions on the effects of other collaborative learning interactions. Practical implications – The research findings provide new insights for teacher trainers and policy makers on how to enhance entrepreneurial teaching competences. The study concludes with new directions for designing and managing teacher training programmes. Originality/value – The paper enhances the understanding of teachers’ entrepreneurial competences, the role of collaborative peer learning in this process and thus bridges the gap between teacher research and entrepreneurial competence literature.

scholarly journals Training of volunteer nurses during the Spanish Civil War (1936–1939): A historical study

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0261787
Author(s):  
María López ◽  
Rubén Mirón-González ◽  
María-José Castro ◽  
José-María Jiménez
Keyword(s):  
World War Ii ◽  
Civil War ◽  
Spanish Civil War ◽  
Training Programme ◽  
Red Cross ◽  
Historical Study ◽  
Nurse Training ◽  
Entry Requirements ◽  
Training Courses ◽  
Training Programmes

Background The Spanish Civil War (1936–1939) is an example of a historic event involving nurses, with the participation of professional and volunteer nurses from Spain and other countries. In this context, nurses were trained over short periods of time and recruited to work at hospitals serving the two warring camps. Objectives To identify the characteristics of the training received by volunteer nurses on both sides in the Spanish Civil War and compare it with previous experiences in the history. Design Historical research. Methods Heuristic and hermeneutical analysis of nurse training manuals and news articles from 1936 to 1939. Spanish primary sources were consulted at the Red Cross Documentation Centre Archive in Madrid, the General Military Archive in Ávila, the Municipal Newspaper Archive in Madrid, and the archives of Spanish daily newspapers ABC and La Vanguardia. The following variables were analysed: duration, entry requirements, and theoretical content of the training courses. Consolidated Criteria for Reporting Qualitative Research (COREQ) has been used. Findings Both sides in the conflict offered a varied training programme, which was supported by official institutions and private initiatives. The courses lasted between one week and two months. Entry requirements were influenced by education level, age, moral conduct, health status, and social and political background. Training content focused on the techniques needed in conflict settings and covered specific moral values. Conclusions Despite the different social and political characteristics of the two warring factions, the variety of training programmes on offer, the entry requirements, and the theoretical content of volunteer nurse training were similar on both sides. At the end of the Spanish Civil War, volunteer nurses on the Republican side suffered reprisals or had to go into exile. We now know that some countries involved in World War II provided training courses for volunteer nurses. It would therefore be interesting to ascertain whether Spanish volunteer nurses contributed their experience to these courses.

scholarly journals Re-envisioning paediatric nurse training in a re-engineered health care system

Curationis ◽  
2014 ◽  
Vol 37 (2) ◽  
Author(s):  
Minette Coetzee
Keyword(s):  
Health Care ◽  
Child Health ◽  
South African ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Health Care Facilities ◽  
Morbidity And Mortality ◽  
Health Priorities ◽  
Nurse Training ◽  
Training Programmes

Background: South African’s infant and child mortality rates remain high and at the current rate of decline will not meet the Millennium Development Goals of a two thirds decrease by 2015. At the latest available count, there were fewer than 1500 qualified paediatric nurses on the National South African Nursing Council register, with only about 100 nurses graduating with this qualification from South African nursing schools annually. It is not clear, however, if current paediatric nurse training programmes adequately equip nurses to make a real impact on reducing the under-5 mortality rate. In their 2011 interim report, the Ministerial Committee on Morbidity and Mortality in Children under 5 years recommended strengthening paediatric nurses’ training as a strategy to reduce the under-5 mortality rate.Method: In response to the Committee on Morbidity and Mortality in Children recommendation, a colloquium was convened as a national forum for schools of nursing, departments of health, health care facilities, clinicians and regulatory bodies to advance children’s nursing in South Africa.Objectives: The goals of the colloquium were to thoroughly investigate the situation in South Africa’s paediatric nurse training, plot ways to strengthen and expand postgraduate paediatric programmes to meet priority child health needs, and to build relationships between the various schools and stakeholders.Results: Outcomes included the clarification and strengthening of a ‘stakeholder grid’ in nurse training, recognition of the need for more active teaching and learning strategies in curricula linked to national child health priorities, as well as the need to develop and support clinical nursing practice in facilities.

scholarly journals Becoming the temporary surgeon: A grounded theory examination of anaesthetists performing emergency front of neck access in inter-disciplinary simulation-based training

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0249070
Author(s):  
Sergio A. Silverio ◽  
Hilary Wallace ◽  
William Gauntlett ◽  
Richard Berwick ◽  
Simon Mercer ◽  
...  
Keyword(s):  
Grounded Theory ◽  
Data Interpretation ◽  
Training Programme ◽  
Theory Approach ◽  
Critical Realist ◽  
Training Programmes ◽  
The Uk ◽  
Induction Of Anaesthesia ◽  
Time Critical

The time-critical ‘can’t intubate, can’t oxygenate’ [CICO] emergency post-induction of anaesthesia is rare, but one which, should it occur, requires Anaesthetists to perform rapid emergency front of neck access [FONA] to the trachea, restoring oxygenation, and preventing death or brain hypoxia. The UK Difficult Airway Society [DAS] has directed all Anaesthetists to be trained with surgical cricothyroidotomy [SCT] as the primary emergency FONA method, sometimes referred to as ‘Cric’ as a shorthand. We present a longitudinal analysis using a classical approach to Grounded Theory methodology of ten Specialist Trainee Anaesthetists’ data during a 6-month training programme delivered jointly by Anaesthetists and Surgeons. We identified with a critical realist ontology and an objectivist epistemology meaning data interpretation was driven by participants’ narratives and accepted as true accounts of their experience. Our theory comprises three themes: ‘Identity as an Anaesthetist’; ‘The Role of a Temporary Surgeon’; and ‘Training to Reconcile Identities’, whereby training facilitated the psychological transition from a ‘bloodless Doctor’ (Anaesthetist) to becoming a ‘temporary Surgeon’. The training programme enabled Specialist Trainees to move between the role of control and responsibility (Identity as an Anaesthetist), through self-described ‘failure’ and into a role of uncertainty about one’s own confidence and competence (The Role of a Temporary Surgeon), and then return to the Anaesthetist’s role once the airway had been established. Understanding the complexity of an intervention and providing a better insight into the training needs of Anaesthetic trainees, via a Grounded Theory approach, allows us to evaluate training programmes against the recognised technical and non-technical needs of those being trained.

scholarly journals A Countercyclical Training Programme for Canada

2005 ◽  
Vol 26 (4) ◽  
pp. 865-889 ◽  
Author(s):  
Keith Newton
Keyword(s):  
Potential Role ◽  
Training Programme ◽  
Current Interest ◽  
Manpower Policy ◽  
Adult Training ◽  
Training Programmes

The author examines the current interest in the potential role of manpower policy as a stabilizing instrument and, more specifically, the contribution of one component : adult training programmes

Corporate Training Programmes

2001 ◽  
Vol 15 (3) ◽  
pp. 183-187
Author(s):  
Aaron W. Hughey
Keyword(s):  
Critical Role ◽  
Employee Training ◽  
Skills Training ◽  
Training Programme ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
Primary Focus ◽  
Training Programmes ◽  
Collegiate Environment

Employee training programmes have long been considered one of the keys to corporate success. The primary focus of this article is on what higher education professionals can learn from their counterparts in business and industry with respect to training in a collegiate environment. The elements of a successful training programme are discussed along with how the process can be adapted by colleges and universities. The distinction between training and education is explained, with a discussion of why ‘soft skills’ training initiatives are often less effective than skills-based approaches. The critical role of the training coordinator in facilitating a programme is assessed and other important considerations are set out, such as selection of the appropriate training topics and determining how long training should last and how many participants should be permitted to attend.

The role of the affective in interpreting in conflict zones

Target ◽  
2020 ◽  
Author(s):  
Lucía Ruiz Rosendo
Keyword(s):  
Participatory Research ◽  
Military Personnel ◽  
Lived Experiences ◽  
Training Programme ◽  
Research Project ◽  
Conflict Zones ◽  
Language And Culture ◽  
Training Programmes ◽  
Key Aspects

Abstract This article explores the role of the affective in interpreting in intractable conflicts. Drawing on the results of a participatory research project exploring the lived experiences of civilian interpreters and Spanish military personnel who worked in Afghanistan, the article argues that emotions shape the interpreter’s behaviour and have an impact on the interpreter’s positionality. There are differences, however, between national and local interpreters, which stem from their previous experiences and how these have shaped their understanding of the conflict. This has also led them to develop different attitudes that influence their perception and interpretation of reality. Accepting that emotions do exist and that they influence the interpreter’s decisions and behaviour should inform the design of tailored training programmes. The key aspects of a well-informed training programme are therefore not limited to language and culture, professionalism and ethics, and military competencies, but also include awareness about the role of emotions.

Training for the role of Staff Nurse—Professional and personal preparation of recently qualified Registered General Nurses in the QARNNS

1985 ◽  
Vol 71 (1) ◽  
pp. 25-31
Author(s):  
P. R. Wellings
Keyword(s):  
Assessment Methods ◽  
Staff Nurse ◽  
Nurse Training ◽  
Training Curriculum ◽  
Nursing Service ◽  
Secondary Role ◽  
Nurse Professional

SummaryRecently qualified Registered General Nurses (RON) in Queen Alexandra’s Royal Naval Nursing Service (QARNNS) undergo a four week management block prior to taking up Staff Nurse posts on the wards. The aim of the block is to introduce students to the principles of leader.ship and management, to foster an interest in world affairs and service matters, and to develop certain skills not included in the basic nurse training curriculum. An important secondary role of the block is to enable a proper assessment of the nurse’s managerial and leadership ability to be made, both real and potential. The development of the management block is discussed and the unusual assessment methods described.

Modernising ophthalmology teaching: introducing a live and interactive video link

2017 ◽  
Vol 4 (3) ◽  
pp. 154-156
Author(s):  
Mital Shah ◽  
Kavita Aggarwal ◽  
Daniel Jackson ◽  
Chetan K Patel
Keyword(s):  
Interactive Video ◽  
Teaching Experience ◽  
Training Programme ◽  
Car Use ◽  
Travelling Time ◽  
Quality Rating ◽  
Video Link ◽  
Related Stress ◽  
Training Programmes

The Health Education Thames Valley (HETV) Ophthalmology training programme holds compulsory weekly afternoon teaching sessions in Oxford. Traditionally, trainees travelled considerable distances to attend this teaching. Commuting is a known stress factor and car use has environmental, monetary and health costs. To reduce trainee costs, travelling time and improve teaching experience, we introduced an interactive and live video link across HETV. Teaching sessions were broadcast live using free videolink software between 3 sites. New hardware cost £200 per site. Attendees completed weekly feedback questionnaires on the videolink over 9 months. Over this period, the deanery had 22 trainees with 12 working outside Oxford. Projected annual travel savings were calculated. On average 10.8 trainees (49.1%) completed weekly questionnaires: 5.1 (range:3–8) were trainees working outside Oxford and 5.6 trainees (range 3–10) working in Oxford. Attendee responses showed on average: 78.6% learnt as much as attending in person; 91.17% felt interaction through the videolink was adequate; and 94.6% remained keen on telecommuting. Of the trainees in Oxford, 26.5% felt that the videolink interfered with the teaching session. The average videolink quality rating was 3.73 (1:poor; 5:excellent). Annually, the videolink will save each trainee working outside Oxford an average of 2120 kilometres in travel and £594 in expenses. Most attendees felt the videolink was a valuable tool in delivering teaching sessions. It eliminates unnecessary journeys and travel related stress. Within HETV, a £600 initial investment for new hardware would save trainees approximately £7128 annually. There is potential in expanding the role of the videolink to allow guest speakers worldwide to easily contribute to teaching sessions, eliminating unnecessary travel. This model could be adapted to postgraduate training programmes nationally to improve trainee wellbeing by reducing travelling time and costs.

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