The development of patient suicide post-vention guidelines for psychiatry trainees and supervisors

2020 ◽  
Vol 28 (5) ◽  
pp. 589-594
Author(s):  
Jessica Henry ◽  
Meagan Ramages ◽  
Gary Cheung
Keyword(s):  
Literature Review ◽  
Review Process ◽  
Support Systems ◽  
Training Programme ◽  
Time Frame ◽  
Stressful Events ◽  
Training Experience ◽  
District Health ◽  
Patient Suicide ◽  
Key Stakeholders

Objectives: Patient suicide is one of the most stressful events for psychiatrists and psychiatry trainees. However, there is often a lack of consistent guidance and support available to clinicians, including post-vention. The aim of this paper is to describe the development of a resource that could support psychiatry trainees following patient suicide. Methods: Following a literature review, we adapted two US patient suicide post-vention guidelines to reflect local processes and support systems available by consulting a number of key stakeholders in the training programme and district health boards. Results: The first part of the post-vention guidelines included procedural processes such as the serious incident review process and reporting to coroner’s office. The second part included a checklist for trainee, supervisor, local training facilitator and director of training according to the following time frame: first 24 hours, first 1–2 weeks and following months. Conclusions: Post-vention guidelines and teaching about patient suicide and its effects could improve the training experience of psychiatry trainees and facilitate the development of resilience as they progress through training.

scholarly journals Development of Family Medicine training in Botswana: Views of key stakeholders in Ngamiland

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Radiance M. Ogundipe ◽  
Robert Mash
Keyword(s):  
Primary Care ◽  
Family Medicine ◽  
Healthcare Delivery ◽  
Family Physicians ◽  
Training Programme ◽  
Holistic Health ◽  
District Health ◽  
Key Stakeholders ◽  
Quality Of Primary Care ◽  
Personal Welfare

Background: Family Medicine training commenced in Botswana in 2011, and Maun was one of the two sites chosen as a training complex. If it is to be successful there has to be investment in the training programme by all stakeholders in healthcare delivery in the district.Aim: The aim of the study was to explore the attitudes of stakeholders to initiation of Family Medicine training and their perspectives on the future roles of family physicians in Ngami district, Botswana.Setting: Maun and the surrounding Ngami subdistrict of Botswana.Methods: Thirteen in-depth interviews were conducted with purposively selected key stakeholders in the district health services. Data were recorded, transcribed and analysed using the framework method.Results: Participants welcomed the development of Family Medicine training in Maun and expect that this will result in improved quality of primary care. Participants expect the registrars and family physicians to provide holistic health care that is of higher quality and expertise than currently experienced, relevant research into the health needs of the community, and reduced need for referrals. Inadequate personal welfare facilities, erratic ancillary support services and an inadequate complement of mentors and supervisors for the programme were some of the gaps and challenges highlighted by participants.Conclusion: Family Medicine training is welcomed by stakeholders in Ngamiland. With proper planning introduction of the family physician in the district is expected to result in improvement of primary care. 

An inevitable crisis? From first to second year in counsellor training

2020 ◽  
Vol 5 (1) ◽  
pp. 74-89
Author(s):  
Hugh Crago
Keyword(s):  
Right Hemisphere ◽  
Training Programme ◽  
First Year ◽  
Training Experience ◽  
Counsellor Training ◽  
Student Dropout ◽  
Second Year ◽  
Neurological Research ◽  
First Year Of Life ◽  
And Control

In a seminal 1973 paper, Robert Clark described the very different “cultures” of the first and second year students in a four year clinical psychology PhD programme. The author applies Clark’s template to his own experiences as trainee or trainer in five different counsellor education programmes, one in the US and four in Australia. Each of the programmes, to varying degrees, demonstrates key features of the pattern identified by Clark, where the first year is “therapeutic” and other-oriented, the second is “professional” and self-focused. The author concludes that all the surveyed programmes exhibited some level of “second year crisis”, in which a significant number of students felt abandoned, dissatisfied, or rebellious. The author extends and refines Clark’s developmental analogy (first year = childhood; second year = adolescence) to reflect recent neurological research, in particular, the shift from a right hemisphere-dominant first year of life, prioritising affiliative needs, to a left hemisphere-dominant second year, prioritising autonomy and control. This shift is paralleled later by a more gradual move from a protective, supportive childhood to necessary, but sometimes conflictual, individuation in adolescence. The first two years of a counsellor training programme broadly echo this process, a process exacerbated by the second year internship/placement, in which students must “leave home” and adjust to unfamiliar, potentially less nurturing, authority figures. Finally, the author suggests introducing more rigorous “academic holding” into the first year, and greater attention to “therapeutic holding” of dissident students in the second, hopefully decreasing student dropout, and achieving a better balanced training experience.

scholarly journals Spiritual and Religious Support for Underrepresented First-Generation, Low-Income (UFGLI) Students

Religions ◽  
2021 ◽  
Vol 12 (7) ◽  
pp. 548
Author(s):  
Elliott Ingersoll ◽  
Sophia Elliott ◽  
Stephanie Drcar
Keyword(s):  
Literature Review ◽  
Low Income ◽  
First Generation ◽  
Support Systems ◽  
Educational Experience ◽  
Religious Support ◽  
Religion And Spirituality ◽  
Minimal Support ◽  
Systemic Barriers

UFGLI students comprise 34% of the students enrolled in four-year universities. Unlike some students, UFGLI students face internal and systemic barriers throughout their educational experience and their struggles are often dismissed and disregarded. Working and raising a family while taking courses, minimal support systems, and financial struggles require students to optimize their resources. We explore the issues of UFGLI students and the importance of their spiritual and religious supports using a literature review and a case study. Religious and spiritual identities are resources that should be explored and supported by staff at university counselling centers. Affirming UFGLI students’ religious and spiritual identities and understanding how religion and spirituality work in their lives can assist these students in their acclimation to and success at university.

scholarly journals The Development of a Deprescribing Competency Framework in Geriatric Nursing Education

2021 ◽  
pp. 019394592110238
Author(s):  
Winnie Sun ◽  
Magda Grabkowski ◽  
Ping Zou ◽  
Bahar Ashtarieh
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
Process Model ◽  
Review Process ◽  
Medication Management ◽  
Competency Framework ◽  
Geriatric Nursing ◽  
Facilitators And Barriers ◽  
And Training ◽  
Medication Optimization

The purpose of this article is to report the literature review findings of our larger deprescribing initiative, with the goal of developing a competency framework about deprescribing to be incorporated into the future geriatric nursing education curriculum. A literature review was conducted to examine the facilitators and barriers faced by nurses with regard to the process of deprescribing for older adults, and the development of deprescribing competency in nursing education. We adopted the seven steps of the Comprehensive Literature Review Process Model, which is sub-divided into the following three phases (a) Exploration; (b) Interpretation; and (c) Communication. A total of 24 peer-reviewed documents revealed three major facilitating factors: (a) Effective education and training in deprescribing; (b) Need for continuing education and professional development in medication optimization; and (c) Benefits of multi-disciplinary involvement in medication management.

scholarly journals Die bestuur van didaktiese steunstelsels aan ‘n verplegingskollege

Curationis ◽  
1998 ◽  
Vol 21 (2) ◽  
Author(s):  
A. Pullen ◽  
A.C. Botes
Keyword(s):  
Conceptual Framework ◽  
Support Systems ◽  
Time Frame ◽  
Nurse Educator ◽  
Direct Influence ◽  
Current Time ◽  
Nursing College ◽  
Point Of Departure

The learning accompanists (nurse educator), in the didactic situation within the context of a nursing college, is midst a process of transformation. This transformation has a direct influence on the learning accompanists didactic role fulfilment. Didactic support systems enables the learning accompanist to fulfil her/his didactic role. These didactic support systems should be managed during the process of transformation, in such a way that it enables the learning accompanist to fulfil her/his didactic role. A new creative approach to the management of the didactic situation is necessary. The goal of this study was to describe guidelines for the management of didactic support systems, at a nursing college, to enable the learning accompanist to fulfil her/his didactic role. An inductive, qualitative, contextual, exploring, descriptive strategy was used to reach the goal of the study. No explicit conceptual framework was used as point of departure. Because the participants are midst a process of transformation, their knowledge and experience was used as source of data, as they can express their needs and views the best. The goal of this study was reached by setting four objectives. The uniqueness of the study lies in the relevance within the current time frame context and that it expresses the needs of the learner accompanists and the views of the managers at a nursing college. An abundance of possibilities for further research was created.

scholarly journals Knowledge Management and World Class Manufacturing: an initial approach based on a literature review

2017 ◽  
Vol 22 (2) ◽  
pp. 244-263
Author(s):  
Rafael de Carvalho Mendes ◽  
Max Cirino de Mattos
Keyword(s):  
Knowledge Management ◽  
Literature Review ◽  
Time Frame ◽  
Primary Sources ◽  
Just In Time ◽  
Total Quality ◽  
Ongoing Research ◽  
Current Scenario ◽  
World Class ◽  
World Class Manufacturing

ABSTRACT This paper presents the partial results of an ongoing research on the proposal of a methodology for the integration between Knowledge Management (KM) and World Class Manufacturing (WCM). The initial investigation of theoretical and conceptual nature aimed at developing a comprehensive and current vision on KM, WCM, and how (or "whether") these constructs relate to one another. The primary sources for the literature review were Web of Science, Scopus, Emerald, Ebsco, SciELO and Spell, and the time frame was 2000 to 2016. The analysis of the selected papers showed that, although the initial WCM model evolved into a "new WCM" in the 2000s, the literature is still focused on the broad conceptual aspects and basic methods and tools, such as Total Quality Process, Total Productive Maintenance and Just-in-Time, conceived in the Toyota Production System, which shows the need for more studies focused on the current scenario of companies associated with the "new WCM" and its Methods and Tools. Only one article explicitly addressing the interaction between KM theories with WCM was found in the databases surveyed, thus reinforcing the lack of theoretical approximation of these constructs.

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