scholarly journals The role of dementia training programmes in reducing care-giver burden

2000 ◽  
Vol 24 (2) ◽  
pp. 41-42 ◽  
Author(s):  
Niall Gormley
Keyword(s):  
Care Giver ◽  
Training Programmes

scholarly journals Understanding the occupational identity of care-givers for people with mental health problems

2021 ◽  
pp. 030802262110181
Author(s):  
Megan L Howes ◽  
Diane Ellison
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
Occupational Therapists ◽  
Occupational Identity ◽  
Care Giver ◽  
Care Givers ◽  
Care Giving ◽  
Occupational Participation

Introduction There is recognition within the literature that the role of care-giving can have a negative impact on care-givers’ general well-being. Less is understood about the role of care-giving on an individual’s occupational participation and in turn occupational identity. Occupational therapists have a unique understanding of the interplay between occupational participation and health, though this is an area that has been under researched in relation to mental health care-givers. Therefore, the current research aims to understand how the role of care-giving for an individual with a mental illness impacts on occupational participation and identity. Method A qualitative semi-structured interview the Occupational Performance and History Interview–Version 2 was utilised to understand life experiences. Six mental health care-givers were interviewed, and these interviews were transcribed for thematic analysis. Findings Three main themes were identified: being me, roles and responsibilities associated with care-giving and services. Conclusion The findings suggest being a mental health care-giver does have a detrimental impact on occupational participation and therefore occupational identity. As care-givers gained more experience in their role, they used occupational adaption as a positive coping mechanism that helped them achieve occupational balance. Using their unique understanding of occupational participation and occupational identity, occupational therapists are well placed to utilise their knowledge and skills to work in a systemic way supporting both the person with mental illness and their care-giver.

Evaluation of the impact of supervisory support on staff experiences of training

2014 ◽  
Vol 19 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Katja Koski ◽  
Kaisa Martikainen ◽  
Katja Burakoff ◽  
Hannu Vesala ◽  
Kaisa Launonen
Keyword(s):  
Design Methodology ◽  
Supervisory Support ◽  
Careful Planning ◽  
Content Type ◽  
Staff Members ◽  
Trained Staff ◽  
Training Programmes ◽  
Staff Experiences ◽  
The Impact

Purpose – This paper aims to evaluate the role of the supervisor's support on the effectiveness of a communication training program targeted at staff members who work with individuals who have profound and multiple learning disabilities. Design/methodology/approach – The aim was to explore which aspects of supervisory support influenced the staff members to participate in the programme and the results for the on-going effects of the training. Findings – Staff members reported a need for more supervisory support to maintain the results of the training and to disseminate the new practices to non-trained staff. Originality/value – Although supervisory support seems to benefit staff members during their participation in training programmes, even careful planning and execution of this support cannot ensure its continuation after the training is finished.

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.

scholarly journals Role of Gymnastics in the Army School of Physical Training

2006 ◽  
Vol 88 (5) ◽  
pp. 459-461
Author(s):  
DE Griffiths ◽  
R Hargrove ◽  
J Clasper
Keyword(s):  
Physical Training ◽  
Retrospective Review ◽  
Spinal Injury ◽  
Direct Result ◽  
Army Training ◽  
Training Programmes ◽  
Park Hospital

INTRODUCTION As a result of a single spinal injury seen at Frimley Park Hospital, we reviewed the injuries recorded at the Army School of Physical Training since December 1996. PATIENTS AND METHODS This was a retrospective review of all acute accidents and injuries recorded in the Accident Book since its inception. RESULTS Over 75% of the injuries that were serious enough to result in soldiers having their training terminated were as a direct result of gymnastic events such as vaulting, trampolining and somersaults. These events were also responsible for most of the small number of career-threatening injuries. CONCLUSIONS This raises questions about the inclusion of gymnastic events in course training programmes, especially when considering its relevance to army training in general.

scholarly journals The use of a formative OSCE to prepare emergency medicine residents for summative OSCEs: a mixed-methods cohort study

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Magdalene Hui Min Lee ◽  
Dong Haur Phua ◽  
Kenneth Wei Jian Heng
Keyword(s):  
Emergency Medicine ◽  
Cohort Study ◽  
Mixed Methods ◽  
Objective Structured Clinical Examination ◽  
Training Effect ◽  
High Stake ◽  
National Healthcare ◽  
Residency Programme ◽  
Training Programmes

Abstract Background The objective structured clinical examination (OSCE) is a part of emergency medicine (EM) examinations such as the Masters of Medicine in Emergency Medicine (MMed) examination and the equivalent Member of the Royal College of Emergency Medicine (MRCEM) examination. The use of formative OSCEs to prepare EM residents for summative OSCEs has not been investigated. This study aimed to evaluate the role of formative OSCEs in preparing EM residents for the MMed and MRCEM OSCE. Methods This was an observational, retrospective, mixed-methods cohort study. We analysed data from formative OSCEs conducted by the National Healthcare Group EM residency programme from 2013 to 2019, and from a questionnaire distributed to all residents during the study period. Residents’ formative OSCE participation and scores were compared with first-attempt summative OSCE success. Qualitative analysis of residents’ opinions on the usefulness of the formative OSCE was performed. Results Forty-three of the 50 (86.0%) residents attended at least one formative OSCE. Of the 46 who responded to the questionnaire, 40 (87.0%) had attempted and succeeded in the MMed or MRCEM OSCE, of whom 35 (87.5%) had succeeded on the first attempt. Residents who succeeded in the summative OSCE on the first attempt tended to have higher proximate (mean = 70.6, SD = 8.9 vs mean = 64.3, SD = 10.8) and mean (mean = 67.4, SD = 7.1 vs mean = 62.8, SD = 7.3) formative OSCE scores. All 8/40 (20.0%) residents who attended more than three formative OSCEs succeeded in the summative OSCE on their first attempt. Residents’ formative OSCE scores tended to improve with successive formative OSCEs, demonstrating a positive training effect. All residents felt that the formative OSCE was useful in preparing them for the summative OSCE. Conclusions Participation in multiple formative OSCEs was beneficial in preparing residents for the summative OSCE. The formative OSCE was useful in familiarising residents with the examination, giving them an opportunity to perform in near-examination conditions, and providing feedback to residents and faculty about their progress. Our findings may support the implementation of formative OSCEs in other training programmes to prepare learners for high-stake summative OSCEs.

Communities of Purpose

2009 ◽  
pp. 197-212
Author(s):  
Ashley Broganza
Keyword(s):  
Communities Of Practice ◽  
External Environment ◽  
Organizational Knowledge ◽  
Organizational Capabilities ◽  
Dynamic Capability ◽  
Resource Based View ◽  
Stakeholder Interests ◽  
Central Interest ◽  
Training Programmes

The integration of organizational knowledge across functional communities is increasingly seen as important. The frameworks to do so are often referred to as a ‘higher order set of principles’ or as ‘overarching architectures.’ While recognizing these frameworks as a source of competitive advantage, this chapter underlines the importance of linking organizational knowledge to practice. At the operational level, actual practices are rarely aligned with canonical practices contained in manuals, training programmes, and computer systems. In this theoretical chapter we show that the divergence between actual and canonical practices is exacerbated by a number of communities of practice addressing conflicting stakeholder interests. It is the link between knowledge and actual practice that is of central interest to this chapter. Exploring this relationship necessitates a reexamination of the role of communities of practice and frameworks for bringing together conflicting stakeholder interests. Drawing upon literatures from knowledge management, communities of practice, stakeholder, and resource-based theory this chapter suggests an integrative Purposive Community metaframework. The proposed conceptual framework contributes to the resource-based view of the firm by linking organizational knowledge to actual practices and enhancing organizational capabilities by integrating diverse stakeholder interests and expectations through a shared common goal. Such a metaframework can enhance an organisation’s dynamic capability to respond to and create change in its external environment.

Lean Six Sigma in higher education institutes: an Irish case study

2019 ◽  
Vol 10 (4) ◽  
pp. 948-974 ◽  
Author(s):  
Seamus J. O’Reilly ◽  
Joe Healy ◽  
Tom Murphy ◽  
Rónán Ó’Dubhghaill
Keyword(s):  
Higher Education ◽  
Six Sigma ◽  
Single Case ◽  
Lean Six Sigma ◽  
Research Approach ◽  
Content Type ◽  
Training Programmes ◽  
The Impact

Purpose This paper aims to contribute to a developing literature on continuous improvement (CI), enabled by Lean Six Sigma (LSS), in higher education institutions (HEIs). It reports on the key learning points arising from the initial steps taken by an Irish university on its CI journey. Design/methodology/approach A case study strategy was adopted following a participatory research approach. This approach supports reflexivity and also provides access to all relevant documentation and staff within the case university. Thematic analysis was supported by data reduction and display techniques. Findings The introduction of a LSS approach rather than a reliance on lean alone introduced a structured methodology (DMAIC) that supported simplification of a number of administrative processes. A number of specific improvements were achieved including: Cycle time and cost reduction; customer or employee satisfaction; and rework and error reduction. The findings support the importance of the Readiness Factors as identified by Antony (2014), with particular insight into the role of senior and middle management, the impact of training and deployment of expertise. Research limitations/implications This paper is based on an ongoing, longitudinal, empirical study of a single case study in Ireland. Originality/value This paper tracks the development of CI in a HEI in a longitudinal manner and adds to the emerging the literature in this area. The paper evaluates the role of management at various levels, analyses the use of LSS tools and techniques and evaluated the role of training and capacity building. Implications for Management are shared including: design and role of training programmes, role of champions at various organisational levels, including key functional areas and sustaining momentum.

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 The public-engaged scientists: Motivations, enablers and barriers

2018 ◽  
Vol 2 (2) ◽  
pp. 313-322 ◽  
Author(s):  
Simona Cerrato ◽  
Valentina Daelli ◽  
Helena Pertot ◽  
Olga Puccioni
Keyword(s):  
Science Communication ◽  
Public Perception ◽  
Professional Training ◽  
Institutional Commitment ◽  
First Year ◽  
The Public ◽  
Training Courses ◽  
Training Programmes

Why do scientists volunteer to be involved in public engagement in science? What are the barriers that can prevent them participating in dialogue with society? What can be done to facilitate their participation? In this paper we present a case study of the Children's University programme of the International School for Advanced Studies (SISSA) (Trieste, Italy), discussing the three-year experience, and reporting the outcomes of a series of focus groups conducted with the young scientists who volunteered in the programme. Two kinds of motivations emerged. The first is personal, for example volunteers' desire to improve their own communication abilities, or their curiosity for a new activity. The second is related to the perceived role of scientists in society: many volunteers feel a sense of duty and the need to promote science and its importance in society, to have an impact on the public perception of science and to seed the love for science in young people. After the first year of their involvement, volunteers expressed the need to keep improving their communication skills and participating in professional training courses, and agreed that science communication should become part of all standard training programmes of PhDs. In order for the outreach not to remain a sporadic experience, it is essential that a strong institutional commitment exists to promote, recruit, encourage, professionally train and support those involved.

scholarly journals Organisational training perspectives in a changing South Africa

2003 ◽  
Vol 6 (3) ◽  
pp. 591-611
Author(s):  
F. W. Struwig ◽  
E. E. Smith ◽  
D. J.L. Venter
Keyword(s):  
South African ◽  
Empirical Research ◽  
Organisational Change ◽  
Literature Study ◽  
Traditional Role ◽  
Strategic Plans ◽  
African Context ◽  
Training Programmes ◽  
The Relationship

This article focuses on organisational training perspectives within a changing South African context. To achieve the aim of this research project, a literature study, including an Internet-based search, and empirical research were undertaken. During the empirical research, a self-administered questionnaire was sent to 365 training practitioners in order to investigate various training perspectives and its relationship with organisational change. Five null hypotheses are tested to investigate the relationship between training and change variables. The traditional role of training has become obsolete, because of organisational change. Training should be placed at the centre of human resources planning programmes and the strategic plans of the organisation. It is emphasised that actions should be taken to ensure that training programmes affect change and that trainees involved in the change process are effectively managed.

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