Ankyloglossia management: a collaborative approach to educating healthcare professionals

The University of Wolverhampton are currently the only university in the UK to offer an accredited training course in advanced clinical skills in tongue tie (ankyloglossia) management (including frenulotomy) and attracts applicants from across the UK (and beyond). The 1-year programme, offered in collaboration with The Dudley Group NHS Foundation Trust, prepares healthcare practitioners to practise safely and effectively as a tongue tie practitioner and is suitable for professionals from a variety of settings including midwifery, health visiting, advanced neonatal nursing practice, dentistry and paediatrics. The course comprises two online study days and the remainder of the 12 months is dedicated to clinical practice. The programme allows practitioners to gain an understanding of the underpinning theory of ankyloglossia (commonly known as tongue tie) and its management, as well as being able to achieve competency in clinical practice.

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Preregistration adult nursing programmes and promotion of a population health agenda: an investigation

British Journal of Community Nursing ◽

10.12968/bjcn.2022.27.1.40 ◽

2022 ◽

Vol 27 (1) ◽

pp. 40-44

Author(s):

Pamela H Donaghy ◽

Christine Greenhalgh ◽

Jane Griffiths ◽

Arpana Verma

Keyword(s):

Nursing Education ◽

Population Health ◽

Nursing Practice ◽

Clinical Skills ◽

Clear Understanding ◽

General Description ◽

Knowledge And Skills ◽

Raising Awareness ◽

The Uk ◽

Health Agenda

Promoting health and preventing ill health are key standards of proficiency for pre-registration nursing education in the UK. The knowledge and skills required to fulfil this role is dependent on students developing a clear understanding of population health during their educational experience. The websites of the 60 undergraduate adult nursing programmes in England that lead to registration were explored, to see how the population health agenda is presented in the information for future candidates. It was found that only 26% of universities promote a population health agenda in the general description of the adult nursing programme, emphasising clinical skills teaching and partnerships with hospital trusts for placement provision. To embrace the breadth of 21st century nursing practice, universities should be marketing nursing proficiencies and raising awareness of the wider context in which care is delivered during recruitment. This approach to branding has the potential to challenge stereotypes and widen participation.

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Facilitating Physician Relicensure and Reentry into Clinical Practice:

Journal of Medical Regulation ◽

10.30770/2572-1852-102.3.18 ◽

2016 ◽

Vol 102 (3) ◽

pp. 18-22

Author(s):

William F. Rayburn ◽

Amanda Quintana ◽

Ellen Cosgrove ◽

Grant La Farge

Keyword(s):

Medical Education ◽

Clinical Practice ◽

New Mexico ◽

Clinical Skills ◽

Course Completion ◽

Faculty Involvement ◽

University Of New Mexico ◽

Medical Board ◽

Medical License ◽

The University

This article summarizes results of a unique, 10-year collaboration between the New Mexico Medical Board and the University of New Mexico School of Medicine's mini-sabbatical program for physicians considering relicensure and reentry into practice. The Board assesses all physicians wishing to reenter active practice to determine their background and needs, and the medical school's office of continuing medical education then evaluates candidates for their retraining goals, coursework, and faculty involvement. Progress is measured weekly, at course completion, and three months thereafter. Of the 27 physicians referred from the Board between 2004 and 2014, five were judged to require more extensive residency retraining and four received administrative medical licenses. Twelve of the 18 eligible candidates elected to enter the medical school's mini-sabbatical program. The median training was four weeks (160 AMA PRA Category 1 Credits™). Their education did not interfere with the learning of medical students and residents. All except one demonstrated acceptable core clinical skills to permit granting of an unrestricted medical license. Eleven completed the program and were successful in attaining employment in New Mexico. This collaboration permitted a determination for a physician about the extent of retraining before relicensure. The mini-sabbatical program was successful in returning eligible physicians to practice in our state.

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Counselling to include tailored use of combined oral contraception in clinical practice: an evaluation

BMJ Sexual & Reproductive Health ◽

10.1136/jfprhc-2017-101736 ◽

2017 ◽

Vol 44 (1) ◽

pp. 37-42 ◽

Cited By ~ 5

Author(s):

Hannat Akintomide ◽

Katherine Margaret Rank ◽

Nataliya Brima ◽

Fiona McGregor ◽

Judith Stephenson

Keyword(s):

Clinical Practice ◽

Reproductive Health ◽

Clinical Setting ◽

Sexual And Reproductive Health ◽

Healthcare Professionals ◽

Oral Contraception ◽

Contraceptive Pill ◽

User Choice ◽

The Uk

BackgroundCombined oral contraception (COC, ‘the pill’) remains the most prescribed method of contraception in the UK. Although a variety of regimens for taking monophasic COC are held to be clinically safe, women are not routinely counselled about these choices and there is a lack of evidence on how to provide this information to women.AimTo assess the usefulness and feasibility of including tailored use of monophasic COC within routine COC counselling in a sexual and reproductive health (SRH) service using a structured format.MethodUsing a structured format, healthcare professionals (HCPs) counselled new and established COC users attending an SRH service about standard and tailored ways of taking the pill. Questionnaires were used to survey both the HCPs and patients immediately after the initial consultation, and then the patients again 8 weeks later.ResultsNearly all patients (98%, n=95) felt it was helpful to be informed of the different ways of using monophasic COC by the HCP, without giving too much information at one time (96%, n=108). The HCPs were confident of their COC counselling (99%, n=110) and did not think the consultations took significantly longer (88%, n=98).ConclusionThis study demonstrates that information on different pill taking regimens is useful and acceptable to patients, and can improve contraceptive pill user choice. It is also feasible for HCPs to perform COC counselling to include tailored pill use during routine consultations in a clinical setting.

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Prioritizing pharmacogenomics implementation initiates – survey of healthcare professionals

Personalized Medicine ◽

10.2217/pme-2021-0061 ◽

2021 ◽

Author(s):

Teresa T Ho ◽

Maja Gift ◽

Earnest Alexander

Keyword(s):

Clinical Practice ◽

Patient Care ◽

General Hospital ◽

Healthcare Professionals ◽

South Florida ◽

Advanced Practice ◽

The Past ◽

The University

Aim: Characterize current perceptions, practices, preferences and barriers to integrating pharmacogenomics into patient care at an institution with an established pharmacogenomics clinic. Materials & methods: A 16-item anonymous survey was sent to healthcare professionals practicing at Tampa General Hospital and the University of South Florida Health. Results: Survey participants consisted of nine advanced practice providers, 41 pharmacists and 64 physicians. Majority of survey participants did not feel confident in their ability to interpret and apply pharmacogenomic results. In the past 12 months, 27% of physicians reported ordering a pharmacogenomic test. The greatest reported barrier to integrating pharmacogenomics was the absence of established guidelines or protocols. Conclusion: Most clinicians believed pharmacogenomics would be useful in their clinical practice but do not feel prepared to interpret pharmacogenomic results.

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Nursing Practice for the COVID-19 Pandemic: A Substitute Program of Practice in Adult Nursing (Chronic Care Nursing)

Journal of Nursing & Healthcare ◽

10.33140/jnh.06.03.02 ◽

2021 ◽

Vol 6 (3) ◽

Keyword(s):

Clinical Practice ◽

Nursing Students ◽

Chronic Care ◽

Nursing Practice ◽

Learning Effects ◽

Nursing Process ◽

Limited Information ◽

Educational Method ◽

The University ◽

Care Nursing

Due to the COVID-19 pandemic, we were required to provide nursing practice within the university. This study presents details of a substitute program of practice in adult nursing (chronic care nursing) developed to meet this challenge. The program consisted of three components: (1) training in identifying problems from limited information, (2) situation-based training (implementation of the nursing process for patients with chronic disease), and (3) training in handling unforeseen developments. It was considered that nursing students could experience and learn about nursing with patients living with chronic diseases, in a similar manner to clinical practice, through a substitute practice at the university. Results indicated that students could clarify the challenges they faced and share what they learned seamlessly, highlighting the program’s potential as a new educational method. In the future, it is necessary to analyze student learning in the substitute practice and continue to deliver educational content and methods that generate positive learning effects.

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Using Simulation with Wikis and Journals to Teach Advanced Clinical Practice

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch333 ◽

2011 ◽

pp. 2252-2260

Author(s):

Karen Lee

Keyword(s):

Clinical Practice ◽

Structure Function ◽

Personal Development ◽

Clinical Judgement ◽

Task Orientation ◽

Nurse Training ◽

New Type ◽

The Uk ◽

The University ◽

Changing Demographics

Recent changes in nursing in the UK have been designed to produce a new type of practitioner who will be emancipated, critically reflective, creative and autonomous (Casey 1996). The move away from ward based training and task orientation to the University has therefore created an ideology toward critical thinking, clinical judgement and autonomy of practice. Biley and Smith (1998) observe that the term nurse “training” has now been replaced by “education” suggesting personal development for life, rather than apprenticeship. These changes need to be addressed in a complex society with changing demographics, increasing costs and decreasing resources (Betchel et al 1999, Greenwood 2000). This has coincided with changes in the education sector. Biggs (1999) observes that the past ten years have seen an “extraordinary” change in the structure, function and financing of universities.

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Evaluation of Inter-professional Education (IPE) with medical, nursing and pharmacy students through a simulated IPL Educational Intervention

10.22541/au.161718695.59347643/v1 ◽

2021 ◽

Author(s):

Peter Hamilton ◽

Claire Coey-Niebel ◽

Jennifer McCaig ◽

Leon Zlotos ◽

Ailsa Power ◽

...

Keyword(s):

Professional Education ◽

Healthcare Professionals ◽

Clinical Skills ◽

Free Text ◽

Initial Questionnaire ◽

Health And Social Care ◽

Perceived Relevance ◽

The Uk ◽

Professional Confidence

Introduction Inter-professional education (IPE) is becoming an integral part of many professional programmes throughout the UK, ensuring health professionals are competent to work as part of an inter-professional team upon entry into their profession. IPE has become a fundamental component of curriculum content in health and social care degrees. Aims Research aim - to evaluate a simulated IPE intervention. Methods A one day IPE intervention, ‘Evening On-Call’ was run involving nursing and medical students and pre-registration pharmacists (student pharmacists in year 5 of training) in an on-call setting. This IPE incorporated manikin and actor patients in a simulated ward. During the intervention, the 3 groups of students are assessed under observation on their clinical, prioritisation and communication skills. Participants perceptions of this intervention were evaluated by completion of a questionnaire to capture their perceptions regarding the experience, the pre-IPL briefing and post-IPL feedback and perceived relevance of this training. Free text sections collected additional comments and a follow-up questionnaire was sent six months later. Results Initial questionnaire feedback was predominantly positive for each professional group. The majority perceived the simulated IPL had given them a greater understanding of other professionals’ roles, had enhanced their professional confidence and would help them prioritise workload once qualified. The 6 months follow up questionnaire supported the initial questionnaire findings. Some responses highlighted participants believed the simulated IPL had helped them work more effectively with other healthcare professionals, communicate more effectively and better prioritise their workload. There may be some evidence of sustained self-reported effectiveness in teaching certain professional and clinical skills to participants using this type of simulated intervention.

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News of The Academy of Neonatal Nursing

Neonatal Network The Journal of Neonatal Nursing ◽

10.1891/0730-0832.26.1.41 ◽

2007 ◽

Vol 26 (1) ◽

pp. 41-43

Author(s):

Shirley Brott

Keyword(s):

Clinical Practice ◽

Executive Committee ◽

Neonatal Nursing ◽

Teaching Position ◽

University Of Manitoba ◽

The University

Upon of the retirement of Charles Rait, RN, MSEd, PNC, Debbie Fraser Askin, RNC, MS, has agreed to work with ANN’s Executive Committee to move the Academy forward. Ms. Askin’s connection to the journal, as well as her clinical practice position at St. Boniface Hospital, Winnipeg, and teaching position at the University of Manitoba, give her a strong background in education with application to clinical practice.

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Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

Perspectives on Administration and Supervision ◽

10.1044/aas20.2.64 ◽

2010 ◽

Vol 20 (2) ◽

pp. 64-70 ◽

Cited By ~ 2

Author(s):

Mary Pat McCarthy

Keyword(s):

Clinical Education ◽

Performance Indicator ◽

Clinical Skills ◽

Self Assessment ◽

Clinical Practicum ◽

Self Reflection ◽

Healthcare Settings ◽

Language Pathology ◽

Traditional Performance ◽

The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

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