scholarly journals Implementation and evaluation of an a psychosocial educational programme to facilitate the reintegration of incarcerated women who had dumped babies and / or committed infanticide

2016 ◽  
Vol 4 (2) ◽  
pp. 128
Author(s):  
Ndempavali Sumpi ◽  
Hans Justus Amukugo
Keyword(s):  
Correctional Facility ◽  
Training Programme ◽  
Incarcerated Women ◽  
Educational Programme ◽  
Outcomes Evaluation

This paper focuses on the process of the implementation and evaluation of a psychosocial training programme to facilitate reintegration of the imprisoned women who have dumped babies and / or committed infanticide. This paper consists of two sections. The first section deals with the implementation of the psychosocial training programme while the second section evaluates the implementation and the outcomes evaluation of the of the programme. The programme was completed during a three-day workshop at the Correctional Facility in Namibia.

scholarly journals A process for the development of a psychosocial educational programme to facilitate the reintegration of incarcerated women who had dumped babies and / or committed infanticide in Namibia

2016 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Ndempavali Sumpi ◽  
Hans Justus Amukugo
Keyword(s):  
Qualitative Data ◽  
Phase 1 ◽  
Correctional Facility ◽  
Incarcerated Women ◽  
Educational Programme ◽  
Situational Analysis ◽  
Phase 3 ◽  
Individual Interviews ◽  
Analysis Phase ◽  
Experiences Of Women

The aim of this paper is to describe the steps/process used to develop a psychosocial educational programme to facilitate the reintegration of incarcerated women who had dumped babies and / or committed infanticide in Namibia. This process was done in four phases namely Phase 1, was carried out to explore and describe the lived experiences of women who had dumped and / or committed infanticide. The researcher used in-depth unstructured individual interviews for data collection and data was analysed by using Tech’s method of qualitative data analysis. Phase 2, focuses on the conceptualisation framework guided the development of a psychosocial educational programme that facilitated the reintegration process of women who had dumped and / or committed infanticide. The educational programme included the activities suggested in the survey list of Dickoff et al. (1968); namely, agent, recipient, context, dynamics, procedures, and terminus. Phase 3, focused on the development of a psychosocial educational programme to facilitate the reintegration process of women who had dumped their babies and / or committed infanticide. The survey list of Dickoff et al. (1968) was adopted as a reasoning map in the construction of the development of a psychosocial educational programme, as well as the findings of the situational analysis of this study. And Phase 4, focused on the implementation and evaluation of the psychosocial educational programme that was developed to facilitate the reintegration of incarcerated women who had dumped babies and / or committed infanticide. A three-day training workshop was held at the Oluno Correctional Facility to conduct the educational programme. The educational programme was evaluated in order to validate whether the programme interventions were likely to bring about the desired change among the participants.A process for the development of a psychosocial educational programme to facilitate the reintegration of incarcerated women who had dumped babies and / or committed infanticide in Namibia

scholarly journals The development of a psychosocial educational programme to facilitate the reintegration of incarcerated women who had dumped babies and / or committed infanticide

2016 ◽  
Vol 4 (2) ◽  
pp. 112
Author(s):  
Ndempavali Sumpi ◽  
Hans Justus Amukugo
Keyword(s):  
Data Analysis ◽  
Process Evaluation ◽  
Development Process ◽  
Incarcerated Women ◽  
Educational Programme ◽  
Social Aspects ◽  
Ethical Challenges ◽  
Educational Objectives ◽  
Programme Development ◽  
Socioeconomic Challenges

This paper focused process followed on the development of a psychosocial educational programme to facilitate the reintegration process of women who had dumped their babies and / or committed infanticide.The development of the educational programme established was based on the survey guide suggested by Dickoff et al. (1968) namely agent, recipient, dynamic and terminus. According to the data analysis, the women who had dumped babies and / or committed infanticides were experiencing psychological and socioeconomic challenges, as well as reintegration, legal, and ethical challenges. The researcher decided to develop a psychosocial educational programme to address those challenges. The educational programme was also designed to meet the needs of women who had dumped babies and / or committed infanticide and to equip them with competencies; such as skills, knowledge, attitudes, and values to manage the psycho-social aspects and to facilitate their reintegration.The educational programme comprises, the aim of educational, objectives, contents of an educational programme educational approaches, programme development process, evaluation of an educational programme.

scholarly journals Resuscitative endovascular balloon occlusion of the aorta (REBOA) in non-traumatic out-of-hospital cardiac arrest: evaluation of an educational programme

BMJ Open ◽  
2019 ◽  
Vol 9 (5) ◽  
pp. e027980 ◽  
Author(s):  
Jostein Rødseth Brede ◽  
Thomas Lafrenz ◽  
Andreas J Krüger ◽  
Edmund Søvik ◽  
Torjus Steffensen ◽  
...  
Keyword(s):  
Cardiac Arrest ◽  
Critical Incident ◽  
Life Support ◽  
Objective Assessment ◽  
Training Programme ◽  
Educational Programme ◽  
Balloon Occlusion ◽  
Thoracic Level ◽  
Hospital Cardiac Arrest ◽  
Endovascular Balloon Occlusion

BackgroundOut-of-hospital cardiac arrest (OHCA) is a critical incident with a high mortality rate. Augmentation of the circulation during cardiopulmonary resuscitation (CPR) might be beneficial. Use of resuscitative endovascular balloon occlusion of the aorta (REBOA) redistribute cardiac output to the organs proximal to the occlusion. Preclinical data support that patients in non-traumatic cardiac arrest might benefit from REBOA in the thoracic level during CPR. This study describes a training programme to implement the REBOA procedure to a prehospital working team, in preparation to a planned clinical study.MethodsWe developed a team-based REBOA training programme involving the physicians and paramedics working on the National Air Ambulance helicopter base in Trondheim, Norway. The programme consists of a four-step approach to educate, train and implement the REBOA procedure in a simulated prehospital setting. An objective structured assessment of prehospital REBOA application scoring chart and a special designed simulation mannequin was made for this study.ResultsSeven physicians and 3 paramedics participated. The time needed to perform the REBOA procedure was 8.5 (6.3–12.7) min. The corresponding time from arrival at scene to balloon inflation was 12.0 (8.8–15) min. The total objective assessment scores of the candidates’ competency was 41.8 (39–43.5) points out of 48. The advanced cardiovascular life support (ACLS) remained at standard quality, regardless of the simultaneous REBOA procedure.ConclusionThis four-step approach to educate, train and implement the REBOA procedure to a prehospital working team ensures adequate competence in a simulated OHCA setting. The use of a structured training programme and objective assessment of skills is recommended before utilising the procedure in a clinical setting. In a simulated setting, the procedure does not add significant time to the prehospital resuscitation time nor does the procedure interfere with the quality of the ACLS.Trial registration numberNCT03534011.

Creativity, Social Justice and Human Rights within Adult Education

2015 ◽  
Vol 6 (2) ◽  
pp. 1-12 ◽  
Author(s):  
Susannah Brown
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Adult Education ◽  
Problem Solving ◽  
Adult Learning ◽  
United Nations ◽  
Correctional Facility ◽  
Incarcerated Women ◽  
Philosophical Approach ◽  
Creative Problem

In this paper, the author describes philosophical concepts of adult learning and their application as integrated with creative problem solving within the context of social justice and human rights. The context is framed by the work of the United Nations (1992) which emphasizes importance of women's roles and creativity in the process of forming a global community. Foundational theories (Gardner, 1999; Greene, 1995; Knowles, 1975; Lawrence, 2005; & Vygotsky, 1978) are connected to support this philosophical approach to adult learning. Creative application examples are shared featuring changes in women's education and subsequently their lives such as, a project guided by artist, Vic Muniz (Walker, Jardim, Harley, & Muniz, 2010) and an arts-based education program that changed the lives of incarcerated women in one female correctional facility (Mullen, 1999). The goal of this paper is to provide examples of how creativity and arts-based learning can be integrated within adult education promoting social justice and human rights.

scholarly journals Service user organisations: an untapped teaching resource

2009 ◽  
Vol 33 (2) ◽  
pp. 72-74 ◽  
Author(s):  
Ben J. diMambro ◽  
Gillian A. Doody
Keyword(s):  
Service User ◽  
Education Programme ◽  
Training Programme ◽  
Educational Programme ◽  
Psychiatric Services ◽  
Clinical Implications ◽  
Local Service ◽  
Teaching Resource ◽  
Content Relevance ◽  
Significant Difference

Aims and MethodTo evaluate the introduction of service user-led teaching on experiences of psychiatric services and interview style into the educational programme of trainee psychiatrists. A ten-session programme was devised and delivered in conjunction with a local service user organisation. Twelve trainees underwent the training programme. Evaluation was undertaken through analysis of the feedback forms completed by the trainees.ResultsNo significant difference was found between service user-led and psychiatrist-led sessions in content, relevance or presentation.Clinical ImplicationsThe study demonstrated that service user-led teaching can be integrated into a trainee's education programme without reducing the perceived quality or relevance of their education.

scholarly journals New Design of University Educational Ecosystem in the Context of Modernisation of Teacher Education in Russia

2018 ◽  
Vol 23 (1) ◽  
pp. 52-63 ◽  
Author(s):  
A.A. Fedorov ◽  
G.A. Paputkova ◽  
E.K. Samerkhanova ◽  
I.F. Filchenkova ◽  
N.N. Natalia
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Academic Staff ◽  
Training Programme ◽  
Educational Programme ◽  
Educational Process ◽  
Management Service ◽  
Service Platform ◽  
Educational Programmes ◽  
The University

The article discusses the issues of developing a new design of the educational ecosystem of university which would comply with the main lines of modernisation of the Russian education. Implementing the model of management of educational programmes in the university requires a transition to a new quality of the educational ecosystem of the university. The new design of the educational ecosystem of the University includes the following: an organizational construct for managing educational programmes; an institute of leaders of heads of educational programmes that ensure their quality, the system for managing professional development of academic and research staff on the basis of the concept of the division of pedagogical labour; an integrated electronic management service platform for educational programmess in the university. Managing basic professional educational programs actually means managing a multidimensional educational product aimed at the labour market and at the implementation of the social and educational mandate which includes management of content, process, resources, contingent, finance, and quality. Establishing the leadership institute for heads of basic professional educational programmes is one of the strategic tasks of transition to a new management model; it implies a complex training programme for academic staff, which includes strategic design and implementation of these programmes, strategic management and evaluation of the programmes’ effectiveness. Effective logistics of programme management is ensured by the integrated electronic service platform which is a set of information, educational, organizational, technological and management solutions that provide interactive interaction between participants in the educational process, and is implemented on the basis of the following services: "Personal account of the head of basic professional educational programme", "Profile of professional growth of the academic staff", "Map of personal and professional development of students", "Assessment of profitability of basic professional educational programme", "Evaluation of the basic professional educational programme effectiveness".

scholarly journals Description of a quality improvement training programme for health professionals in the ministry of health and social services in Namibia

2016 ◽  
Vol 4 (1) ◽  
pp. 66
Author(s):  
Julia Paul Nangombe ◽  
Hans Justus Amukugo
Keyword(s):  
Quality Improvement ◽  
Conceptual Framework ◽  
Social Services ◽  
Health Professionals ◽  
Training Programme ◽  
Research Process ◽  
Educational Programme ◽  
Successful Implementation ◽  
Ministry Of Health ◽  
Health And Social Services

The aim of this paper is to describe the quality improvement training programme for health professionals in the Ministry of Health and Social Services in Namibia. The Practice Oriented Theory of Dickoff (1968) was used as practical guidelines to develop the conceptual framework. This framework was employed during the research and the educational programme development process. During the research process, the agent was the researcher; recipients (Managers/leadership and health professionals); the context (MoHSS head office and healthcare facilities); dynamics (findings for objective one and two); Procedure (research process) and terminus (foundations for development of educational programme). For the educational programme developing process, agent (quality specialist), recipients (health professional), context (health facilities), procedure (training programme for health professionals), dynamics, (challenges hampering successful implementation of the programme) and the terminus (knowledge, skills and abilities acquired through the training programme). During the development of the quality improvement training programme, two main theories were adapted. The most prominent one was a model by Meyer and Van Niekerk (2008), which was adapted to guide the process of developing the training programme. Kolb’s experiential learning theory was used to explain the learning process and styles of developing knowledge through experiences.The content of the training programme was derived from five main themes, 17 sub-themes and the conceptual framework based on the situation analysis about challenges faced by the health care facilities. The five themes were lack of implementation of policies and guidelines; inadequate resources; lack of interpersonal relationships; inadequate understanding of quality assurance and quality improvement; and inadequate research to provide evidence-based information during treatment and patient care.The educational programme consisted of the purpose / aim, objectives, structure / design, facilitation process, implementation process, and evaluation of the programme.

scholarly journals Perceptions, attitudes and training needs of primary healthcare professionals in identifying and managing frailty: a qualitative study

2020 ◽  
Author(s):  
Christina Avgerinou ◽  
Marina Kotsani ◽  
Magda Gavana ◽  
Martha Andreou ◽  
Dimitra-Iosifina Papageorgiou ◽  
...  
Keyword(s):  
Focus Groups ◽  
Formal Education ◽  
Interdisciplinary Collaboration ◽  
Training Programme ◽  
Education And Training ◽  
Educational Programme ◽  
Training Needs ◽  
Allied Health Professionals ◽  
Health Visitors ◽  
And Training

Abstract Purpose Although frailty can be delayed or prevented by appropriate interventions, these are often not available in countries lacking formal education and infrastructure in geriatrics. The aim of this study was to: (a) explore ideas, perceptions and attitudes of primary health care (PHC) professionals towards frailty in a country where geriatrics is not recognised as a specialty; (b) explore PHC professionals’ training needs in frailty; and (c) define components of a frailty educational programme in PHC. Methods Qualitative design, using two focus groups with PHC professionals conducted in Thessaloniki, Greece. Focus groups were audio recorded and transcribed. Data were analysed with thematic analysis. Results In total 31 PHC professionals (mean age: 46 years; gender distribution: 27 females, 4 males) participated in the study (physicians n = 17; nurses n = 12; health visitors n = 2). Four main themes were identified: (1) Perceptions and understanding of frailty; (2) Facilitators and barriers to frailty identification and management; (3) Motivation to participate in a frailty training programme; (4) Education and training. The main barriers for the identification and management of frailty were associated with the healthcare system, including duration of appointments, a focus on prescribing, and problems with staffing of allied health professionals, but also a lack of education. Training opportunities were scarce and entirely based on personal incentive. Professionals were receptive to training either face-to-face or online. A focus on learning practical skills was key. Conclusion Education and training of professionals and interdisciplinary collaboration are essential and much needed for the delivery of person-centred care for people with frailty living in the community.

scholarly journals Editorial: The necessity of adult learning methods in programs of intensive study

1991 ◽  
Vol 13 (4) ◽  
pp. 123-128
Author(s):  
Mary E. Ferriter
Keyword(s):  
Curriculum Design ◽  
Training Programme ◽  
Educational Programme ◽  
Design Development ◽  
Intensive Study ◽  
Intensive Training ◽  
Automation Systems ◽  
Educational Programmes ◽  
The Many ◽  
The One

This article presents the educational methodologies that prove effective in adult educational programmes of intensive study. The many facets of a quality educational programme are discussed and I will focus on four topics that any adult educational programme must have: an adult learner, an instructor of adults, a curriculum, and a response to outside forces.These topics become increasingly critical when one examines the components of technical education and, especially, an intensive training programme in laboratory automation systems. The adult will be discussed as a learner and the associated myths and principles. Next, I will focus on the instructor and his/her necessary personal and professional qualities, including essential skills and psychological elements required. Aspects of curriculum will then be studied. The conventional and the innovative approaches to curriculum design, development, and delivery differ markedly. Development and delivery are so closely linked to the curriculum that both will be discussed under the one title of ‘curriculum’. The final discussion will focus on the outside forces that directly and indirectly affect adult education; since these are many, they are limited to a few salient ones.

scholarly journals Improving haemophilia diagnosis in developing countries: the Malian experience

2020 ◽  
Vol 7 (1) ◽  
pp. 45-52
Author(s):  
YL Diallo ◽  
A Poudiougo ◽  
BSI Drame ◽  
AS Traore ◽  
Y Cissoko ◽  
...  
Keyword(s):  
Developing Countries ◽  
Health Care Professionals ◽  
Local Environment ◽  
Training Programme ◽  
Traditional Healers ◽  
Educational Programme ◽  
Medical Doctor ◽  
Sub Saharan Africa ◽  
Direct Result ◽  
Awareness Raising

AbstractIntroductionAround 90% of all undiagnosed people with haemophilia (PWH) live in developing countries. In Mali, in sub-Saharan Africa, nearly 90% of potential PWH are not identified. We initiated a two-year study involving an integrated programme of training and awareness-raising with the aim of improving diagnosis and access to care for PWH, based on partnership with those who regularly interact with them.MethodologyOur training programme focused on four regions of Mali and the district of Bamako, and included three types of health professionals from different districts and hospitals: medical doctor, nurse and laboratory technician. We also targeted traditional healers, who continue to be strongly involved in local healthcare, and provided training sessions for patients and their families on the symptoms, diagnosis, treatment and complications of haemophilia. A complementary programme of awareness-raising, including the national media, ran alongside the training sessions.ResultsOverall, the programme involved 495 participants: 213 health care professionals, 24 patients, 79 parents of patients, 126 traditional healers, and 53 media workers. A direct result was development of collaboration between these groups in identifying haemophilia, and the transfer of four patients from a traditional healer's office to hospital for diagnosis and treatment. The number of diagnosed PWH increased from 42 in 2016 to 126 in 2017.ConclusionThe integrated haemophilia educational programme, which took into account the nature of the local environment and involved all relevant stakeholders, showed that taking a collaborative approach is a successful strategy for improving diagnosis and care for PWH in Mali. This approach could be relevant in other developing countries.

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