Impact of Nurses' Post-graduate Education on Placement

2020 ◽  
Author(s):  
Gilda Pelusi ◽  
D'Alleva Antonella ◽  
Chiara Gatti ◽  
Nicoletta Ciriachi ◽  
Beatrice Gasperini ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nurse Managers ◽  
Management Skills ◽  
Managerial Skills ◽  
Logistic Regression Models ◽  
Healthcare Needs ◽  
Complex Patients ◽  
Hierarchical Position ◽  
Scientific Papers ◽  
Epidemiological Changes

Abstract Background Epidemiological changes led to review health services organization and nursing education, in order to train practitioners capable of effectively dealing with new healthcare needs. Master of Science in Nursing (MSN) degree is a post-graduation training curriculum aimed at providing nurses a method to approach complex and unconventional problems. This survey aims to assess if the skills acquired through MSN degree were implemented in the workplace and were useful for professional advancements. Methods This survey involved 257 MSN graduates of Polytechnic University of Marche, 196 of them completed the survey (response rate 76.3%). Logistic regression models were developed to test independent correlation between variables. Results A positive relation between acquisition of skills and their implementation in the workplace has been demonstrated in all training areas: clinical (OR=25.2; p<0.001), management (OR=7.4; p<0.001), educational (OR=14.2; p<0.001), research (OR=18.8; p<0.001). Only implementation of management skills resulted associated to hierarchical position (nurse managers: OR=11.8; p=0.006; service director nurses: OR=14.6; p=0.025) and age class (≥50 years old: OR=7.3; p=0.004). Economical progressions resulted to be only related to formal hierarchical advancements (OR=27.9; p<0.001), but acquisition of skills allows MSN graduated to increase collaboration in research or educative projects (OR=3.3; p=0.010) and publication of scientific papers (OR=8.7; p<0.001). Conclusions Although application of managerial skills requires the achievement of a higher hierarchical position, implementation of these skills can be realized by all MSN graduates, regardless of their age and hierarchical position. This contribute to improve areas of research and develop new models of nursing care necessary to manage chronic and complex patients.

scholarly journals The medical device development landscape in South Africa: Institutions, sectors and collaboration

2017 ◽  
Vol 113 (5/6) ◽  
Author(s):  
Kylie de Jager ◽  
Chipo Chimhundu ◽  
Trust Saidi ◽  
Tania S. Douglas ◽  
◽  
...  
Keyword(s):  
South Africa ◽  
Medical Device ◽  
Centrality Measures ◽  
Collaboration Network ◽  
Medical Device Development ◽  
Device Development ◽  
Healthcare Needs ◽  
Scientific Papers ◽  
Future Policy ◽  
Local Healthcare

A characterisation of the medical device development landscape in South Africa would be beneficial for future policy developments that encourage locally developed devices to address local healthcare needs. The landscape was explored through a bibliometric analysis (2000–2013) of relevant scientific papers using co-authorship as an indicator of collaboration. Collaborating institutions thus found were divided into four sectors: academia (A); healthcare (H); industry (I); and science and support (S). A collaboration network was drawn to show the links between the institutions and analysed using network analysis metrics. Centrality measures identified seven dominant local institutions from three sectors. Group densities were used to quantify the extent of collaboration: the A sector collaborated the most extensively both within and between sectors; local collaborations were more prevalent than international collaborations. Translational collaborations (AHI, HIS or AHIS) are considered to be pivotal in fostering medical device innovation that is both relevant and likely to be commercialised. Few such collaborations were found, suggesting room for increased collaboration of these types in South Africa.

scholarly journals The work-integrated learning combined with the portfolio method-A pedagogical strategy and tool in nursing education for developing professional competence

2017 ◽  
Vol 8 (2) ◽  
pp. 8 ◽  
Author(s):  
Sandra Pennbrant ◽  
Håkan Nunstedt
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Professional Competence ◽  
Integrated Learning ◽  
Pedagogical Tools ◽  
Pedagogical Strategy ◽  
Healthcare Needs ◽  
Reflection On Action ◽  
Work Integrated Learning

During nursing education students obtain knowledge and skills to develop their professional competence. Teachers may elect to provide pedagogical tools preparing students for current and future healthcare needs. The purpose of this theoretical article was to highlight Work-Integrated Learning combined with the Portfolio Method as a pedagogical strategy and tool for nursing students to develop professional competence for lifelong learning. This strategy contains six phases: pre-reflection, reflection-in-action, reflection-on-action, self-evaluation, meta-reflection and knowledge-in-action, which can help nursing students, during their clinical education, develop deeper understanding of their future profession, while also providing a teaching planning tool.

Management Skills and Leadership

2015 ◽  
pp. 182-205
Keyword(s):  
Health Care ◽  
Time Management ◽  
Health Care Services ◽  
Medical Professional ◽  
Medical Professionals ◽  
Management Skills ◽  
Managerial Skills ◽  
Care Services ◽  
Modern Health Care ◽  
Peculiar Nature

The purpose of this chapter is to explore why juggling all the different and demanding roles of a medical professional is by no means an easy task. Perhaps the biggest challenge for doctors is time management and multitasking. Much of this is part and parcel of an ordinary doctor's life, but due to the peculiar nature and complex paradigms of modern health care services, special emphasis must be put on empowering fledgling medical professionals with such managerial skills. Resident medical physicians and surgeons should at least be aware of the countless opportunities available as well as how to get the best out of them.

scholarly journals P137: Methods for teaching managerial skills in the emergency department: a survey of Canadian educators

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S113-S114
Author(s):  
A. Chorley ◽  
A. Welsher ◽  
A. Pardhan ◽  
T. Chan
Keyword(s):  
Emergency Department ◽  
Teaching Strategies ◽  
Royal College ◽  
Management Skills ◽  
Teaching Techniques ◽  
Managerial Skills ◽  
Physician Decision Making ◽  
Canadian Association ◽  
Educational Role ◽  
Level Of Training

Introduction: Emergency department (ED) crowding and increased patient load has been shown to have an impact on physician decision making and patient mortality. As the volumes in Canadian EDs increase, so does the need to effectively prepare new learners for the challenges ahead. This study aims to determine which level of training varying teaching techniques should be employed to educate Emergency Medicine (EM) residents about ED management and flow in the age of competency based medical education. Methods: We designed a survey that contained a previously derived list of ED flow and management teaching strategies. We piloted and edited the survey based on feedback from operations and educational experts. A total of 21 teaching techniques were included in the final survey ranging from didactic teaching sessions to experiential techniques such as residents running the department with supervision. Then, we invited members of the Royal College of Physicians and Surgeons of Canada EM specialty committee, the Canadian Association of Emergency Physicians Education Scholarship Section, and the Canadian EM Simulation Educators Collaborative to participate in our survey. We analysed the results using simple descriptive statistics. Results: A total of 21 EM (38% female, 62% male) educators from 11 programs (78% of Royal College Training sites) responded to the survey, representing 7/10 provinces, with a mean years-in-practice of 15.2 years (SD 9.7). All respondents were involved in resident education; 66% had a current formal educational role, such as Program Director. Results showed a universal trend towards teaching flow and management skills later in residency. Participants endorsed 35.93% of teaching strategies for the “Core of discipline” and 39.65% for the “Transition to practice” stages of training. Didactic and observational techniques were occasionally considered acceptable at earlier training stages, whereas experiential teaching techniques were skewed towards the later stages of residency. Conclusion: EM educators from across Canada believe that most teaching techniques for flow are better suited for the later stages of residency training, with didactic techniques more suitable earlier on. This work will inform faculty development on managerial/leadership skills teaching in the ED.

scholarly journals Characteristics of self-management among patients with complex health needs: a thematic analysis review

BMJ Open ◽  
2019 ◽  
Vol 9 (5) ◽  
pp. e028344 ◽  
Author(s):  
Annie-Pier Gobeil-Lavoie ◽  
Maud-Christine Chouinard ◽  
Alya Danish ◽  
Catherine Hudon
Keyword(s):  
Chronic Diseases ◽  
Thematic Analysis ◽  
Healthcare Providers ◽  
Self Management ◽  
Management Support ◽  
Management Skills ◽  
Healthcare Needs ◽  
Frequent Use ◽  
Dominant Condition ◽  
Use Of Health Services

ObjectiveThere is a gap of knowledge among healthcare providers on characteristics of self-management among patients with chronic diseases and complex healthcare needs. Consequently, the objective of this paper was to identify characteristics of self-management among patients with chronic diseases and complex healthcare needs.DesignThematic analysis review of the literature.MethodsWe developed search strategies for the MEDLINE and CINAHL databases, covering the January 2000–October 2018 period. All articles in English or French addressing self-management among an adult clientele (18 years and older) with complex healthcare needs (multimorbidity, vulnerability, complexity and frequent use of health services) were included. Studies that addressed self-management of a single disease or that did not have any notion of complexity or vulnerability were excluded. A mixed thematic analysis, deductive and inductive, was performed by three evaluators as described by Mileset al.ResultsTwenty-one articles were included. Patients with complex healthcare needs present specific features related to self-management that can be exacerbated by deprived socioeconomic conditions. These patients must often prioritise care based on one dominant condition. They are at risk for depression, psychological distress and low self-efficacy, as well as for receiving contradictory information from healthcare providers. However, the knowledge and experiences acquired in the past in relation to their condition may help them improve their self-management skills.ConclusionsThis review identifies challenges to self-management for patients with complex healthcare needs, which are exacerbated in contexts of socioeconomic insecurity and proposes strategies to help healthcare providers better adapt their self-management support interventions to meet the specific needs of this vulnerable clientele.

scholarly journals Is It Possible to Become a Nurse in a Refugee Camp?

2019 ◽  
Vol 16 (18) ◽  
pp. 3414
Author(s):  
Olga María López-Entrambasaguas ◽  
Jose Manuel Martínez-Linares ◽  
Manuel Linares-Abad ◽  
María José Calero-García
Keyword(s):  
Nursing Education ◽  
Mineral Resources ◽  
Refugee Camps ◽  
Economic Interests ◽  
Western Sahara ◽  
Origin And Evolution ◽  
Healthcare Needs ◽  
Spanish Colonization ◽  
History Of ◽  
Nursing Professionals

The history of the Western Sahara has been marked by several events that have contributed to the protracted refugee situation in which the Sahrawi people have found themselves since 1975: the Spanish colonization and the subsequent decolonization process, the armed struggles between the indigenous population and the states of Morocco and Mauritania to occupy Western Saharan territory, assassinations and repression of the Sahrawi population, and the economic interests of external agents with regards to mineral resources. Twenty-five years ago, in the hostile environment of the Sahrawi refugee camps, a nursing school was founded. Essentially depending on foreign aid, this school has been responsible for training nursing professionals to meet the healthcare needs of the population. The aim of this paper is to provide an approach to the origin and evolution of nursing education for the Sahrawi refugee camps. The Sahrawi are the only refugee camps in the world to host such nursing schools.

scholarly journals Teaching Management at Technical Universities, Business Reality in the Academic Environment

10.14311/1522 ◽  
2012 ◽  
Vol 52 (2) ◽  
Author(s):  
V. Baroch ◽  
B. Duchoň ◽  
V. Faifrová ◽  
Z. Říha
Keyword(s):  
Technical Education ◽  
Soft Skills ◽  
Technical Problem ◽  
Academic Environment ◽  
Management Skills ◽  
Teaching Management ◽  
Managerial Skills ◽  
Team Working ◽  
Technical University ◽  
Learning Management

Students of technical universities often do not understand why their studies should include learning management skills (in addition to the study of economics). However, not only the experience of graduates but also the requirements of their future employers show that education in the field of the management should provide training, skills and practical testing. It is only a matter of time before graduates of technical university take up leading positions or become part of a team working on some complicated technical problem. A classical technical education is no longer sufficient and, aboveall, it is employees with knowledge of economics and with managerial skills, specifically soft skills that come to the fore. It is evident from ample experience that people’s individual dispositions play a role in learning soft skills, but many of these skills can also be acquired by progressive training. The question is which form of teaching to choose to enable necessary skills to be learned, without at the same discouraging students by offering them potentially unattractive courses. These are the issues that will be treated in this paper.

scholarly journals Remote Delivery of Virtual Reality Patient Simulations for Nursing Education

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 62-62
Author(s):  
Jaime Hannans
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Online Teaching ◽  
Learning Opportunities ◽  
Education Student ◽  
Learning Approaches ◽  
Healthcare Needs ◽  
Nursing Clinical Practice ◽  
Nursing Clinical ◽  
Remote Learning

Abstract In the midst of rapid transfers to online teaching for experiential learning opportunities in nursing clinical labs this past spring due to the pandemic, nursing simulations with immersive virtual reality (VR) in VR headsets were deemed impossible. In partnership with Embodied Labs, nursing faculty pivoted to facilitating VR using remote learning approaches in groups. In this new VR approach nursing students engaged in active learning, critical discourse, and reflection guided by faculty delivered VR scenarios remotely with in-session debriefing during discussion pause points. Complex scenarios focused on patient or family perspectives (e.g. during end-of-life care or navigating community and healthcare needs as a LGBTQ individual). These were valuable online learning opportunities for undergraduate nursing education. Student feedback was positive, and faculty perceptions indicated using VR remote learning offers rich, engaging discussion through complex topics important to nursing clinical practice.

scholarly journals Home health simulation: Helping students meet the changing healthcare needs

2018 ◽  
Vol 9 (1) ◽  
pp. 27 ◽  
Author(s):  
Teresa Gore ◽  
Rebecca Lutz ◽  
R. Oscar Bernard ◽  
Ivonne F. Hernandez
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Home Care ◽  
Acute Care ◽  
Health Care Delivery ◽  
Care Setting ◽  
Care Delivery ◽  
Community Based ◽  
Specific Content ◽  
Healthcare Needs

Background/Objective: Nursing education has traditionally educated students in an acute care setting. However, recent trends in health care delivery models have moved the care of clients to a variety of out-patient settings. For the role of the nurse educator to transform, the curriculum must be able to expand beyond just the hospital-based focus to also include a community-based focus. To meet this demand, the College of Nursing faculty created a geriatric home care simulation to enhance the students’ experiences of providing care beyond the hospital setting to this growing population.Methods: A gap analysis of current simulations imbedded within the curricula identified the need for a community-based simulation and a geriatric home care simulation was chosen. The American Association of Colleges of Nursing Essentials of Baccalaureate Education and Recommended Baccalaureate Competencies and Curricular Guidelines for the Nursing Care of Older Adults were used as the framework for the analysis.Results: This simulation was designed as an interactive, low-stakes experience since many students lacked the opportunity to experience this unique clinical care setting. This article describes the development of the simulation, specific content objectives and outcomes, summary of the reactions of the students and faculty, as well as revisions and closing reactions.Conclusions: Nursing education has historically focused on acute care and now nursing students must be able to care for clients in a variety of out-patient settings, while focusing on the management of chronic diseases, promoting wellness and disease prevention. The future of nursing education will continue to require that faculty members explore innovative solutions to meet the educational needs of students, while balancing the health care needs of various populations and our changing health care delivery systems.

Critical care concepts in baccalaureate nursing education

1991 ◽  
Vol 11 (7) ◽  
pp. 12-14
Author(s):  
A Reynolds ◽  
SG Wood ◽  
ML Gamero
Keyword(s):  
Critical Care ◽  
Nursing Education ◽  
Baccalaureate Nursing ◽  
Nurse Educators ◽  
Response Rate ◽  
High Response Rate ◽  
Critical Care Nurses ◽  
Graduate Nurses ◽  
Healthcare Needs ◽  
Baccalaureate Nursing Education

The high response rate of 65.1 percent to this survey suggests nurse educators across the country are interested and involved with the incorporation of critical care concepts in baccalaureate nursing education. Nurse educators are conscientiously working to provide an educational basis for graduate nurses to adequately address the complex healthcare needs of our society. Cooperative efforts between nurse educators and practicing critical care nurses can make a difference in the future delivery of healthcare.

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