Innovative Staff Education Techniques

2005 ◽  
Vol 10 (4) ◽  
pp. 193-198 ◽  
Author(s):  
Lynn Hadaway
Keyword(s):  
Staff Development ◽  
Adult Learning ◽  
Health Care Providers ◽  
Clinical Performance ◽  
Learning Needs ◽  
Care Providers ◽  
Educational Approach ◽  
Adult Learning Principles ◽  
Key Concepts ◽  
Learning Principles

Abstract A knowledgeable, skillful staff of health care providers is critical to enhance clinical outcomes for patients; however, there can be much confusion about the processes used by educators to support and develop staff. Although adult-learning principles should be used, it is also important to remember that not all clinical performance problems require an educational approach. Published literature of educational programs that have been documented to reduce catheter-related complications is reviewed along with key concepts of learning needs assessment, transfer of learning, and staff development resources.

Menopause into the Millennium: Development of a Training Program for General Practitioners in Menopausal Medicine

1999 ◽  
Vol 5 (2) ◽  
pp. 90
Author(s):  
Fiona J. Andrews
Keyword(s):  
Training Program ◽  
General Practitioners ◽  
Health Care Providers ◽  
Pilot Training ◽  
Care Providers ◽  
Adult Learning Principles ◽  
Primary Health Care Providers ◽  
Program Recognition ◽  
Learning Principles ◽  
Women’S Views

Recent studies suggest that general practitioners (GPs) are voicing a need for continuing medical education to help them in their role as primary health care providers for women going through the menopause. The study describes the development and evaluation of a pilot training program for GPs in menopausal medicine. Key features of the program include: the importance of GPs in the development of the program; recognition of adult learning principles; the incorporation of women's views; the accessibility of the program; and the recognition that providing GPs with high, quality, relevant education on the menopause should ultimately benefit women seeking their help. Evaluation of the pilot program found that GPs were very satisfied with the content and delivery of the program. The material presented was found to be relevant to GP practices and a substantial proportion of GPs suggested that the information would change the way they practiced.

scholarly journals Adult Learning Principles and Peer Delivery Improve Satisfaction of Electronic Medical Record Onboarding Education

ACI Open ◽  
2020 ◽  
Vol 04 (02) ◽  
pp. e114-e118
Author(s):  
Joanna Lawrence ◽  
Sharman Tan Tanny ◽  
Victoria Heaton ◽  
Lauren Andrew
Keyword(s):  
Adult Learning ◽  
Medical Record ◽  
Electronic Medical Record ◽  
Junior Doctors ◽  
Free Text ◽  
Organizational Safety ◽  
Adult Learning Principles ◽  
Learning Practices ◽  
Learning Principles ◽  
The Impact

Abstract Objectives Given the importance of onboarding education in ensuring the safety and efficiency of medical users in the electronic medical record (EMR), we re-designed our EMR curriculum to incorporate adult learning principles, informed and delivered by peers. We aimed to evaluate the impact of these changes based on their satisfaction with the training. Methods A single site pre- and post-observational study measured satisfaction scores (four questions) from junior doctors attending EMR onboarding education in 2018 (pre-implementation) compared with 2019 (post-implementation). An additional four questions were asked in the post-implementation survey. All questions employed a Likert scale (1–5) with an opportunity for free-text. Raw data were used to calculate averages, standard deviations and the student t-test was used to compare the two cohorts where applicable. Results There were a total of 98 respondents in 2018 (pre-implementation) and 119 in 2019 (post-implementation). Satisfaction increased from 3.8/5 to 4.5/5 (p < 0.0001) following implementation of a peer-delivered curriculum in line with adult learning practices. The highest-rated factors were being taught by other doctors (4.9/5) and doctors having the appropriate knowledge to deliver training (4.9/5). Ninety-two percent of junior doctors were motivated to engage in further EMR education and 90% felt classroom support was adequate. Conclusion EMR onboarding education for medical users is a critical ingredient to organizational safety and efficiency. An improvement in satisfaction ratings by junior doctors was demonstrated after significant re-design of the curriculum was informed and delivered by peers, in line with adult learning principles.

Integrating Adult Learning Principles Into Training for Public Health Practice

2008 ◽  
Vol 10 (4) ◽  
pp. 557-563 ◽  
Author(s):  
Rebecca L. Bryan ◽  
Matthew W. Kreuter ◽  
Ross C. Brownson
Keyword(s):  
Public Health ◽  
Adult Learning ◽  
Public Health Practice ◽  
Health Practice ◽  
Adult Learning Principles ◽  
Learning Principles

Examining Adult Learning Assumptions and Theories in Technology-Infused Communities and Professions

2013 ◽  
pp. 53-65 ◽  
Author(s):  
Judith Parker
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
New Technology ◽  
Historical Context ◽  
Future Application ◽  
New Paradigm ◽  
Education Practice ◽  
Adult Learning Principles ◽  
New Learning ◽  
Learning Principles

Adult learning in today’s society is primarily focused on the needs of adults as they function in their communities and professions. Adult learning principles and theories have been the foundation of adult education practice for over a century. However, a review of the historical context reveals that this new technology-infused learning landscape is dramatically different from its predecessor. This makes a reexamination of these ideas important for their future application. This chapter will reexamine the adult-learning principles of transformative learning, andragogy, and critical reflection in this technology-infused world and propose a new paradigm and corresponding practices for the new learning landscape in communities and professions.

Designing an eHealth Breastfeeding Resource With Young Mothers Using a Participatory Design

2020 ◽  
pp. 104365962095706
Author(s):  
Jennifer Abbass-Dick ◽  
Barbara Chyzzy ◽  
Amber Newport ◽  
Joanne Huizinga ◽  
Fangli Xie
Keyword(s):  
Health Care Providers ◽  
Participatory Design ◽  
Participatory Approach ◽  
Phase Iii ◽  
Learning Needs ◽  
Young Mothers ◽  
Care Providers ◽  
Breastfeeding Support ◽  
Health Authorities ◽  
Three Phase

Introduction Breastfeeding rates among young mothers are low and do not meet recommendations from health authorities, putting the health of young mothers and their infants at risk. Young mothers require breastfeeding support that meets their learning needs and preferred mode for accessing information. The objective of this study was to work collaboratively with young mothers in order to cocreate an eHealth breastfeeding resource. Methodology A three-phase exploratory study was conducted in Ontario, Canada. In Phases I and II, young mothers and health care providers (HCPs) were recruited and preferences for an eHealth breastfeeding resource were explored. In Phase III, feedback from young mothers and HCPs about the new resource was collected. Results Participants found the breastfeeding eHealth resource visually appealing, engaging, and informative. Discussion Cocreating a tailored breastfeeding eHealth resource with young mothers and HCPs using a participatory approach ensured that the resource design and content met the learning needs of young mothers.

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