An Integrative Model of Supervisory Training for Medical Center Personnel

1989 ◽  
Vol 64 (3_suppl) ◽  
pp. 1035-1042 ◽  
Author(s):  
Michael B. Frisch
Keyword(s):  
Needs Assessment ◽  
Training Program ◽  
Medical Center ◽  
Skill Training ◽  
Cognitive Restructuring ◽  
Integrative Model ◽  
Cognitive Behavior ◽  
Assessment And Evaluation ◽  
Supervisory Training ◽  
Supervisory Practices

The development of a comprehensive supervisory training program for V.A. Medical Center personnel is described. The program draws upon the literature of both organizational psychology and cognitive-behavior therapy and has four basic components: (a) needs assessment and evaluation, (b) awareness-building and cognitive restructuring, (c) skill training, and (d) application on the job. The training program consists of 16 modules developed on the basis of a preliminary needs assessment and literature review. An initial investigation of the model's efficacy indicated significant improvements in the supervisors' knowledge of sound supervisory practices as well as high levels of satisfaction and self-reported productivity in a sample of supervisors who underwent training. Plans for outcome research and the continuing need for an integration of subdisciplines are discussed.

Needs assessment and evaluation of services for homeless: Portland, Oregon

1987 ◽  
Author(s):  
Helena M. Carlson ◽  
Jean De Master ◽  
Donna Schaeffer
Keyword(s):  
Needs Assessment ◽  
Assessment And Evaluation

scholarly journals Toxic Stress in a Mid-Sized Urban Community: An Initial Needs Assessment of Families with Children in Maywood, IL

2021 ◽  
Vol 12 ◽  
pp. 215013272110301
Author(s):  
Erin McCune ◽  
Jennifer Wojtowicz ◽  
William Adams ◽  
Garry Sigman ◽  
Collette Williams ◽  
...  
Keyword(s):  
Food Insecurity ◽  
Needs Assessment ◽  
Medical Center ◽  
Health Resources ◽  
Community Organizations ◽  
Social Needs ◽  
Toxic Stress ◽  
Adverse Health Outcomes ◽  
Point Increase ◽  
Survey Responses

Background Loyola Medical Center is located in Maywood, IL, a community that faces high rates of poverty, violence, and barriers to healthcare. These factors can contribute to toxic stress, which has been shown to negatively impact children’s health. Objectives The goal of this project was to partner with community organizations to obtain a baseline needs assessment from families in Maywood regarding sources of toxic stress and to identify interventions of interest. Methods In total, 75 anonymous surveys were collected from the Loyola Outpatient Center Pediatric Clinic and a Maywood community center. Survey responses were statistically analyzed in order to determine toxic stressors most commonly impacting families in Maywood as well as interventions of most interest to the community. Results There were 78 respondents for a response rate of approximately 71%. The most common stressors were smoking in the home (33.3%), food insecurity (29.5%), and exposure to violence (26.9%). In this sample, Black respondents were 11.5 times more likely than non-Black respondents to report that their child was exposed to violence in the community – even after controlling for concern about their child’s behavior which served as a surrogate measure of the child’s exposure to toxic stress (P = 0.001). Further, those living with food insecurity were 7.40 times more likely to report that access to food and transportation vouchers were important ( P < .001). For every 1-point increase in the total toxic stress score, respondents were 1.35 times more likely to report that increasing access to mental health resources was important to them, though this was not significant ( P = .10). Conclusion The data demonstrate that toxic stressors, health risks and unmet social needs are prevalent in the Maywood community, which puts local children at risk for future adverse health outcomes. With this information, pediatricians at Loyola Medical Center can work with community organizations to allocate resources to address toxic stressors in Maywood.

scholarly journals Effect of a walking skill training program in patients who have undergone total hip arthroplasty: Followup one year after surgery

2012 ◽  
Vol 64 (3) ◽  
pp. 415-423 ◽  
Author(s):  
Kristi Elisabeth Heiberg ◽  
Vigdis Bruun-Olsen ◽  
Arne Ekeland ◽  
Anne Marit Mengshoel
Keyword(s):  
Total Hip Arthroplasty ◽  
Training Program ◽  
Hip Arthroplasty ◽  
Skill Training ◽  
Total Hip ◽  
Skill Training Program ◽  
One Year

scholarly journals Relationship of psychiatric comorbidity and treatment of panic disorder and agoraphobia

2006 ◽  
Vol 134 (7-8) ◽  
pp. 267-272
Author(s):  
Milan Latas ◽  
Vladan Starcevic ◽  
Goran Trajkovic
Keyword(s):  
Panic Disorder ◽  
Psychiatric Disorders ◽  
Behavior Therapy ◽  
Cognitive Behavior Therapy ◽  
Psychiatric Comorbidity ◽  
Integrative Model ◽  
Treatment Modalities ◽  
Cognitive Behavior ◽  
Comorbid Psychiatric Disorders ◽  
Relationship Of

Introduction. Besides numerous studies that examined various aspects of comorbidity in patients with panic disorder and agoraphobia and numerous studies that examined efficacy of different treatment modalities in these patients, there was no study that examined relationship of overall psychiatric comorbidity and treatment of patients with panic disorder and agoraphobia. Objective. The objective of the study was to establish the effect of psychiatric comorbidity on treatment efficiency of patients with panic disorder and agoraphobia. Method. The sample of the study consisted of 119 patients with primary diagnosis of panic disorder and agoraphobia. The therapy of patients was based on the use of individual integrative model of treatment, which incorporated psycho-pharmaceuticals (benzodiazepines and antidepressants) and cognitive- behavior therapy. Symptom severity was estimated by Panic and Agoraphobia Scale before and after the completion of treatment. Patients with comorbidity and patients without any comorbidity were compared by MANOVA and ANOVA with repeated measures. Results. The results of the study showed that 91% of patients met diagnostic criteria of comorbid psychiatric disorder and these patients had more severe clinical picture than patients without any comorbid disorder before the treatment. The results also showed that, after the completion of treatment, there was a significant reduction of all analyzed symptoms, that the effects of treatment were significantly better in patients with psychiatric comorbidity and that comorbid psychiatric disorders had no negative effect on the main goals of the treatment. Conclusion. Based on these results, it may be concluded that: in patients with panic disorder and agoraphobia and comorbid psychiatric disorders, the pharmacotherapy must be based on simultaneous use of antidepressants and benzodiazepines, while standard cognitive-behavior therapy of patients with panic disorder and agoraphobia must be modified in case of the existing comorbid psychiatric disorders.

Abstract 244: Real World Evaluation of Implementing a Mock Cardiac Arrest Program

2020 ◽  
Vol 13 (Suppl_1) ◽  
Author(s):  
Brad Trumpower ◽  
Lee A Kamphuis ◽  
Joseph McEvoy ◽  
Pamela J Weber ◽  
Sarah Krein ◽  
...  
Keyword(s):  
Cardiac Arrest ◽  
Training Program ◽  
Program Implementation ◽  
Medical Center ◽  
Veterans Health ◽  
Health Administration ◽  
Response Team ◽  
Study Team ◽  
National Initiative ◽  
Data Elements

Introduction: In 2019, the Veterans Health Administration (VHA) began rolling out a national initiative to create a standardized mock code training program through the Resuscitation Education Initiative (REdI). We partnered with REdI and the local REdI Mock Code Program team at a Midwestern VA medical center to evaluate the launch of this mock cardiac arrest training program using a mixed methods approach. Methods: The REdI mock cardiac arrest program provided training to VA medical center clinical and non-clinical staff using didactic, small group, and hands-on simulation activities over a 2-day site visit in January 2019 where all facets of the resuscitation team were reviewed. Following this training visit at one VA medical center, 10 mock cardiac arrests were conducted between March 2019 and December 2019. One mock cardiac arrest included a hospital-wide activation and nine were conducted on individual units without activation of the cardiac arrest response team. The research team was composed of clinical and methodological experts who observed 8 of the mock cardiac arrests. We used an observation template to record structured data elements and take field notes during the mock code (e.g., how participants made decisions, assigned roles and quality of communication between the participants). At the end of the mock code, facilitators and the study team collected oral and written feedback from the participants. Results: In the 8 mock cardiac arrests observed, we identified 54 participants. Participants overwhelmingly rated the mock cardiac arrests as positive (83.3%, 45/54). Debriefing-feedback after the mock cardiac arrest was identified as the most helpful aspect (42.6%, 23/54). Areas for improving implementation of the mock cardiac arrest training program focused primarily on the need for a better introduction to the exercise. This included understanding the manikin’s functionality (9.3%, 5/54) and the expectation that participants should perform CPR just as they would in an actual cardiac arrest event (7.4%, 4/54). Two critical takeaways frequently cited by participants related to performance during the mock cardiac arrest were a need for better communication (20.4%, 11/54) and defined roles (18.5%, 10/54). Conclusions: Implementation of a mock cardiac arrest program was positively received by participants at a VA medical center. Moreover, participants identified both opportunities for improving resuscitation performance and optimizing learning experiences as part of program implementation.

The Features of a Standard INSET

2017 ◽  
pp. 1-14
Author(s):  
Selma Deneme ◽  
Handan Çelik
Keyword(s):  
Teacher Training ◽  
Needs Assessment ◽  
Training Program ◽  
Top Down ◽  
General Picture ◽  
Active Involvement ◽  
Hands On ◽  
Qualitative Descriptive ◽  
Shed Light

Adopting a qualitative descriptive methodology, the current study aims to explore whats and hows of planning, delivery, and follow-up in in-service teacher training. While doing this, together with presenting the general picture of in-service teacher trainings in Turkey, the study also makes use of a delivered in-service teacher training program so as to find how issues regarding planning, delivery, and follow-up were dealt with. The data collected through semi-structured written interview and supported with informal dialogues and telephone conversations revealed what was done and how was done for the three components. However, similar to many other trainings, the findings showed that lack of needs assessment, hands-on practice, and follow-up unfortunately makes the training to be restricted to what is known as traditional and top-down. For this reason, the findings shed light on the reality to consider teachers' needs, their active involvement, and on-going practice for effective in-service teacher trainings.

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