scholarly journals The educational needs of triage nurses

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Andrea Thawley ◽  
Christina Aggar ◽  
Noelene Williams
Keyword(s):  
Vital Signs ◽  
Continuing Professional Development ◽  
Educational Needs ◽  
Educational Support ◽  
Validated Questionnaire ◽  
Assessment Skills ◽  
Timely Access ◽  
Education Needs ◽  
Physical Assessment Skills ◽  
Ongoing Support

The role of triage nurses is critical to ensuring patient safety and timely access to emergency care. Continuing professional development and ongoing support is required to effectively support the competence of triage staff. To date, very few studies have sought to describe the educational needs of triage nurses.This study aimed to identify which type of educational support nurses feel they need to manage the triage process.A validated questionnaire was used to explore triage nurses’ perceived educational support needs in relation to managing the triage process.On average, participants had 11.33 years of experience in their current role (SD = 7.27), 15.43 in emergency (SD = 9.80) and 13.44 in triage (SD = 9.16). Triage nurses (n = 27) identified the introduction of new ideas at triage to increase efficiency as the area in which they were in greatest need of training. Priority education needs that focused on clinical tasks, such as physical assessment skills, particularly in relation to observations and vital signs, to inform triage decision making were also identified. These priority education needs will inform the design of education programs and the development of the capabilities of the nursing workforce.Future research should seek to explore the traditional responsibilities of triage nurses, particularly to address queuing and delays at triage.

scholarly journals A Physical Assessment Skills Module on Vital Signs

2014 ◽  
Vol 78 (7) ◽  
pp. 137 ◽  
Author(s):  
Christine Leong ◽  
Christopher Louizos ◽  
Grace Frankel ◽  
Sheila Ng ◽  
Harris Iacovides ◽  
...  
Keyword(s):  
Vital Signs ◽  
Physical Assessment ◽  
Assessment Skills ◽  
Physical Assessment Skills

scholarly journals Staff grade psychiatrists – a view from the inside

1997 ◽  
Vol 21 (3) ◽  
pp. 151-153
Author(s):  
Aileen Blower ◽  
Diane Lusman
Keyword(s):  
Professional Development ◽  
Medical Literature ◽  
Continuing Professional Development ◽  
Career Progression ◽  
The West ◽  
Recent Debate ◽  
Education Needs ◽  
Recent Establishment

With the recent establishment by the College of ‘Affiliate’ status for non-member psychiatrists and continuing professional development (CPD) for ‘non-training’ grades, we though it timely to open a debate on the role, status and needs of staff grade doctors in psychiatry. Many of the issues that need to be addressed are common to staff doctors in all specialities. Following a brief description of the grade and how it is being used at present we will focus on education needs and career progression, drawing on recent debate in the medical literature and our own experience as staff grade psychiatrists in the West of Scotland.

scholarly journals Developing Physical Assessment Skills in Pharmacy Students through Participation in a Creative Movement Workshop: An Interdisciplinary Study between Pharmacy and Dance

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 142
Author(s):  
Amber Wesner ◽  
Ting-Yu Chen
Keyword(s):  
Personal Space ◽  
Pharmacy Students ◽  
Physical Assessment ◽  
Creative Movement ◽  
Before And After ◽  
Assessment Skills ◽  
Spatial Exploration ◽  
Physical Assessment Skills ◽  
Interdisciplinary Study ◽  
To Receive

The role a pharmacist plays in the care of patients is continually changing and expanding. Most recently, there is movement towards including pharmacists in the physical assessment of patients. We developed a creative movement workshop with the purpose of increasing students’ levels of comfort with touch, ability to interpret non-verbal mannerisms, to increase empathy for the patient, and to increase student comfort in conducting physical exams. In this interventional study, surveys were administered to third year pharmacy students, before and after the creative movement workshop, in order to assess participant’s change in level of comfort with a variety of behaviors needed to conduct effective physical assessment. The two hour workshop involved: partner stretching, mirroring, and creative spatial exploration between bodies. The 11-item survey evaluated students’ perceptions on touch, nonverbal communication, and sharing personal space. Our results showed that the level of comfort improved for the ability to give touch (p = 0.001), the ability to receive touch (p = 0.002), and the ability to share personal space (p = 0.001). Participants commented that the workshop increased their understanding of how important confidence is when performing physical assessment and reported an increased appreciation for how much non-verbal mannerisms can communicate to another. This study explores how an interdisciplinary workshop between pharmacy and dance has the potential to increase student effectiveness as future healthcare professionals, by targeting skills not often focused on within traditional pharmacy curriculums, including: sharing personal space, displaying empathy, and providing a comforting and confident touch.

Intergenerational Differences and Education Needs

2020 ◽  
pp. 1-31
Author(s):  
Mine Gözübüyük Tamer
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Baby Boom ◽  
Descriptive Analysis ◽  
Field Studies ◽  
Educational Needs ◽  
Research Model ◽  
Educational Backgrounds ◽  
Intergenerational Differences ◽  
Education Needs

This study aims to reveal the intergenerational differences and the educational needs of generations. According to the light of the specific indicators and data obtained from field studies in different generations (Baby Boom, X, and Y) in Turkey, the source of intergenerational differences was questioned; the educational needs and opportunities of the generations and their educational backgrounds were evaluated. Interview technique was used as a data collection tool in the research to be conducted depending on the qualitative research model. In the field dimension of the study, 16 participants that consist of eight male and eight females within a given family were included. The responses were subjected to descriptive analysis. Bowles and Gintis' views on education will be included. The results are summarized in accordance with the response of participants to questions in the fieldwork.

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