Effect of Vernald Way (VAKT) for Multiple Senses, Health Care and Clinical Learning in Dealing with Hardship and Written to the Reading First Stage Pupils

2020 ◽  
Vol 11 (2) ◽  
pp. 2452
Author(s):  
Hashim Radhe Chither
Keyword(s):  
Health Care ◽  
Reading First ◽  
Clinical Learning

scholarly journals Assessing Students’ Well-being in Primary Health Care Setting as a Clinical Learning Environment

2020 ◽  
pp. 14-27
Author(s):  
Rabab Abdel Raoof Abed
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Medical Students ◽  
Learning Environment ◽  
Spiritual Development ◽  
Well Being ◽  
Relative Advantage ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Primary Health

Introduction: Well-being in learning environment requires a culture that actively helps students to achieve their own potential. It requires a learning environment (LE) that supports physical, social and spiritual development. It has been shown that medical students experience high levels of stress that can hinder their performance, professionalism, and overall health. With respect to primary health care (PHC), some studies have shown the relative advantage of PHC centers to provide opportunities for “hands on” practice by pre-clinical students, availability of general practitioners (GPs) to supervise students, and with respect to the scope of PHC, which includes, beside patient care, community health education. Unfortunately, some aspects of the training process in clinical learning environment (CLE) have unfavorable effect on students’ well-being. Medical students face personal distress with negative effect on academic achievement, competency, professionalism, and health. We aimed to measure students wellbeing during their training in primary health care units. Materials and Methods: This is a cross sectional study to assess well-being of undergraduate students in primary health care (PHC) centers affiliated to the Faculty of Medicine, Suez Canal University (FOM-SCU). In addition, to test psychometric prosperities of The MED-NORD (Medical Education in Nordic Countries) questionnaire through exploratory factor analysis (EFA). A comprehensive (purposive) Sample was taken from year 1, 2, and 3. Results: Testing the psychometric prosperities of MED-NORD questionnaire revealed that the questionnaire contained 7 factors and 41 items. The seven factors are: Conceptions of learning and knowledge, Approaches to learning, Perceptions of the learning environment, Problems in studying, Optimism, Reflective learning, and Lack of interest. There were adequate correlations between the factors. Conclusion: The study concluded that the students positively perceived their well-being. Furthermore, Students preferred collaborative knowledge building in learning. However, they use surface approach in their learning more than deep approach. This study also concluded good reliability and construct validity of MED-NORD questionnaire.

scholarly journals Preliminary Evidence Supporting a Novel 10-Item Clinical Learning Environment Quick Survey (CLEQS)

2021 ◽  
Vol 13 (4) ◽  
pp. 553-560
Author(s):  
Deborah Simpson ◽  
Matthew McDiarmid ◽  
Tricia La Fratta ◽  
Nicole Salvo ◽  
Jacob L. Bidwell ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Learning Environment ◽  
Graduate Medical Education ◽  
Validity Evidence ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Good Reliability ◽  
Team Members ◽  
Graduate Medical

ABSTRACT Background The clinical learning environment (CLE) is a priority focus in medical education. The Accreditation Council for Graduate Medical Education Clinical Learning Environment Review's (CLER) recent addition of teaming and health care systems obligates educators to monitor these areas. Tools to evaluate the CLE would ideally be: (1) appropriate for all health care team members on a specific unit/project; (2) informed by contemporary learning environment frameworks; and (3) feasible/quick to complete. No existing CLE evaluation tool meets these criteria. Objective This report describes the creation and preliminary validity evidence for a Clinical Learning Environment Quick Survey (CLEQS). Methods Survey items were identified from the literature and other data sources, sorted into 1 of 4 learning environment domains (personal, social, organizational, material) and reviewed by multiple stakeholders and experts. Leaders from 6 interprofessional graduate medical education quality improvement/patient safety teams distributed this voluntary survey to their clinical team members (November 2019–mid-January 2021) using electronic or paper formats. Validity evidence for this instrument was based on the content, response process, internal structure, reliability, relations to other variables, and consequences. Results Two hundred one CLEQS responses were obtained, taking 1.5 minutes on average to complete with good reliability (Cronbach's α ≥ 0.83). The Cronbach alpha for each CE domain with the overall item ranged from 0.50 for personal to 0.79 for social. There were strong associations with other measures and clarity about improvement targets. Conclusions CLEQS meets the 3 criteria for evaluating CLEs. Reliability data supports its internal consistency, and initial validity evidence is promising.

scholarly journals Transition to practice: Supporting first year nurses within a collaborative faith based graduate program

2020 ◽  
Vol 11 (5) ◽  
pp. 1
Author(s):  
Kylie P. Russell ◽  
Tracey H. Coventry Coventry
Keyword(s):  
Health Care ◽  
Registered Nurses ◽  
Graduate Program ◽  
Learning Experience ◽  
First Year ◽  
Clinical Learning ◽  
Graduate Nurses ◽  
Faith Based ◽  
Catholic Faith ◽  
Catholic University

Objective: Faith-based organisations play a major role in health care in Australia providing a unique service supported by compassionate and concerned staff. In response to the changing Australian health care landscape the increasing demands placed on first year registered nurses, a graduate program provided in partnership with a Catholic University, engages students in academic and clinical learning. The study aimed to determine if the provision of nursing care in the context of catholic faith and values provides first year nurses with a supportive learning environment.Methods: This study used a mixed method explanatory sequential design in two phases: (1) quantitative online surveys sent to graduate nurses (n = 60) to report on their perceptions of work integrated learning prior to and during their first year of nursing at the private catholic hospital; and (2) focus groups were conducted to explore key themes in further detail. The evaluation occurred at both the halfway and the end point of the 12-month Graduate Program. Data was analysed using descriptive statistics and theming of the text data to identify emergent ideas.Results: The findings suggest that the graduate nurses felt engaged with the programs academic and clinical learning outcomes. This was achieved in a supportive pastoral care environment underpinned by catholic faith and values.Conclusions: The Graduate Program in collaboration with a Catholic University School of Nursing and Midwifery has provided a positive learning experience and support structure for its first year registered nurses with the achievement of a formally recognised qualification.

Role of the clinical learning environment in preparing new clinicians to engage in quality improvement efforts to eliminate health care disparities

2019 ◽  
Author(s):  
Baretta R Casey ◽  
Marie Chisholm-Burns ◽  
Morgan Passiment ◽  
Robin Wagner ◽  
Laura Riordan ◽  
...  
Keyword(s):  
Health Care ◽  
Learning Environment ◽  
Learning Environments ◽  
Health Care System ◽  
Health Care Disparities ◽  
Care Delivery ◽  
The United States ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Care System

Abstract Purpose The National Collaborative for Improving the Clinical Learning Environment offers guidance to health care leaders for engaging new clinicians in efforts to eliminate health care disparities. Summary To address health care disparities that are pervasive across the United States, individuals at all levels of the health care system need to commit to ensuring equity in care. Engaging new clinicians is a key element of any systems-based approach, as new clinicians will shape the future of health care delivery. Clinical learning environments, or the hospitals, medical centers, and ambulatory care clinics where new clinicians train, have an important role in this process. Efforts may include training in cultural humility and cultural competency, education about the organization’s vulnerable populations, and continuous interprofessional experiential learning through comprehensive, systems-based QI efforts focused on eliminating health care disparities. Conclusion By preparing and supporting new clinicians to engage in systems-based QI efforts to eliminate health care disparities, clinical learning environments are instilling skills and supporting behaviors that clinicians can build throughout their careers—and helping pave the road towards equity throughout the US health care system.

scholarly journals STUDENTS’ PERCEPTION ABOUT CLINICAL LEARNING ENVIRONMENT IN THE PRIMARY, SECONDARY AND TERTIARY MEDICAL FACILITIES

2018 ◽  
Vol 7 (1) ◽  
pp. 75
Author(s):  
Dian Puspita Dewi ◽  
Gandes Retno Rahayu ◽  
Tri Nur Kristina
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Process ◽  
Health Care Services ◽  
Clinical Learning ◽  
Care Services ◽  
Primary Health ◽  
Primary Health Care Services

Background: Learning environment is an important factor in learning process and can affect students' competence and work-readiness. Learning environment is not only about physical facilities but also social and psychological condition. The complexity of clinical learning environments pose challenges and problems that may affect students learning process so it is necessary to monitoring and evaluating students learning environments. This study aims to assess students' perception of their learning environment and the effect of primary, secondary and tertiary health care services utilization as clinical learning environments.Method: This study was conducted with a cross sectional study design. The subjects were 36 students of obstetrics and gynecology department. Data obtained from learning environment questionnaires in tertiary, secondary and primary health care services. A non-parametric test was applied to compared learning environment score in each health care level.Results: Students perception of their learning environment between tertiary and secondary as well as tertiary and primary health care services were significantly different. Students stated advantages and disadvantages of each learning environment that can affect their competence level. Conclusion: Students have a good perception of the their learning environment. There was significant difference between tertiary and two other health care services.

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