scholarly journals Expanding Health Policy and Advocacy Education for Graduate Trainees

2014 ◽  
Vol 6 (3) ◽  
pp. 547-550 ◽  
Author(s):  
Theodore Long ◽  
Krisda H. Chaiyachati ◽  
Ali Khan ◽  
Trishul Siddharthan ◽  
Emily Meyer ◽  
...  
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Health Policy ◽  
Health Professional ◽  
Professional Education ◽  
Professional Training ◽  
School Level ◽  
Rank Test ◽  
American Health Care System ◽  
Novel Approach

Abstract Background Education in health policy and advocacy is recognized as an important component of health professional training. To date, curricula have only been assessed at the medical school level. Objective We sought to address the gap in these curricula for residents and other health professionals in primary care. Innovation We created a health policy and advocacy curriculum for the VA Connecticut Healthcare System, Center of Excellence in Primary Care Education, an interprofessional, ambulatory-based, training program that includes internal medicine residents, nurse practitioner fellows, health psychology fellows, and pharmacy residents. The policy module focuses on health care finance and delivery, and the advocacy module emphasizes negotiation skills and opinion-based writing. Trainee attitudes were surveyed before and after the course, and using the Wilcoxon signed rank test, relative change was determined. Knowledge acquisition was evaluated with precourse and postcourse examinations using a paired sample t test. Results From July 2011 through June 2013, 16 trainees completed the course. In the postcourse survey, trainees demonstrated improved comfort with understanding health law and the American health care system (Likert mean increased from 2.1 to 3.0, P  =  .01), as well as with associated advocacy skills (Likert mean increased from 2.0 to 2.9, P  =  .04). Knowledge-based test scores also showed significant improvement (increasing from 55% to 78% correct, P ≤ .001). Conclusions Our curriculum integrating core health policy knowledge with advocacy skills represents a novel approach in postgraduate health professional education and resulted in sustained improvement in knowledge and comfort with health policy and advocacy.

scholarly journals Instilling the core concept of inter professional education

1970 ◽  
Vol 9 (3) ◽  
pp. 201-206
Author(s):  
S Bhattacharya ◽  
SK Bhattacharya ◽  
AP Gautam
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Health Care Providers ◽  
Professional Education ◽  
Care Delivery ◽  
Care Providers ◽  
Patient Centered ◽  
Innovative Teaching ◽  
Centered Care ◽  
Teaching Learning

The Inter Professional Education (IPE) is an innovative teaching learning intervention in Health Professions’ Education during which members of more than one health profession learn interactively together to improve collaborative practice and/health of the patients. Thus this approach provides positive outcomes for students enhancing their awareness towards other professional groups, improving knowledge and understanding of how to work in an inter professional team and strengthening their communication and collaboration skills. Within the hierarchical nature of many clinical settings, the aims of IPE courses intersect with socialization of health professional (HP) students into roles of responsibility and authority. The IPE in HP courses emphasizes the practice of frequent high quality communication, strong relationships and partnerships among health care providers to maximize the quality of care thus improving the efficiency of care thereby improving clinical outcomes. Health Professional Schools are this motivated to opt for inter professional education to improve the learning of the students, health care delivery and patient outcomes. Keywords: Inter professional relations; patient centered care; education DOI: http://dx.doi.org/10.3126/hren.v9i3.5591   HR 2011; 9(3): 201-206

scholarly journals A Comparative Review of Canadian Health Professional Education Accreditation Systems

2006 ◽  
Vol 36 (1) ◽  
pp. 79-102 ◽  
Author(s):  
Vernon R. Curran ◽  
Lisa Fleet ◽  
Diana Deacon
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Professional Education ◽  
Interprofessional Education ◽  
Health Professions ◽  
Educational Process ◽  
Health Professional Education ◽  
Care Providers ◽  
Comparative Review ◽  
Canadian Health

Canadian governments and various stakeholder groups are advocating greater interprofessional collaboration amongst health care providers as a fundamental strategy for enhancing coordination and quality of care in the health care system. Interprofessional education for collaborative patient-centred practice (IECPCP) is an educational process by which students/learners (or workers) from different health professions learn together to improve collaboration. The educational system is believed to be a main determinant of interprofessional collaborative practice, yet academic institutions are largely influenced by accreditation, certification and licensure bodies. Accreditation processes have been linked to the continuous improvement of curricula in the health professions, and have also been identified as potential avenues for encouraging educational change and innovation. The purpose of this paper is to summarize the characteristics of the national accreditation systems of select Canadian health professional education programs at both the pre- and post-licensure educational levels and to show how these systems support and/or foster IECPCP. A review of the educational accreditation systems of medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy was undertaken through key informant interviews and an analysis of accreditation process documentation. The results of this comparative review suggest that accreditation systems are more prevalent across the health professions at a pre-licensure level. Accreditation at the post- licensure level, particularly at the continuing professional education level, appears to be less well established across the majority of health professions. Overall, the findings of the review also suggest that current accreditation systems do not appear to promote nor foster interprofessional education for collaborative patient-centred practice in a systematic manner through either accreditation processes or standards. Through a critical adult learning perspective we argue that in order for traditional uni-professional structures within the health professional education system to be challenged, the accreditation system needs to place greater value on interprofessional education for collaborative patient-centred practice.

PHYSICIAN'S ASSISTANTS

PEDIATRICS ◽  
1975 ◽  
Vol 55 (2) ◽  
pp. 256-256
Author(s):  
W. J. Bicknell
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Nurse Practitioners ◽  
Financial Incentives ◽  
Health Care Services ◽  
Educational Systems ◽  
American Health Care System ◽  
Physician Visits ◽  
Traditional Patterns ◽  
The U.S

The U.S. primary-care assistant seems lost in a vicious circle: problems in the American health-care system (high cost and hospital orientation, lack of satisfaction for patient and provider with primary-health-care services, and the related maldistribution of physicians)—problems which might be mitigated by utilising physicians' assistants and nurse practitioners—themselves militate against effective use of such assistants. Financial incentives, educational systems, and traditional patterns of behavior and expectation all work in the opposite direction; all favour decisions which virtually preclude good primary care—maximum hospital usage, short physician visits, minimal delegation to non-physicians. There will have to be a substantial change in the U.S. system before physicians' assistants and nurse practitioners can begin to function well, and can hope to contribute to the quality, accessibility, and cost-effectiveness of primary care.

scholarly journals Educational Resources and Curriculum on Lactation for Health Undergraduate Students: A Scoping Review

2020 ◽  
pp. 089033442098069
Author(s):  
Suzanne Hetzel Campbell ◽  
Nicole de Oliveira Bernardes ◽  
Thayanthini Tharmaratnam ◽  
Flaviana Vely Mendonça Vieira
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Scoping Review ◽  
Professional Education ◽  
Health Care Professionals ◽  
Grey Literature ◽  
Educational Resources ◽  
Inclusion Criteria ◽  
Breastfeeding Support ◽  
Support Skills

Background Breastfeeding is a fundamental component of health care, and health professionals need to be adequately prepared. As part of the system, health care professionals have the ability to influence the establishment and maintenance of breastfeeding. The global literature regarding the curricular approach or established best practices for health professional education in lactation is inconclusive and lacking in rigor. Research aim To explore the literature for the educational resources, methods, and curriculum used in the education of undergraduate health students related to lactation. Methods A scoping review examining the curricular programs of health professional students in lactation was undertaken exploring and summarizing evidence from peer reviewed and grey literature. A scoping review with a five-stage review process was followed. The database search between 1982–2018 generated 625 results, 79 full-text articles were reviewed, and 29 articles published in English met the inclusion criteria. Results In general, educational resources, methods, curricular approaches, and foundational topics were based on best practice standards. Some authors incorporated a variety of learning methods and provided experiential learning, with evidence of translation of knowledge into clinical practice. In the studies examined, researchers reported that students had improved their: knowledge and attitudes (59%); breastfeeding support skills (45%); and confidence (10%). However, even in programs that focused on developing students’ breastfeeding support skills, authors reported a lack of change in students’ confidence. Conclusions Although only English articles met the inclusion criteria, this review was unique in its search of multidisciplinary, multilingual, and international studies. Consistency in teaching across disciplines is key and not evident in the studies reviewed.

State of the Art: Interdisciplinary Collaboration for Health Professional Education in Genetics

1999 ◽  
Vol 1 (2) ◽  
pp. 119-121 ◽  
Author(s):  
Rita Black Monsen
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Professional Education ◽  
Care Delivery ◽  
Interdisciplinary Collaboration ◽  
Interdisciplinary Cooperation ◽  
Health Professional Education ◽  
Care Providers ◽  
Health Related ◽  
National Coalition

Nursing has a long and productive history of interdisciplinary cooperation in providing education to nurses as well as other professionals. Interdisciplinary education is effective in socializing students and practicing clinicians for practice incorporating new discoveries, in areas such as genetics, for continuing relevance in health care delivery. The National Coalition for Health Professional Education in Genetics (NCHPEG), established in 1996 with the cooperation of the American Nurses Association, the American Medical Association, and the National Human Genome Research Institute at the National Institutes of Health, has provided leadership in bringing advances in genetics to the nation’s care providers in nearly all health-related disciplines. Nursing plays a key role in this model initiative aimed at new genetic discoveries to improve the health care of all Americans.

scholarly journals From “Academic Projectitis” to Partnership: Community Perspectives for Authentic Community Engagement in Health Professional Education

2018 ◽  
Vol 4 (1) ◽  
pp. 79-96 ◽  
Author(s):  
Cathy Kline ◽  
Wafa Asadian ◽  
William Godolphin ◽  
Scott Graham ◽  
Cheryl Hewitt ◽  
...  
Keyword(s):  
Health Care ◽  
Service Learning ◽  
Health Professional ◽  
Community Engagement ◽  
Professional Education ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Common Interest ◽  
Health Professional Education ◽  
Community Based

Health professional education (HPE) has taken a problem-based approach to community service-learning with good intentions to sensitize future health care professionals to community needs and serve the underserved. However, a growing emphasis on social responsibility and accountability has educators rethinking community engagement. Many institutions now seek to improve community participation in educational programs. Likewise, many Canadians are enthusiastic about their health care system and patients, who are “experts by lived experience,” value opportunities to “give back” and improve health care by taking an active role in the education of health professionals. We describe a community-based participatory action research project to develop a mechanism for community engagement in HPE at the University of British Columbia (UBC). In-depth interviews and a community dialogue with leaders from 18 community-based organizations working with vulnerable populations revealed the shared common interest of the community and university in the education of health professionals. Patients and community organizations have a range of expertise that can help to prepare health practitioners to work in partnership with patients, communities, and other professionals. Recommendations are presented to enhance the inclusion of community expertise in HPE by changing the way the community and university engage with each other.

scholarly journals Acolhimento à pessoa em sofrimento mental na atenção básica

2018 ◽  
Vol 12 (9) ◽  
pp. 2459
Author(s):  
Andrey Ferreira Da silva ◽  
Raíssa Millena Silva Florencio ◽  
Aline Macedo de Queiroz ◽  
Elizângela De Morais Santos ◽  
Laís Chagas de Carvalho ◽  
...  
Keyword(s):  
Mental Health ◽  
Primary Care ◽  
Health Care ◽  
Primary Health Care ◽  
Professional Training ◽  
Family Health ◽  
Patient Care Team ◽  
Primary Health ◽  
Salud Mental ◽  
La Red

RESUMOObjetivo: conhecer as dificuldades enfrentadas e as estratégias utilizadas pelos profissionais para a melhoria do acolhimento à pessoa em sofrimento mental na Atenção Básica. Método: revisão integrativa nas bases de dados LILACS, BDENF, Index Psicologia, MEDLINE e biblioteca virtual Scielo de artigos publicados no período de janeiro de 2001 a dezembro de 2017, com emprego dos descritores: acolhimento, saúde mental e atenção primária à saúde. Realizou-se a sistematização dos dados pela técnica de Análise de conteúdo. Resultados: foram analisados 25 artigos em que identificaram-se dificuldades relacionadas aos campos profissional, sociocultural e estrutural. No tocante às estratégias, busca-se capacitação por parte dos profissionais, o que favorece a responsabilização, a melhoria na conformação da rede e a organização dos fluxos de atendimento. Conclusão: a falta de capacitação profissional, de insumos materiais, bem como o não reconhecimento da atenção básica como participe da rede são elementos que dificultam o acolhimento, para tanto, a organização do fluxo e a busca por capacitação profissional são estratégias que colaboram no acolhimento. Descritores: Acolhimento; Saúde Mental; Atenção Primária a Saúde; Saúde da Família; Equipe de assistência ao Paciente; Enfermagem Psiquiátrica.ABSTRACT Objective: to know the difficulties faced and the strategies used by the professionals to improve the reception of the person suffering from mental illness in Primary Care. Method: integrative review in the databases LILACS, BDENF, Index Psychology, MEDLINE and Scielo virtual library of articles published from January 2001 to December 2017, using the descriptors: host, mental health and primary health care. The data was systematized using the Content Analysis technique. Results: 25 articles were analyzed in which difficulties related to the professional, sociocultural and structural fields were identified. Regarding the strategies, it is sought training by the professionals, which favors accountability, the improvement in the conformation of the network and the organization of the service flows. Conclusion: the lack of professional training, material inputs, and the lack of recognition of Primary Care as part of the network are elements that make it difficult to host. So the organization of the flow and the search for professional training are strategies that collaborate in the reception. Descriptors: Reception; Mental health; Primary Health Care; Family Health; Patient Care Team; Psychiatric Nursing. RESUMEN Objetivo: conocer las dificultades enfrentadas y las estrategias utilizadas por los profesionales para la mejora de la acogida a la persona en sufrimiento mental en la Atención Básica. Método: revisión integrativa en las bases de datos, LILACS, BDENF, Index Psicología, MEDLINE y biblioteca virtual Scielo de artículos publicados en el período de enero de 2001 a diciembre de 2017, con empleo de los descriptores: acogida, salud mental y atención primaria a la salud. Se realizó la sistematización de los datos por la técnica de Análisis de contenido. Resultados: fueron analizados 25 artículos en los que se identificaron dificultades relacionadas con los campos profesional, sociocultural y estructural. En cuanto a las estrategias, se busca capacitación por parte de los profesionales, lo que favorece la responsabilización, la mejora en la conformación de la red y la organización de los flujos de atención. Conclusión: la falta de capacitación profesional, de insumos materiales, así como el no reconocimiento de la atención básica como participan de la red, son elementos que dificultan la acogida, para tanto, la organización del flujo y la búsqueda por capacitación profesional son estrategias que colaboran en la acogida. Descritores: Acogimiento; Salud Mental; Atención Primaria de Salud; Salud de la Familia; Grupo de Atencion al Paciente; Enfermería Psiquiátrica. 

scholarly journals The tasks of training and continuous professional development of administrative managerial health personnel in the system of supplementary professional education

2019 ◽  
Vol 60 (1) ◽  
pp. 35-40 ◽  
Author(s):  
N. B. Naygovzina ◽  
A. K. Konanykhina ◽  
Adelina V. Kochubey
Keyword(s):  
Professional Development ◽  
Health Care ◽  
Professional Education ◽  
Professional Training ◽  
Professional Community ◽  
Continuous Professional Development ◽  
Educational Organizations ◽  
Major Purpose ◽  
Administrative Personnel ◽  
Health Administrators

The major purpose of the system of training and continuous professional development is training of competent professionals capable to adequate response to challenges of health care. In health care, the system of training and continuous professional development of administrative and managerial personnel is to be implemented through competence approach. The employer determines working functions and working conditions. The educational organizations determine level of knowledge and skills. The competences are to be a connecting link between them. The successful process of formation and development of competences is needed in designing model of key and professional competences and upgrading actual trajectory of supplementary professional education of health care administrators. The training of health care administrative personnel is to be targeted to mastering integrated standard professional competences which are to be come the basis of educational programs of supplementary professional education in all educational organizations. The development of each competence requires different approaches, means and methods of training which are to be selected by educational organizations independently with observance of main principles of adragogics. The selection of the most effective technologies of education for development of each competence plays an important role in the system of training of health administrative personnel. The practice of common programs of supplementary professional education for health administrators with different set of working functions is to be eradicated. It is appropriate to return to successful national practice of differentiated programs of supplementary professional education addressed to every administrative position. The purpose of concluding qualifying evaluation is to become estimation of level of mastering of competences required in administration activities. The concluding qualifying evaluation is to be carried out by educational organizations conjoint with professional community. The subsequent “monitoring” of administrators is to become as an obligatory component of continuous professional development of health administrators. The consulting by educational organization is an effective form of continuous professional training.

scholarly journals Society of Behavioral Medicine Call to Action: Include obesity/overweight management education in health professional curricula and provide coverage for behavior-based treatments of obesity/overweight most commonly provided by psychologists, dieticians, counselors, and other health care professionals and include such providers on all multidisciplinary teams treating patients who have overweight or obesity

2020 ◽  
Author(s):  
Judith K Ockene ◽  
Karen Ashe ◽  
Kenneth S Peterson ◽  
Marian Fitzgibbon ◽  
Joanna Buscemi ◽  
...  
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Health Professional ◽  
Behavioral Medicine ◽  
Health Care Professionals ◽  
Management Education ◽  
Term Care ◽  
Obesity And Overweight ◽  
Behavior Based ◽  
Primary Care Clinicians

Abstract Obesity is a serious chronic disease whose prevalence has grown to epidemic proportions over the past five decades and is a major contributor to the global burden of most common cancers, heart disease, Type 2 diabetes, liver disease, and sleep apnea. Primary care clinicians, including physicians, nurse practitioners, and physician assistants, are often the first health care professionals to identify obesity or overweight during routine long-term care and have the opportunity to intervene to prevent and treat disease. However, they often lack the training and skills needed to deliver scientifically validated, behavior-based treatments. These gaps must be addressed in order to treat the obesity epidemic. The Society of Behavioral Medicine strongly urges health professional educators and accrediting agencies to include obesity and overweight management education for primary care clinicians. Additionally, we support promoting referrals and reimbursement for psychologists, dieticians, and other health care professionals as critical members of the care team and improving reimbursement levels for behavioral obesity and overweight management treatment.

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