scholarly journals A Study of a Change in the Training Program from Two-weeks to Four-weeks of Fourth-year Undergraduates at the Pharmacy Division, Nagoya City University Hospital.

2002 ◽  
Vol 28 (2) ◽  
pp. 116-125
Author(s):  
Kayo Koike ◽  
Tetsuo Esaki ◽  
Haruo Toida ◽  
Yoko Yazaki ◽  
Hiroyuki Mizuno ◽  
...  
Keyword(s):  
Training Program ◽  
University Hospital

Specialty-Training Program During COVID-19 Pandemic: A Single Center Survey on over 300 Trainees and Trainers (Preprint)

2021 ◽  
Author(s):  
Ipek Kivilcim Oguzulgen ◽  
Ayşe Kalkancı ◽  
Mehmet Suhan Ayhan ◽  
Ulver Derici ◽  
Alpaslan Senkoylu ◽  
...  
Keyword(s):  
Training Program ◽  
University Hospital ◽  
Computer Assisted ◽  
Multiple Choice Questions ◽  
Online Questionnaire ◽  
Elective Surgical Procedures ◽  
Institutional Review ◽  
Speciality Training ◽  
Learning Platforms ◽  
New Perspective

BACKGROUND COVID-19 pandemic caused significant modifications such as limiting the number of residents in the clinics, cancelling elective surgical procedures, stopping face to face practical education, and transforming theoretical education into distance learning platforms resulted in alterations in the curriculum. OBJECTIVE We addressed to assess the situation of trainees’ education using an online questionnaire from the trainees’ and directors’ perspective during the pandemic. METHODS The survey platform SurveyMonkey® was used to distribute the survey and to collect responses. We generated a list of multiple-choice questions about how social distancing affected the delivery of medical education, potential compromise in core training and difficulties in conducting clinical research for the thesis. RESULTS A total of 364 trainees among 552 (65.9%) under training at our university hospital and 90% of the directors (37 of 41) responded the survey. Almost 78 percent of the trainees claimed that they have been negatively affected during the pandemic. Although majority of the trainees (60,3%) reported that extension of their education program is not necessary, most of the program directors were in tendency of extending the duration of the speciality training period. The participants predominantly considered that online training would keep on being a part of the training program after the pandemic. CONCLUSIONS Education programs are negatively affected during pandemics. However, authorities should manage this deficiency by a new perspective since present trainees are familiar to use technology-driven virtual sources for their education. After the pandemic, computer-assisted online learning and web-based programs should be integrated into educational curriculum. CLINICALTRIAL The study was approved from the institutional review board of Gazi University Ethics Committee (Approval Number: 2021-276).

The Effect of a 20-Hour Baby-Friendly Hospital Initiative Training Program on Nurses’ Breastfeeding Knowledge, Attitudes and Confidence, in a Tertiary Hospital in Singapore

2020 ◽  
Author(s):  
Doris Fok ◽  
Hsin Fang Chang ◽  
Ling Yan Meng ◽  
Yvonne Peng Mei Ng
Keyword(s):  
Training Program ◽  
Neonatal Intensive Care ◽  
Tertiary Hospital ◽  
University Hospital ◽  
Baby Friendly Hospital Initiative ◽  
Breastfeeding Support ◽  
Training Course ◽  
Breastfeeding Knowledge ◽  
Breastfeeding Practices ◽  
The Impact

Objective The Baby-Friendly Hospital Initiative (BFHI) enables maternity units to be centers of breastfeeding support to increase breastfeeding rates. This study evaluates the impact of the 20-hour BFHI training course on nurses' breastfeeding knowledge, attitude, and confidence in breastfeeding practice in a tertiary hospital in Singapore. Study Design Seventeen sessions of the 20-hour BFHI training course were conducted by lactation consultants from 2010 to 2013 at the National University Hospital, Singapore. An anonymous self-administered survey on knowledge, attitude, and confidence in breastfeeding practices were distributed to nurses before (2009) and after (2014) the training courses to assess effectiveness of training. Results One-hundred forty nurses and one hundred forty-eight nurses participated in the surveys in 2009 and 2014, respectively. Majority were registered nurses who worked in the postnatal wards and the neonatal intensive care unit. After training, there were significant improvements for five of eight items in infant feeding knowledge, including greater awareness of the International Code of Marketing of Breastmilk Substitutes and medical contraindication for breastfeeding. Participants reported more confidence in assisting mothers on breastfeeding, 77.1 to 88.5% (p = 0.019); advising hand expressing breast milk, 75.7 to 86.5% (p = 0.012); and advising attachment to the breast, 75.7 to 89.2% (p = 0.004) in 2014 compared with 2009. However, despite having high levels of confidence, only about half the nurses reported being able to assist mothers in breastfeeding, mainly due to time constraints. Conclusion Implementation of the 20-hour BFHI training program positively influenced nurses' breastfeeding knowledge, attitude, and confidence in breastfeeding practices. Hospital procedures and manpower requirements should be re-examined to overcome nursing constraints in providing breastfeeding help to postpartum mothers. Key Points

Effect of Training Program on Unit Managers’ Mentoring Knowledge and Skills at Selected University Hospital-Egypt

2019 ◽  
Vol 10 (10) ◽  
pp. 1885
Author(s):  
Nora Elsayed Mohammed ◽  
Magda Abd Elhamid A. Elfattah ◽  
Eglal A. Abd Elwahab
Keyword(s):  
Training Program ◽  
University Hospital ◽  
Knowledge And Skills

Attitudes toward quality improvement among healthcare professionals

2014 ◽  
Vol 6 (2/3) ◽  
pp. 203-212 ◽  
Author(s):  
Kristian Siverbo ◽  
Henrik Eriksson ◽  
Hendry Raharjo ◽  
Michaela Moonen
Keyword(s):  
Quality Improvement ◽  
Training Program ◽  
Design Methodology ◽  
Healthcare Professionals ◽  
Response Rate ◽  
Positive Change ◽  
University Hospital ◽  
Current Position ◽  
Content Type ◽  
Whitney Test

Purpose – The purpose of this article is to describe how the training of healthcare professionals in improvement work can be performed, and evaluate potential changes in attitude as a result of the initiative. Design/methodology/approach – The study was carried out at a University Hospital in Sweden. There were 443 participants in the study. The response rate before the intervention was 55 per cent (242 respondents) and six months later, it was 43 per cent (190 respondents). A two-day training program about quality improvement was performed on seven different occasions and after the training had been concluded, participants were encouraged to translate their newly acquired knowledge into improvement projects. Surveys on attitudes toward improvement work were completed by the participants right before the training and six months afterwards. The results were analyzed using a Mann-Whitney test. Findings – The analysis showed some statistically significant changes in attitude among the participants. There were also differences between groups of participants based on their profession and the number of years in their current position. Research limitations/implications – A limitation of the study is that it was solely based on attitudes expressed during the survey and did not include any observed changes in behavior. Another limitation is that attitudes after the intervention were only measured once. Originality/value – It is possible to use training to change attitudes toward improvement work. The result differs among groups of participants, which raises the question as to whether training should be tailored to better suit the needs of different groups to create positive change. Further research is needed regarding how to reach and fully implement a quality improvement mindset.

scholarly journals Assessing Perception of Role Transition among Nurse Interns

2021 ◽  
Vol 3 (4) ◽  
pp. 7
Author(s):  
Amina A. Abd Elfatah ◽  
Samia M. Adam ◽  
Hanaa M. Abrabu ◽  
Galila M. Abd Elghafar
Keyword(s):  
Training Program ◽  
Knowledge Score ◽  
Transition Process ◽  
University Hospital ◽  
Role Transition ◽  
Learning Needs ◽  
Role Perception ◽  
Knowledge Level ◽  
Data Collections ◽  
Nurse Students

Context: Nursing roles today constitute a vast and complex system. Nurse interns need to know their future roles to facilitate and prepare them socially to work professionally and decrease the reality shock when going outside to the labor market. Aim: This study aimed to assess the perception of role transition among nurse interns. Methods: The study was conducted in four hospitals affiliated to Ain Shams University where nurse interns have their training, namely Ain-Shams University Hospital (5 units), El-Demerdash Hospital (2 units), Pediatrics Hospital (3 units), and Cardiovascular surgery hospital. A convenient sample of all available nurse interns who started their internship in 2018 and their total number were100. Data collections included a role perception questionnaire to assess the perception of role and role transition knowledge questionnaire to assess role transition knowledge among nurse interns. Results: The present study revealed that most of the interns had low total roles perception, among 51% of the studied interns, and low total knowledge level regarding role transition among 70% of the studied interns. Conclusion:   The study concludes a low total level of role perception among more than half of the studied nurse interns and a low total knowledge level of role transition among nearly three quarters. A statistically significant relationship was revealed between nurse interns' total transition knowledge score and their age, gender, and training program attendance. The study recommended conducting a training program and continuing education for the nurse interns to promote their perceptions about their role and role transition. Further studies for studying the relationship between role transition process and stress among nurse students and assessing the clinical learning needs of nurse interns periodically are recommended. Besides, develop a training program for them to the challenges facing in clinical practice.

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