• 【放射肿瘤科医生(RO)临床实践的综合持续医学教育(CME)和质量改进(QI)计划的功效。】 复制标题 收藏 收藏
    DOI:10.1016/j.ijrobp.2006.07.018 复制DOI
    作者列表:Leong CN,Shakespeare TP,Mukherjee RK,Back MF,Lee KM,Lu JJ,Wynne CJ,Lim K,Tang J,Zhang X
    BACKGROUND & AIMS: PURPOSE:There has been little radiation oncologist (RO)-specific research in continuing medical education (CME) or quality improvement (QI) program efficacy. Our aim was to evaluate a CME/QI program for changes in RO behavior, performance, and adherence to department protocols/studies over the first 12 months of the program. METHODS AND MATERIALS:The CME/QI program combined chart audit with feedback (C-AWF), simulation review AWF (SR-AWF), reminder checklists, and targeted CME tutorials. Between April 2003 and March 2004, management of 75 patients was evaluated by chart audit with feedback (C-AWF) and 178 patients via simulation review audit (SR-AWF) using a validated instrument. Scores were presented, and case management was discussed with individualized educational feedback. RO behavior and performance was compared over the first year of the program. RESULTS:Comparing the first and second 6 months, there was a significant improvement in mean behavior (12.7-13.6 of 14, p = 0.0005) and RO performance (7.6-7.9 of 8, p = 0.018) scores. Protocol/study adherence significantly improved from 90.3% to 96.6% (p = 0.005). A total of 50 actions were generated, including the identification of learning needs to direct CME tutorials, the systematic change of suboptimal RO practice, and the alteration of deficient management of 3% of patients audited during the program. CONCLUSION:An integrated CME/QI program combining C-AWF, SR-AWF, QI reminders, and targeted CME tutorials effectively improved targeted RO behavior and performance over a 12-month period. There was a corresponding increase in departmental protocol and study adherence.
    背景与目标: 目的:在继续医学教育(CME)或质量改善(QI)计划功效方面,几乎没有针对放射肿瘤学家(RO)的研究。我们的目的是评估一个CME / QI计划,以了解该计划的前12个月RO行为,绩效以及对部门规约/研究的遵守情况的变化。
    方法和材料:CME / QI程序将图表审核与反馈(C-AWF),模拟审阅AWF(SR-AWF),提醒清单和目标CME教程相结合。在2003年4月至2004年3月之间,使用经过验证的工具,通过带有反馈的图表审计(C-AWF)评估了75名患者的管理,通过模拟审查审计(SR-AWF)评估了178名患者的管理。提出分数,并通过个性化的教育反馈讨论案例管理。在该计划的第一年,对RO的行为和性能进行了比较。
    结果:与前六个月和第二个六个月相比,平均行为(14.12.7-13.6,p = 0.0005)和反渗透表现(7.6-7.9,8,p = 0.018)有显着改善。方案/研究依从性从90.3%显着提高到96.6%(p = 0.005)。总共产生了50项行动,包括确定直接进行CME指导的学习需求,对次优RO实践的系统性改变以及在该计划中审核的3%的患者管理不善的变更。
    结论:结合了C-AWF,SR-AWF,QI提示和目标CME教程的集成的CME / QI程序可以在12个月内有效改善目标RO的行为和性能。部门规程和研究依从性相应增加。
  • 【注意缺陷/多动症患者的药物使用与高等教育入学考试成绩之间的关联。】 复制标题 收藏 收藏
    DOI:10.1001/jamapsychiatry.2017.1472 复制DOI
    作者列表:Lu Y,Sjölander A,Cederlöf M,D'Onofrio BM,Almqvist C,Larsson H,Lichtenstein P
    BACKGROUND & AIMS: Importance:Individuals with attention-deficit/hyperactivity disorder (ADHD) are at greater risk for academic problems. Pharmacologic treatment is effective in reducing the core symptoms of ADHD, but it is unclear whether it helps to improve academic outcomes. Objective:To investigate the association between the use of ADHD medication and performance on higher education entrance tests in individuals with ADHD. Design, Setting, and Participants:This cohort study observed 61 640 individuals with a diagnosis of ADHD from January 1, 2006, to December 31, 2013. Records of their pharmacologic treatment were extracted from Swedish national registers along with data from the Swedish Scholastic Aptitude Test. Using a within-patient design, test scores when patients were taking medication for ADHD were compared with scores when they were not taking such medication. Data analysis was performed from November 24, 2015, to November 4, 2016. Exposures:Periods with and without ADHD medication use. Main Outcomes and Measures:Scores from the higher education entrance examination (score range, 1-200 points). Results:Among 930 individuals (493 males and 437 females; mean [SD] age, 22.2 [3.2] years) who had taken multiple entrance tests (n = 2524) and used ADHD medications intermittently, the test scores were a mean of 4.80 points higher (95% CI, 2.26-7.34; P < .001) during periods they were taking medication vs nonmedicated periods, after adjusting for age and practice effects. Similar associations between ADHD medication use and test scores were detected in sensitivity analyses. Conclusions and Relevance:Individuals with ADHD had higher scores on the higher education entrance tests during periods they were taking ADHD medication vs nonmedicated periods. These findings suggest that ADHD medications may help ameliorate educationally relevant outcomes in individuals with ADHD.
    背景与目标: 重要性:患有注意力缺陷/多动症(ADHD)的人更容易出现学术问题。药物治疗可有效减轻多动症的核心症状,但尚不清楚它是否有助于改善学业成果。
    目的:探讨多动症患者使用多动症药物与高等教育入学考试成绩之间的关系。
    设计,背景和参与者:该队列研究从2006年1月1日到2013年12月31日观察了61640名患有ADHD的患者。他们的药物治疗记录与瑞典的学历能力数据一起被提取。测试。使用患者内设计,将患者服用ADHD药物时的测试得分与未服用ADHD药物时的得分进行比较。数据分析时间为2015年11月24日至2016年11月4日。
    暴露:有或没有使用ADHD药物的时期。
    主要成果和措施:高等教育入学考试分数(分数范围:1-200分)。
    结果:在930名个体(平均年龄[SD],22.2 [3.2]岁)中,参加多次入院测试(n = 2524)并间歇性使用ADHD药物,测试得分平均为4.80分在调整年龄和实践影响后,他们在服药期间与非服药期间相比更高(95%CI,2.26-7.34; P <.001)。在敏感性分析中,ADHD药物使用与测试评分之间存在相似的关联。
    结论与相关性:ADHD患者在接受ADHD药物治疗期间与非药物治疗期间在高等教育入学考试中得分较高。这些发现表明,多动症药物可能有助于改善多动症患者的教育相关成果。
  • 【电子教育档案袋的开发:医学教育专业人员的大纲。】 复制标题 收藏 收藏
    DOI:10.1080/10401330701332219 复制DOI
    作者列表:Lewis KO,Baker RC
    BACKGROUND & AIMS: BACKGROUND:A growing body of literature shows that many universities and colleges are making educational portfolios part of their faculty assessment and student's learning plan for both undergraduate and graduate programs. We provide an outline for the development of a medical educator's portfolio, including an electronic version. DESCRIPTION:Guidelines for the development of an educational portfolio focusing on medical education are provided, including design, format, and content. An electronic version of the portfolio, which combines flexibility and ease of revision, is also described, including formats for publication and distribution. Student reflections on the e-portfolio are presented, and potential applications of the e-portfolio in medical education are described. CONCLUSION:We believe that portfolio development is a valuable application that provides rich documentation of participants' educational history, accomplishments, and intellectual property as related to their professional learning and growth.
    背景与目标: 背景:越来越多的文献表明,许多大学和学院正在将教育档案袋作为其本科和研究生课程教师评估和学生学习计划的一部分。我们为医学教育者的档案袋的发展提供了一个大纲,包括电子版本。
    描述:提供了针对医学教育的教育档案袋的开发指南,包括设计,格式和内容。还介绍了组合的灵活性和易于修改的电子版本,包括发布和分发的格式。介绍了学生对电子档案夹的思考,并描述了电子档案夹在医学教育中的潜在应用。
    结论:我们认为,档案袋开发是一个有价值的应用程序,它为参与者的教育历史,成就和与他们的专业学习和成长有关的知识产权提供了丰富的文档。
  • 【澳大利亚护理实践,护士教育和护理人员国际化面临的挑战。】 复制标题 收藏 收藏
    DOI:10.5172/conu.2007.24.2.128 复制DOI
    作者列表:Parker V,McMillan M
    BACKGROUND & AIMS: :This paper examines factors that have lead to increasing internationalisation in nursing workforce and nursing education and contends that education and support for nurse managers and nurse academics is required in order to better prepare them for the challenges they will face. There are many benefits to be gained from internationalisation of nursing, the most significant being greater cross-cultural understanding and improved practices in workplaces across countries. However, the way in which nursing and nurses contribute to the international agenda is crucial to maintaining standards of education and nursing care in Australia and in countries with whom Australians collaborate. Internationalisation poses numerous challenges that need to be carefully thought through. This paper seeks to unravel and scrutinize some of the issues central to internationalisation in nursing, particularly in the Australian context.
    背景与目标: :本文探讨了导致护理人员队伍和护理教育国际化的因素,并认为需要对护士管理者和护士学者进行教育和支持,以使他们更好地为即将面临的挑战做好准备。护理国际化将带来许多好处,其中最重要的是在各国之间提高对跨文化的了解和改进工作场所的实践。但是,护理和护士为国际议程做出贡献的方式对于维持澳大利亚以及与澳大利亚人合作的国家的教育和护理标准至关重要。国际化提出了许多挑战,需要仔细考虑。本文旨在探讨和审查护理国际化中的一些重要问题,特别是在澳大利亚的情况下。
  • 【急诊科的预防保健,第一部分:临床预防服务-它们与急诊医学有关吗?学术急诊医学学会公共卫生和教育工作队预防服务工作组。】 复制标题 收藏 收藏
    DOI:10.1111/j.1553-2712.2000.tb02097.x 复制DOI
    作者列表:Rhodes KV,Gordon JA,Lowe RA
    BACKGROUND & AIMS: :In 1998 the Society for Academic Emergency Medicine's (SAEM's) Board of Directors asked the SAEM Public Health and Education Task Force to develop recommendations for prevention, screening, and counseling activities to be conducted in emergency departments (EDs). The Task Force's work was divided into two phases: 1) a discussion of the rationale for preventive services in the ED, along with generation of a preliminary list of prevention activities that could be studied for ED implementation; and 2) a formal evidence-based review of topics chosen from the preliminary list, along with recommendations for ED implementation and further study. This paper represents Phase I of the project. Phase II, the formal evidence-based review and recommendations, is published separately in this issue.
    背景与目标: :1998年,美国学术急诊医学协会(SAEM)董事会要求SAEM公共卫生和教育工作组制定有关在急诊科(ED)开展的预防,筛查和咨询活动的建议。专责小组的工作分为两个阶段:1)讨论急诊中预防服务的理由,并生成可以进行急诊研究的预防活动初步清单; 2)对从初步清单中选择的主题进行基于证据的正式审查,以及有关ED实施和进一步研究的建议。本文代表了该项目的第一阶段。第二阶段,即正式的基于证据的审查和建议,在本期中单独出版。
  • 【取得许可前学士学位的护士教育中的师生信任和学生成功。】 复制标题 收藏 收藏
    DOI:10.1016/j.nedt.2012.08.006 复制DOI
    作者列表:Scarbrough JE
    BACKGROUND & AIMS: OBJECTIVE:Nurse educators need an enhanced understanding of factors contributing to nursing student success to decrease attrition and increase retention. Improved understanding of factors related to successful nurse preparation could improve educational processes and facilitate student success, thereby addressing the worldwide nursing shortage as well as increasing the competence and expertise of new graduates. Student-faculty trust and related characteristics have been identified as factors associated with student success (Applebaum, 1995). Research investigating trust in communications and education has been conducted with students in other disciplines but not with nursing students. This research investigated the complex relationships between students' trust in faculty, the students' mood states, and students' educational performance and outcomes. METHOD:The study utilized a quantitative, cross-sectional, descriptive, and correlational design. Student volunteers were recruited from a baccalaureate nursing education program located in the southwest United States. Participants completed three instruments: the Health Sciences Reasoning Test (HSRT), Profile of Mood States (POMS), and Interpersonal Trust Scale (ITS). The resulting scores were compared and contrasted along with selected demographic variables. RESULTS:The study identified a significant relationship between total mood disturbance and interpersonal trust. The trends in the POMS subscales of Anger and Confusion are of particular interest, as the two factors strongly influenced shifts in Total Mood Disturbance. As students progressed through the nursing program, experiences of Anger and Confusion increased with each progressive semester and were accompanied by corresponding decreases in trust. CONCLUSIONS:The results complement established findings relating mood and cognitive function. Alterations in the student's level of trust potentially could share relationships with cognition and critical thinking, although perhaps not in a direct and linear fashion.
    背景与目标: 目的:护士教育者需要加深对有助于护理学生成功的因素的了解,以减少损耗和增加保留率。更好地理解与成功的护士准备相关的因素,可以改善教育过程并促进学生的成功,从而解决全球范围内的护理短缺问题,并提高新毕业生的能力和专业知识。学生与教师之间的信任和相关特征已被确定为与学生成功相关的因素(Applebaum,1995)。已经与其他学科的学生进行了调查研究,以研究对交流和教育的信任,但没有与护理专业的学生进行。这项研究调查了学生对教师的信任,学生的情绪状态以及学生的教育表现和成果之间的复杂关系。
    方法:本研究采用定量,横断面,描述性和相关性设计。学生志愿者是从位于美国西南部的学士学位护理教育计划招募的。参与者完成了三项工具:健康科学推理测验(HSRT),情绪状态简介(POMS)和人际信任量表(ITS)。将所得分数与选定的人口统计学变量进行比较和对比。
    结果:该研究确定了总情绪障碍与人际信任之间的显着关系。愤怒和混乱的POMS子量表的趋势特别受关注,因为这两个因素强烈影响了总情绪干扰的变化。随着学生逐步完成护理计划,每学期的学期中,愤怒和困惑的经历就会增加,随之而来的是信任的减少。
    结论:该结果补充了有关情绪和认知功能的既定发现。学生信任度的改变可能会与认知和批判性思维共享关系,尽管可能不是直接和线性的方式。
  • 【基于学校的口腔健康教育计划对伊朗儿童的影响:一项小组随机试验的结果。】 复制标题 收藏 收藏
    DOI:10.1111/j.1600-0722.2012.00993.x 复制DOI
    作者列表:Yekaninejad MS,Eshraghian MR,Nourijelyani K,Mohammad K,Foroushani AR,Zayeri F,Pakpour AH,Moscowchi A,Tarashi M
    BACKGROUND & AIMS: :Parents and school staff play important roles in promoting children's oral health. Our study goals were to investigate whether an intervention targeting parents and school staff can improve the oral-health behavior and oral-health status of schoolchildren. Three-hundred and ninety-two schoolchildren in six schools in Tehran participated in a group randomized trial from September 2010 to March 2011. Schools were randomly allocated into three groups: comprehensive, student, and control. Intervention in the comprehensive group consisted of strategies to encourage children, their parents, and school staff to increase the frequency of toothbrushing and flossing. In the student group, the intervention targeted only children. The control group received no intervention. The primary outcome was change in oral-health behaviors (brushing and flossing), while the secondary outcomes were changes in oral hygiene and Community Periodontal indices and in Health Belief Model components. Multilevel modeling was employed for data analyses. Students who were in the comprehensive intervention group brushed and flossed significantly more frequently compared with those in the student intervention group. Although students' gingival health improved significantly in the comprehensive intervention group, such significant improvement was not seen in the student group. In conclusion, promising results are seen when the oral-health education targets both school and home settings.
    背景与目标: :父母和学校职员在促进儿童口腔健康中发挥重要作用。我们的研究目标是调查针对父母和学校员工的干预措施是否可以改善小学生的口腔健康行为和口腔健康状况。从2010年9月至2011年3月,德黑兰六所学校的392名学童参加了一项小组随机试验。学校被随机分为三组:综合,学生和对照。对综合人群的干预包括鼓励儿童,他们的父母和学校工作人员增加刷牙和使用牙线的策略。在学生群体中,干预仅针对儿童。对照组未接受干预。主要结果是口腔健康行为的变化(刷牙和使用牙线),而次要结果是口腔卫生和社区牙周指数以及健康信念模型组成部分的变化。采用多级建模进行数据分析。与学生干预组相比,综合干预组的学生刷牙和使用牙线的频率明显更高。尽管在综合干预组中学生的牙龈健康显着改善,但在学生组中却没有看到这种显着改善。总之,当口腔健康教育针对学校和家庭环境时,可以看到令人鼓舞的结果。
  • 【通过糖尿病自我管理教育和培训,提高与糖尿病相关的公平性:现有的医疗保障要求和增加参与的考虑。】 复制标题 收藏 收藏
    DOI:10.1097/PHH.0000000000001109 复制DOI
    作者列表:Carr D,Kappagoda M,Boseman L,Cloud LK,Croom B
    BACKGROUND & AIMS: :America is in the grips of a diabetes epidemic. Underserved communities disproportionately bear the burden of diabetes and associated harms. Diabetes self-management education and training (DSME/T) may help address the epidemic. By empowering patients to manage their diabetes, DSME/T improves health outcomes and reduces medical expenditures. However, participation in DSME/T remains low. Insurance coverage offers 1 approach for increasing participation in DSME/T. The impact of DSME/T insurance coverage on advancing diabetes-related health equity depends on which types of insurers must cover DSME/T and the characteristics of such coverage. We conducted a legal survey of DSME/T coverage requirements for private insurers, Medicaid programs, and Medicare, finding that substantial differences exist. Although 43 states require that private insurers cover DSME/T, only 30 states require such coverage for most or all Medicaid beneficiaries. Public health professionals and decision makers may find this analysis helpful in understanding and evaluating patterns and gaps in DSME/T coverage.
    背景与目标: :美国正处于糖尿病流行的风口浪尖。服务不足的社区过多地承受着糖尿病和相关危害的负担。糖尿病自我管理教育和培训(DSME / T)可能有助于解决这一流行病。通过授权患者管理糖尿病,DSME / T改善了健康状况并减少了医疗费用。但是,对DSME / T的参与仍然很低。保险范围提供了一种增加DSME / T参与度的方法。 DSME / T保险承保范围对推进与糖尿病相关的健康公平性的影响取决于哪些类型的保险公司必须承保DSME / T和这种承保范围的特征。我们对私人保险公司,Medicaid计划和Medicare的DSME / T承保要求进行了法律调查,发现存在实质性差异。尽管有43个州要求私人保险公司承保DSME / T,但只有30个州要求大多数或所有医疗补助受益人都享有这种保险。公共卫生专业人员和决策者可能会发现此分析有助于理解和评估DSME / T覆盖率的模式和差距。
  • 【批判性思维教育对护理学生解决问题能力的影响。】 复制标题 收藏 收藏
    DOI:10.1080/10376178.2017.1339567 复制DOI
    作者列表:Kanbay Y,Okanlı A
    BACKGROUND & AIMS: THE AIM OF THE STUDY:The aim of this study is to examine the effect of critical thinking education on nursing students' problem-solving skills. MATERIALS AND METHOD:This study was conducted with 93 nursing students, 49 in the control group and 44 in the education group. The California Critical Thinking Disposition Inventory and the Problem-solving Inventory were administered to them before and after 12 weeks of critical thinking education. RESULTS:The education group's mean critical thinking score was 253.61 on the pretest and 268.72 on the posttest. This increase was statistically significant (p < .001). The posttest mean score of the control group fell to 258.18 on the posttest after a pretest mean score of 260.79, and this difference was statistically significant (p < .001). According to the posttest results, the problem-solving skills of education group increased significantly (p < .001), while the control group's score fell significantly (p < .001). CONCLUSION:This study determined that critical thinking education improves problem-solving skills.
    背景与目标: 研究目的:本研究的目的是检验批判性思维教育对护理学生解决问题能力的影响。
    材料与方法:本研究针对93名护理专业学生,对照组49名,教育组44名进行。在进行批判性思维教育12周之前和之后,对他们进行了加利福尼亚批判性思维倾向量表和问题解决量表。
    结果:教育组的平均批判性思维得分在测验前为253.61,在测验后为268.72。这种增加具有统计学显着性(p <0.001)。对照组的测试后平均得分在测试前平均得分为260.79后下降至测试后的258.18,这一差异具有统计学意义(p <0.001)。根据测试后的结果,教育组解决问题的技能显着提高(p <0.001),而对照组的得分显着下降(p <0.001)。
    结论:这项研究确定批判性思维教育可以提高解决问题的能力。
  • 【重新分类患者以进行积极的胆固醇治疗:多层冠状动脉造影对国家胆固醇教育计划指南的附加价值。】 复制标题 收藏 收藏
    DOI:10.1002/clc.20256 复制DOI
    作者列表:Scridon T,Novaro GM,Bush HS,Asher CR,Dandes E,Kabirdas D,Scridon C,Kuo BT,Whiteman M,Shen MY
    BACKGROUND & AIMS: BACKGROUND:National Cholesterol Education Program (NCEP) guidelines have been used to define treatment goals in patients with hypercholesterolemia. However, epidemiology-based guidelines are unable to identify all subjects with coronary artery disease for aggressive lipid intervention. OBJECTIVE:We sought to evaluate the additive value of multislice computed tomography (MSCT) angiography to the NCEP guideline classification for lipid treatment. METHODS:Multislice computed tomography was performed in 114 consecutive patients (mean age 57+/-14 y; 59% male) without known coronary artery disease. Subjects were classified into 3 categories (low-, intermediate-, and high-risk) according to their Framingham risk scores (FRS). RESULTS:Traditional cardiac risk factors were common: hypertension 59%, diabetes 13%, and smoking 22%. On the basis of the FRS, 11% (n=12/114) of the patients met high-risk criteria requiring aggressive cholesterol reduction. Of those in the low- and intermediate-risk groups, MSCT found coronary plaque in 76% (n=77/102), with moderate or severe plaque in 38% (n=39/102), thus reclassifying them in the high-risk category. Use of statin drugs increased from 32% at baseline to 53% (p=0.002) based on MSCT results; statin dose was increased in 31% of the patients who were already on a statin. The mean low-density lipoprotein cholesterol (LDL-c) decreased from 114 mg/dL to 91 mg/dL after MSCT (p<0.001). CONCLUSION:Multislice computed tomography reclassifies a high percentage of patients considered to be low- to intermediate-risk into the high-risk category based on their coronary artery lesions. Thus, the rise in MSCT use at present may have a large impact on clinician practice patterns in lipid-lowering therapy.
    背景与目标: 背景:国家胆固醇教育计划(NCEP)指南已用于定义高胆固醇血症患者的治疗目标。但是,基于流行病学的指南无法识别出患有冠状动脉疾病的所有受试者进行积极的脂质干预。
    目的:我们试图评估多层计算机断层扫描(MSCT)血管造影对脂质治疗的NCEP指南分类的附加价值。
    方法:对114例无已知冠状动脉疾病的连续患者(平均年龄57 / -14岁;男性59%)进行了多层计算机断层扫描。根据弗雷明汉风险评分(FRS)将受试者分为3类(低,中和高风险)。
    结果:传统的心脏危险因素是常见的:高血压59%,糖尿病13%,吸烟22%。根据FRS,11%(n = 12/114)的患者符合需要积极降低胆固醇的高风险标准。在低危和中危组中,MSCT发现冠状动脉斑块占76%(n = 77/102),中度或重度斑块占38%(n = 39/102),因此将其重新分类为高危风险类别。根据MSCT结果,他汀类药物的使用从基线的32%增加到53%(p = 0.002);在已经接受他汀类药物治疗的患者中,有31%的患者增加了他汀类药物的剂量。 MSCT后,平均低密度脂蛋白胆固醇(LDL-c)从114 mg / dL降至91 mg / dL(p <0.001)。
    结论:多层计算机断层扫描根据其冠状动脉病变将高百分比的被认为是低风险至中风险的患者重新分类为高风险类别。因此,目前MSCT使用量的增加可能对降脂治疗中临床医生的实践模式产生重大影响。
  • 【呼吸疗法国际教育在美国的影响:沙特国际学生的看法。】 复制标题 收藏 收藏
    DOI:10.4187/respcare.06961 复制DOI
    作者列表:AbuNurah HY,Zimmerman RD,Murray RB,Gardenhire DS
    BACKGROUND & AIMS: BACKGROUND:The purpose of this study was to assess graduate and undergraduate international respiratory therapy students' perceptions of the impact of their international educational experience on their life experience and development. METHODS:Data were collected through a validated descriptive survey. Four main dimensions of development were assessed: professional respiratory therapist (RT) role, global understanding, personal development, and intellectual development. RESULTS:The sample size was 62. Just over half of the subjects held a graduate degree in respiratory therapy, and 47% held an undergraduate degree in respiratory therapy. Female participants accounted for 13% of participants. The dimensions of development that were the most affected for RT undergraduate students were professional RT role and global understanding, whereas personal development was the most impacted area of development for graduate RT students. The time spent abroad for education had a positive correlation with the students' perceptions of development of their professional RT role (rs = 0.43, P = .001), personal development (rs = 0.26, P = .047), and overall survey development score (rs = 0.28, P = .036). Former graduates had a significantly higher perception of development of their professional practice (P = .035) and cultural interaction (P = .03) than did current students. CONCLUSIONS:International education has a large overall positive impact on students' life experience and development. The study findings support the value of promoting international education in RT programs due to its role in advancing students' development and the internationalization of RT education.
    背景与目标: 背景:本研究的目的是评估研究生和本科生国际呼吸疗法学生对他们的国际教育经验对其生活经验和发展的影响的看法。
    方法:通过经过验证的描述性调查收集数据。对发展的四个主要方面进行了评估:专业呼吸治疗师(RT)的角色,全球理解,个人发展和智力发展。
    结果:样本大小为62。一半以上的受试者持有呼吸治疗专业的学位,47%的持有呼吸治疗专业的学位。女性参与者占参与者的13%。对RT本科生影响最大的发展维度是专业RT角色和全球理解,而个人发展对RT研究生的发展影响最大。在国外度过的时间与学生对其专业RT角色发展的认识(rs = 0.43,P = .001),个人发展(rs = 0.26,P = .047)和总体调查发展呈正相关。得分(rs = 0.28,P = .036)。与应届毕业生相比,前毕业生对他们的专业实践发展(P = .035)和文化互动(P = .03)的认识要高得多。
    结论:国际教育对学生的生活经历和发展有很大的总体积极影响。这项研究结果支持在RT计划中促进国际教育的价值,因为它在促进学生发展和RT教育的国际化中发挥了作用。
  • 【被动的患者还是敬业的专家?使用托勒密方法来加强精神卫生护士的教育和实践。】 复制标题 收藏 收藏
    DOI:10.1111/j.1447-0349.2007.00471.x 复制DOI
    作者列表:Warne T,McAndrew S
    BACKGROUND & AIMS: :This discussion paper seeks to explore an approach that metal health nurses can adopt that ensures the patient is at the centre of training and professional development opportunities. Although nurse training and education is shaped by practice and theory, the lived experiences of the patients as an educational resource often become lost in the milieu of 'doing' nursing. We argue that in addition to theoretical knowledge and practice knowledge, there is the need to harness the equally important patient experience knowledge. Drawing upon Ptolemaic concepts, this paper explores the potential tensions for mental health nurses resulting from the imbalance in power when engaging in therapeutic relationships with patients. It is argued that in order for mental health nurses to become more effective, they need to learn how to relinquish some of their power, even where this gives rise to uncomfortable tensions for the nurse. Such tensions result from the centrality afforded to theoretical knowledge and ritualized practice that underpins nursing and the difficulties this may cause for many nurses in accepting the value of patient experience as a primary source of knowledge. The difficulties of adopting this approach point to a need for mental health nurses and nurse educationalists to take a more reflexive approach to their patient encounters and within their encounters with each other.
    背景与目标: :本讨论文件旨在探讨金属保健护士可以采用的方法,以确保患者处于培训和专业发展机会的中心。尽管护士的培训和教育是由实践和理论决定的,但患者作为“教育”资源的生活经验常常在“做”护理的环境中迷失了。我们认为,除了理论知识和实践知识外,还需要利用同等重要的患者体验知识。借鉴托勒密主义的概念,本文探讨了与患者建立治疗关系时力量不平衡所导致的精神保健护士的潜在压力。有人认为,为了使精神保健护士更有效,他们需要学习如何放弃自己的一些力量,即使这会给护士带来不舒服的压力。这种紧张关系源于理论知识和仪式化实践的中心地位,这是护理的基础,而这可能会给许多护士带来困难,使他们难以接受患者经验作为主要知识来源的价值。采用这种方法的困难表明,心理健康护士和护士教育学家需要对患者的遭遇以及彼此之间的遭遇采取更自反的态度。
  • 【让非裔美国青少年参与严肃的性健康教育手机游戏的开发:混合方法研究。】 复制标题 收藏 收藏
    DOI:10.2196/16254 复制DOI
    作者列表:Patchen L,Ellis L,Ma TX,Ott C,Chang KHK,Araya B,Atreyapurapu S,Alyusuf A,Gaines Lanzi R
    BACKGROUND & AIMS: BACKGROUND:Although teen pregnancy rates decreased dramatically in the United States over the past decade, the rates of sexually transmitted infections (STIs) among adolescents and young adults increased. STI rates disproportionately affect African American youth and young adults. Innovative, accessible, and culturally relevant sexual health interventions are urgently needed. OBJECTIVE:This study aimed to identify the optimal modality for a game-based sexual health intervention; develop the educational, entertainment, and technological aspects of the serious game; and demonstrate its usability and acceptance by the target population. METHODS:This project was grounded in formative data collection with community-based participatory research principles and practices combined with a user-centered design and development approach. Sexually Active Adolescent-Focused Education (SAAFE) was developed using input and feedback from African American youths aged 15 to 21 years who participated in a youth advisory board and focus group discussions to inform the co-design and cocreation of the serious game. The process was highly iterative with multiple sessions for user input following design changes. It proceeded in 3 stages. Social cognitive theory and problem-solving theory were leveraged to provide evidence-based, trauma-informed education through a serious game. Usability testing assessed the quality of user experience with the prototype. RESULTS:Across all 3 stages, a total of 86 self-identified African American males and females aged 15 to 21 years from the District of Columbia and Birmingham, Alabama, participated. Participants requested a dating simulation game. They wanted SAAFE to be customizable, realistic, entertaining, educational, modern, and experiential, linking consequences to their gameplay decisions. Usability testing resulted in an initial System Usability Survey score of 77.7, placing the game in the 82nd percentile and above average for usability. CONCLUSIONS:Initial results suggest that the SAAFE prototype is a promising intervention to engage African American youth in sexual health education using a role-playing game. If proven efficacious, the game has the potential to meet the need for sex education, counterbalance unhealthy portrayals of sex in popular media, and respond to the disparities in the STI epidemic.
    背景与目标: 背景:尽管在过去的十年中,美国的青少年怀孕率急剧下降,但青少年和年轻人中的性传播感染(STI)发生率却有所上升。性传播感染率对非裔美国青年和年轻人的影响不成比例。迫切需要创新,可及且与文化相关的性健康干预措施。
    目的:本研究旨在确定基于游戏的性健康干预的最佳方式。开发严肃游戏的教育,娱乐和技术方面;并证明其可用性和目标人群的接受度。
    方法:该项目的基础是形成性数据收集,结合基于社区的参与性研究原则和实践以及以用户为中心的设计和开发方法。性活跃青少年关注教育(SAAFE)是根据15至21岁的非洲裔美国年轻人的意见和反馈而开发的,这些年轻人参加了青年顾问委员会并进行了焦点小组讨论,以为严肃游戏的共同设计和创作提供信息。设计更改后,该过程是高度迭代的,有多个会话供用户输入。它分三个阶段进行。社会认知理论和解决问题的理论被用来通过认真的游戏提供基于证据的,具有创伤知识的教育。可用性测试评估了原型用户体验的质量。
    结果:在所有三个阶段中,共有来自哥伦比亚特区和阿拉巴马州伯明翰的86位15至21岁的自我识别的非洲裔美国男性和女性参加了研究。参与者要求进行约会模拟游戏。他们希望SAAFE具有可定制性,现实性,娱乐性,教育性,现代性和体验性,并将其后果与他们的游戏决策联系起来。可用性测试得出的初始系统可用性调查得分为77.7,使该游戏在可用性上处于第82个百分位,并且高于平均水平。
    结论:初步结果表明,SAAFE原型是一种有前途的干预措施,可通过使用角色扮演游戏让非洲裔美国年轻人参与性健康教育。如果经证明有效,那么这款游戏就有可能满足对性教育的需求,平衡大众媒体对性的不良描写,并应对性传播疾病中的性别差异。
  • 【关于重症监护病房(NICU)护士的知识和态度的泌乳教育计划的成功。】 复制标题 收藏 收藏
    DOI:10.1111/j.1552-6909.2008.00261.x 复制DOI
    作者列表:Bernaix LW,Schmidt CA,Arrizola M,Iovinelli D,Medina-Poelinez C
    BACKGROUND & AIMS: OBJECTIVES:To test an educational intervention designed to improve lactation knowledge, attitudes, and beliefs of NICU nurses and to improve their intentions to provide mothers with lactation support. DESIGN:Quasi-experimental, time-series pretest/posttest. SETTING:NICU of a Midwestern, free-standing, tertiary-care children's hospital. PARTICIPANTS:Convenience sample of 64 NICU nurses and 2 separate convenience samples of mothers of infants hospitalized in the NICU (n=19 and 13, respectively). METHODS:Nurses were measured on study outcomes at multiple time points, beginning with 2 weeks before and ending at 3 months after attendance to a 4-hour educational program. Mothers were sampled before and 3 months after the intervention. MAIN OUTCOME MEASURE(S):Nurses' lactation knowledge, attitudes, beliefs, and intentions to support lactation and mothers' perceptions of lactation support in the NICU. RESULTS:Findings suggest that this educational intervention was effective for improving NICU nurses' lactation knowledge and attitudes, and that these improvements were maintained over time. Further, the supportive atmosphere for lactation in this NICU significantly improved following the implementation of the educational intervention for nurses. CONCLUSION:Intermittent, short educational programs which include practical how-to's and motivational encouragement for staff may provide the empowerment nurses need in order to be supportive of lactation.
    背景与目标: 目的:测试旨在提高NICU护士的哺乳知识,态度和信念并改善其为母亲提供哺乳支持的意图的教育干预措施。
    设计:准实验性,时间序列的前测/后测。
    地点:中西部独立式三级儿童医院的NICU。
    参与者:64位新生儿重症监护病房护士的便利性样本和在新生儿重症监护病房住院的婴儿母亲的2个单独的便利性样本(分别为n = 19和13)。
    方法:从多个时间点(从参加4小时教育计划的前2周开始到结束3个月后)对学习结局进行测量。在干预前和干预后三个月对母亲进行了采样。
    主要观察指标:护士对哺乳的知识,态度,信念和意图,以及母亲对新生儿重症监护病房的哺乳支持的看法。
    结果:研究结果表明,这种教育干预措施可有效改善重症监护病房护士的哺乳知识和态度,并且随着时间的流逝,这些改善措施得以保持。此外,在实施护士教育干预后,该新生儿重症监护室(NICU)的哺乳支持气氛得到了显着改善。
    结论:间歇性,短期的教育计划包括实用的操作方法和对员工的激励性鼓励,可以为护士提供支持哺乳所需的能力。
  • 【学术界和研究界的社交媒体:21世纪的工具,可用于加速教育,协作和研究成果的传播。】 复制标题 收藏 收藏
    DOI:10.1111/his.14196 复制DOI
    作者列表:Deeken AH,Mukhopadhyay S,Jiang X'
    BACKGROUND & AIMS: :The near-ubiquitous use of smartphones and the rapid emergence of free, widely used, social media platforms have combined to turbocharge the dissemination of information at a scale and speed that would have been unimaginable just a few years ago. Increasingly, internet-savvy pathologists of all ages from every corner of the world are flipping the paradigm of traditional academia by posting educational content online free of charge, unencumbered by the limitations of traditional print media and educational conferences. These platforms are being used in innovative ways, not just to disseminate research findings, but also to create new knowledge through using them to empower research collaborations. In this review, we outline ways in which social media platforms, such as Twitter, Facebook, and YouTube, are being used by pathologists to enhance academic work and facilitate the dissemination of research. We outline key differences between the various platforms with respect to pathology academics and research, and describe key areas in which these platforms have already made an impact. These include rapid dissemination of research findings to a worldwide audience, live transnational discussion of journal articles and conference proceedings, intercontinental networking between pathologists for academic purposes, free education on a global scale at minimal or no cost, and research collaborations initiated on and facilitated by social media platforms. Finally, we provide practical tips for pathologists who wish to adopt these novel 21st-century technologies to enhance their academic endeavours.
    背景与目标: :近来无处不在的智能手机使用以及免费的,广泛使用的社交媒体平台的迅速出现,结合在一起,以几年前无法想象的规模和速度加速了信息的传播。来自世界各个角落的各个年龄段的精通互联网的病理学家越来越多地通过免费在线发布教育内容来摆脱传统学术界的范式,不受传统印刷媒体和教育会议的限制。这些平台正在以创新的方式使用,不仅用于传播研究结果,而且还通过使用它们来增强研究协作能力来创造新知识。在本文中,我们概述了病理学家使用诸如Twitter,Facebook和YouTube等社交媒体平台来增强学术工作和促进研究传播的方式。我们概述了病理学学者和研究在各种平台之间的主要区别,并描述了这些平台已在其中产生影响的关键领域。这些措施包括向世界各地的听众迅速传播研究结果,对期刊文章和会议论文进行实时跨国讨论,病理学家之间出于学术目的进行的洲际联网,在全球范围内以最低或没有成本的免费教育以及由以下机构发起和促进的研究合作:社交媒体平台。最后,我们为希望采用这些21世纪新颖技术来增强其学术成就的病理学家提供实用的技巧。

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