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Educational Requirements (educational + requirement)
Selected AbstractsEstimated Time and Educational Requirements to Perform NIC InterventionsINTERNATIONAL JOURNAL OF NURSING TERMINOLOGIES AND CLASSIFICATION, Issue 2003Gloria M. Bulechek PURPOSE To estimate the time to perform and type of personnel to deliver each of the 486 interventions listed and described in the third edition of NIC. METHODS Small groups of research team members rated selected interventions in their area of expertise on education and time needed for each intervention. Education needed was defined as the minimal educational level necessary to perform the intervention in most cases in most states. Rating categories were (a) nursing assistant (NA/LPN/LVN/technician), (b) RN (basic education whether baccalaureate, associate degree, or diploma), or (c) RN with post-basic education or certification. Time needed was defined as the average time needed to perform the intervention. Raters selected one of five possible time estimates: (a) <15 minutes, (b) 16,30 minutes, (c) 31,45 minutes, (d) 46,60 minutes, or (e) >1 hour. All ratings were reviewed across groups to ensure overall consistency. FINDINGS Results of this exercise provide beginning estimates of the time and education needed for 486 NIC interventions. Twenty percent required <15 minutes, 30% required 16,30 minutes, 17% required 31,45 minutes, 12% required 46,60 minutes, and 21% required >1 hour. More than 70% of the interventions were judged as needing basic RN education to perform. Raters judged RN post-basic education to be required to performi 16% of the interventions, and 14% were deemed appropriate for personnel with NA/LPN education to perform. A monograph, Estimated Time and Educational Requirements to Perform 486 Nursing Interventions, available from http://www.nursing@uiowa.ed/cnc, includes lists of interventions appropriate for each time and education category, as well as time and education ratings according to NIC domains and classes. DISCUSSION The estimates of time and education provided by expert ratings provide a good beginning for cost estimates, resource planning, and reimbursement. The results of this study add to the small but growing body of literature that demonstrates that estimates of time to perform interventions by nurses who are familiar with the interventions is an accurate and efficient method to determine time values. A description of how this information can be used in a costing model is in the July/August 2001 issue of Nursing Economics. CONCLUSIONS NIC has identified the interventions that nurses perform. This study of time to perform and type of personnel to deliver each of the NIC interventions can help nurse leaders make better-informed decisions about cost-effective nursing care. [source] Dental hygiene regulation: a global perspectiveINTERNATIONAL JOURNAL OF DENTAL HYGIENE, Issue 3 2008PM Johnson Abstract:, Occupational regulation of health personnel is important to professional associations and their members, the public that relies on their services and the regulatory agencies responsible for their conduct. There is increasing interest in ensuring that dental hygiene regulation fosters the continuing evolution of the profession and its contribution to oral health. The keynote address for the 2007 Regulatory Forum on Dental Hygiene, this paper discusses the rationale for and issues pertaining to occupational regulation, outlines the evolvement of dental hygiene and identifies regulatory options for the profession. Professional regulation exists to ensure public safety, health and welfare. However, negative political-economic side effects coupled with environmental pressures have resulted in increased scrutiny for health professionals. One such profession is dental hygiene. Its evolution has been dramatic, in particular over the past few decades, as illustrated by its rapidly increasing numbers and broader distribution globally, gradual shift to the baccalaureate as the entry-level educational requirement and increase in postgraduate programs and expanding scope of practice and increased professional autonomy. Regulatory changes have been more gradual. Regulation is mandatory for the vast majority of dental hygienists. Of the options available, the practice act , the most rigorous type, is predominant. Globally, regulation tends to be administered directly by the government (n = 9 countries) more so than indirectly through a dental board (n = 4) or self-regulation (n = 3). Whether regulated directly or indirectly, dental hygienists increasingly are seeking a greater role in shaping their professional future. Self-regulation, its responsibilities, misperceptions and challenges, is examined as an option. [source] Reducing Child Labour Through Conditional Cash Transfers: Evidence from Nicaragua's Red de Protección SocialDEVELOPMENT POLICY REVIEW, Issue 6 2010Kevin A. Gee Conditional Cash Transfer (CCT) programmes, providing eligible households with periodic cash payments, contingent on their children's adherence to school enrolment and attendance requirements, hold considerable promise for reducing levels of child labour across the developing world. This article presents the results of an analysis of a CCT programme in Nicaragua, Red de Protección Social, and compares them with those of other CCT programmes, discussing how the structure of each programme's incentives, including differences in targeting, subsidy amounts and educational requirements, contributes to the variation in their effectiveness at reducing child labour. [source] Oral health trends in the USINTERNATIONAL JOURNAL OF DENTAL HYGIENE, Issue 2 2003V Danner Abstract In the US, dental hygienists are an integral part of the health care workforce. Dental hygienists are prevention specialists who understand that recognising the association between oral and total health can prevent disease. In the US, they also consider it as a part of their job to detect the presence of systemic illnesses. Although they cannot make a medical diagnosis, they can explain their findings to the patients and urge them to see a physician. This report explains the educational requirements for a dental hygienist, barriers and access-to-care issues, some oral health preventive methods, among other things. [source] The Institutional Requirements Of Apprenticeship: Evidence From Smaller EU CountriesINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 1 2000Paul Ryan To what extent does the experience of other European econom-ies in which apprenticeship has proved successful suggest scope for reviving apprenticeship in the UK without requiring institutional regulation along German lines? The institutional attributes of apprenticeship in four smaller European economies (Austria, Denmark, Ireland and the Netherlands) are shown to be closer to Germany's social partnership than to the UK's deregulated market, in terms of: statutory governance; formal educational requirements; administration at sec-toral and local levels through social partnership; and funding based upon a clear separation of responsibilities between government and employers, though not between employers and apprentices. At the same time, the introduction of statu-tory apprenticeship into Irish industry in recent years, in an institutional environment that has traditionally had much in common with that of the UK, suggests that the scope for institutional development in support of apprenticeship has been obscured by the widespread tendency to limit the choice of international comparisons to the Anglo-Germanic. [source] Developing an advanced nurse practitioner service in emergency care: attitudes of nurses and doctorsJOURNAL OF ADVANCED NURSING, Issue 3 2006Miriam Griffin MSc RGN PGCSNP Aim., This paper reports a study to determine the attitudes of nurses, doctors and general medical practitioners towards the development of an advanced nurse practitioner service within an emergency department. Background., The role of advanced nurse practitioner in emergency care has emerged in a number of countries, and has brought with it confusion about titles, role boundaries, clinical accountability and educational requirements. Initially, the role resulted from a need for healthcare professionals to provide a service to the increased numbers of patients presenting to hospital with less urgent problems. Since then, the service has evolved to one where nurse practitioners provide high-quality and cost-effective care to persons who seek help for non-urgent, urgent or emergent conditions in a variety of emergency care settings. However, little research could be identified on the attitudes of relevant nursing and medical staff towards the development of this role. Methods., A questionnaire survey was carried out, and a 29-item Likert rating scale was developed to measure attitudes. Along with some demographic variables, two open-ended questions were added to allow respondents to elaborate on what they perceived as benefits and difficulties associated with an advanced nurse practitioner service. All general practitioners, emergency nurses and emergency doctors in one health board in the Republic of Ireland were targeted, and 25 emergency nurses, 13 emergency doctors and 69 general practitioners were approached to take part. Data were collected in February 2004. Findings., An overall response rate of 74·8% was achieved. All respondents were positive towards the development of an advanced nurse practitioner service, with general practitioners being less positive. The principal differences appeared between general practitioners and hospital emergency care staff. Conclusion., There is a need for a multidisciplinary approach to the planning of advanced nurse practitioner services. To achieve multiprofessional acceptance, an accredited and standardized education programme is required, and this must address existing role boundaries. [source] Comparing and contrasting the clinical nurse specialist and the advanced nurse practitioner rolesJOURNAL OF NURSING MANAGEMENT, Issue 4 2001Sarah E. Ormond-Walshe BSc(HONS) There is currently a great deal of ambiguity regarding the difference between the role of clinical nurse specialist and advanced nurse practitioner. In distinguishing one title from another, factors such as the educational requirements of such, what the role involves, who the client is and whether the role encroaches on a doctor's role are discussed. This paper sets out the factors that are seen by some as significant in distinguishing between a clinical nurse specialist and advanced nurse practitioner. [source] British Association of Critical Care Nurses position statement on prescribing in critical careNURSING IN CRITICAL CARE, Issue 5 2009Kate Bray ABSTRACT Background: Nurses in the UK are now one group of non-medical staff who can prescribe. This practice is evolving for critical care nursing staff who care for critically ill patients during their stay in hospital through ward and outpatient follow-up after admission to critical care. Aim: The purposes of this paper were to present existing information regarding prescribing to support nurses in critical care currently prescribing and to inform those who are intending to prescribe. Methods: To develop the position statement, a search of the literature was conducted using key databases. To ascertain the current level and type of prescribing in critical care, a short questionnaire was sent by email to British Association of Critical Care Nursing members, and the results of this are presented in Appendix A. Outcomes/Results: Evidence was found in relation to the history, context in critical care, educational requirements and issues of consent related to non-medical prescribing. Conclusions: The position statement is based upon evidence from the literature, National Health Service policy and the Nursing and Midwifery Council regulations. It takes account of the critical care patient pathway before, during and after an admission to critical care. [source] Experiences of intensive care nurses assessing sedation/agitation in critically ill patientsNURSING IN CRITICAL CARE, Issue 4 2008Stephanie Weir Abstract Background:, Patients admitted to the intensive care unit (ICU) will more often than not require sedative and analgesic drugs to enable them to tolerate the invasive procedures and therapies caused as a result of their underlying condition and/or necessary medical interventions. Aim:, This article reports a study exploring the perceptions and experiences of intensive care nurses using a sedation/agitation scoring (SAS) tool to assess and manage sedation and agitation amongst critically ill patients. The principle aims and objectives of this study were as follows: ,,to explore nurse's everyday experiences using a sedation scoring tool; ,,to explore and understand nurse's attitudes and beliefs of the various components of assessing and managing sedation among critically ill patients. Method:, Using a descriptive qualitative approach, semistructured interviews were carried out with a purposive sample of eight ICU nurses within a district general hospital ICU. The interviews focused on nurse's own experiences and perceptions of using a sedation scoring tool in clinical practice. Burnard's 14-stage thematic content analysis framework was employed to assist in the data analysis process. Results:, Three key themes emerged that may have implications not only for clinical practice but for further research into the use of the SAS tool. ,,Benefits to patient care as a direct result of using a sedation scoring tool. ,,The concerns of nursing staff. ,,The implications of using such a tool in clinical practice. Conclusion:, This paper reinforces the potential benefits to patients as a direct result of implementing the SAS scoring tool and clinical guidelines. Furthermore, it highlights the reluctance of a number of staff to adhere to such guidelines and discusses the concerns regarding less experienced nurses administering sedative agents. Attention was also drawn to the educational requirements of nursing and medical staff when using the SAS scoring tool. [source] A NEW SURGICAL EDUCATION AND TRAINING PROGRAMMEANZ JOURNAL OF SURGERY, Issue 7 2007John P. Collins Educating and training tomorrow's surgeons has evolved to become a sophisticated and expensive exercise involving a wide range of learning methods, opportunities and stakeholders. Several factors influence this process, prompting those who provide such programmes to identify these important considerations and develop and implement appropriate responses. The Royal Australasian College of Surgeons embarked on this course of action in 2005, the outcome of which is the new Surgical Education and Training programme with the first intake to be selected in 2007 and commence training in 2008. The new programme is competency based and shorter than any designed previously. Implicitly, it recognizes in the curriculum and assessment development and processes, the nine roles and their underpinning competencies identified as essential for a surgeon. It is an evolution of the previous programme retaining that which has been found to be satisfactory. There will be one episode of selection directly into the candidate's specialty of choice and those accepted will progress in an integrated and seamless fashion, provided they meet the clinical and educational requirements of each year. The curriculum and assessment in the basic sciences include both generic and specially aligned components from the commencement of training in each of the nine surgical specialties. Born of necessity and developed through extensive research, discussion and consensus, the implementation of this programme will involve many challenges, particularly during the transition period. Through cooperation, commitment and partnerships, a more efficient and better outcome will be achieved for trainees, their trainers and their patients. [source] University postgraduate training in implant dentistry for the general dental practitioner,AUSTRALIAN DENTAL JOURNAL, Issue 3 2010S Ivanovski Aims of This Paper This paper aims to: (1) Describe the educational requirements of general practitioners who want to safely and effectively introduce implant dentistry procedures to their practice. (2) Define the necessary competencies and level of complexity that would need to be attained in a postgraduate implant dentistry programme for general dental practitioners. (3) Discuss the programme structures which universities can utilize in order to provide quality education in implant dentistry for general practitioners. (4) Provide guidelines for the resources, content, course format and instructional methods which could be well suited to the educational requirements of such programmes. The authors intend to produce a headline reference guide to outline the necessary educational structures for postgraduate pathways aimed at facilitating the continuous professional development of general practitioners within implant dentistry. This paper does not address issues concerning specialist training or higher research degrees. [source] Parenting education for young fathers in prisonCHILD & FAMILY SOCIAL WORK, Issue 3 2007Rosie Meek ABSTRACT This paper explores the effectiveness of delivering an intensive parenting class to groups of young fathers in prison. Evaluation was based on course feedback from a total of 75 participants. Results demonstrate that even within a group of young prisoners of similar ages there were diverse parenting educational requirements, indicating a need for courses to remain flexible and participant-led. In considering parenting support needs, three-quarters of all course participants highlighted the importance of better visiting procedures to allow them to keep in contact with their children whilst in prison. Participants expressed reluctance in accessing parenting support services after release, with the majority of the young fathers indicating that they did not need or want to access formal post-release provision. Results suggest that further efforts need to be made to support young fathers in custody and after release, with implications for preventing reoffending and engaging young men in parenting education. [source] | |||||||||||||