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Training Course (training + course)
Selected AbstractsFC03.2 Cumulative incidence of self reported skin disease in hydrotherapists working in swimming poolsCONTACT DERMATITIS, Issue 3 2004Aneta Lazarov Objective:, To assess the cumulative incidence and characteristics of self reported skin disease in hydrotherapists. Methods:, Hydrotherapists, who had completed a hydrotherapy training course answered a questionnaire in reference to newly appeared skin disease. Data were analyzed statistically. Results:, 190 subjects presently working as hydrotherapists were studied. Of them 75.8% were female and 24.2% were male. 80% of the hydrotherapists worked up to 10 000 cumulative hours defined by the formula: working hours per weeks × number of weeks per year × years of work in the pool. 85 of the subjects (45%) reported on the development of skin disease for the first time after starting work at the swimming pool. 21 (11.8%) had a preexisting skin disease. The most frequent symptoms included pruritus, burning, stinging, erythematous patches and xerotic skin on the extremities, trunk and folds. A statistically significant relationship between the cumulative working time and the incidence of dermatological pathology compatible with contact dermatitis was found. Conclusions:, The incidence of self reported skin diseases, developing for the first time or due to exacerbation of preexisting dermatological conditions, in hydrotherapists working in swimming pools is high. Statistically significant relationship between the cumulative hours of immersion in the pool and the incidence of the dermatological pathology was observed suggesting a dose response relationship between exposure and effect. [source] Training evaluation of a course in diabetic retinopathy screeningEUROPEAN DIABETES NURSING, Issue 2 2005R Pauli PhD Senior Lecturer Abstract The success and effectiveness of diabetic screening programmes are dependent on the availability of appropriately trained image graders. This study was designed to evaluate graders enrolled on a locally devised, formal training course by means of a performance-based measure. The course consisted of four days of classroom-based tuition followed by three months of practice-based learning in the workplace. The aim was to establish whether trainees showed an improvement in their ability to grade images, and secondly whether test sets of images are useful in measuring training outcome. Thirteen trainees were required to grade a test set of 24 single images both before and after training. A significant improvement in sensitivity (from 35% before training to 45% after training) was observed as a result of training but at a cost of a decline in specificity. Trainees' confidence ratings measured on a five-point scale increased from an average of 2.4 to 4.1 (p<0.01). We concluded that the course needs to focus more on trainees' ability to discriminate between normal and abnormal images as well as improving grading accuracy in line with increased grading confidence. Test-based course evaluation can be seen to be a valuable instrument in establishing a quality standard for stated learning outcomes. In this research it has clearly indicated weaknesses of the training programme in its current form. Copyright © 2005 FEND. [source] Autonomy and modernisation: the management of change in an English primary care trustHEALTH & SOCIAL CARE IN THE COMMUNITY, Issue 3 2004Ruth McDonald BA MSc PhD Abstract Recent New Labour policy for the ,modernisation' of Government places a good deal of emphasis on decentralisation. This emphasis is particularly marked in relation to the organisation of primary care. However, like hospitals and other National Health Service institutions, primary care trusts (PCTs) are subject to a substantial raft of centrally established performance targets and indicators, including those which contribute to the public award of between zero and three performance ,stars'. This raises questions about the extent to which employees can exercise autonomy in the context of rigid top-down directives. This paper presents findings from a study using participant observation and interviews to examine the impact of a training course aimed ostensibly at increasing employee autonomy in an English PCT. The suggestion is that attempts to make employees more autonomous can be seen as a strategy for increasing central control based upon the internalisation by the employees of centrally promulgated values. The attraction of such strategies is that they may be potentially more effective and less costly than alternative strategies of direct control. However, the study suggests that the outcome of attempts by such methods as programmes to increase employee autonomy may be very different from those intended. [source] The influence of framing on attitudes toward diversity trainingHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 3 2003Courtney L. Holladay Although diversity training is becoming an integral component of organizations, little empirical research on the topic exists. The study examined here investigated how framing of diversity training (title, focus of content, assignment) and gender influenced participants' attitudes. In this study, 160 adults (72 men, 88 women; 124 white; 36 minority) read a diversity course description and answered questions assessing their attitudes about the course and the organization. Results revealed that (1) a frame with a traditional title and a broad focus was responded to most favorably by participants, (2) men reacted more negatively than women to the diversity training course, and (3) men reacted more negatively than women to a frame with a narrow focus and remedial assignment. Findings are discussed in terms of the effect that different frames can have on participants' pretraining attitudes toward diversity training. Implications for researchers and consultants are also discussed. [source] Validity and reliability of the Polish version of the Positive and Negative Syndrome Scale (PANSS)INTERNATIONAL JOURNAL OF METHODS IN PSYCHIATRIC RESEARCH, Issue 1 2002gorzata Rzewuska Assistant Professor Abstract This study presents the results of a training course on using the Positive and Negative Syndrome Scale (PANSS) for the assessment of mental status. The agreements between ratings produced by 418 physicians (psychiatrists) were evaluated and compared with standard ratings. In this way it was possible to supplement some of the listed symptoms with comments, which may help to increase agreement between results obtained through raters' assessments and standard ratings. Copyright © 2002 Whurr Publishers Ltd. [source] Realistic Evaluation of Early Warning Systems and the Acute Life-threatening Events , Recognition and Treatment training course for early recognition and management of deteriorating ward-based patients: research protocolJOURNAL OF ADVANCED NURSING, Issue 4 2010Jennifer McGaughey mcgaughey j., blackwood b., o'halloran p., trinder t.j. & porter s. (2010) Realistic Evaluation of Early Warning Systems and the Acute Life-threatening Events , Recognition and Treatment training course for early recognition and management of deteriorating ward-based patients: research protocol. Journal of Advanced Nursing66(4), 923,932. Abstract Title.,Realistic Evaluation of Early Warning Systems and the Acute Life-threatening Events , Recognition and Treatment training course for early recognition and management of deteriorating ward-based patients: research protocol. Aim., This paper is a description of a study protocol designed to evaluate the factors that enable or constrain the delivery and sustainability of Early Warning Systems and the Acute Life-threatening Events , Recognition and Treatment training course in practice. Background., Rapid response system initiatives have been introduced to try to improve early detection and treatment of patients who deteriorate on general hospital wards. However, recent systematic reviews of the effectiveness of these initiatives show no effect on patient outcomes. Systematic reviews and professional consensus recommend that future research should focus on a broader range of process and outcome measures which consider the social, behavioural and organizational factors that had an impact on the delivery of these initiatives. Design., The design is a multiple case study on four wards in two hospitals in Northern Ireland that have implemented Early Warning Systems and Acute Life-threatening Events , Recognition and Treatment training. Data will be collected from key stakeholders using individual and focus group interviews, non-participant observation, Acute Life-threatening Events , Recognition and Treatment training records and audit of patients' observation charts and medical notes. Realistic Evaluation of the data will enable the development and refinement of theories to explain which mechanisms work in a particular context to achieve desired outcomes. Discussion., This study will produce important information that will contribute to knowledge of the organizational processes that have an impact on the delivery of initiatives to identify, respond and manage acutely ill patients in hospital. [source] Training physicians to increase patient trustJOURNAL OF EVALUATION IN CLINICAL PRACTICE, Issue 3 2000David H. Thom MD PhD Abstract Patient trust in the physician is an important aspect of the patient,physician relationship that has recently become a focus of interest, in part due to the rise of managed care in the US healthcare system. In a previous study, we identified physician behaviours reported by patients as important to establishing their trust in the physician. The current study attempted to modify these behaviours via a short training programme and thereby to increase patient trust and improve associated outcomes. After baseline measurements, 10 physicians were randomized to the intervention group and 10 remained as a control group. While intervention physicians showed a net improvement in 16 of 19 specific patient-reported behaviours when compared to control physicians, these differences were not statistically significant. There was also no significant difference in patient trust, patient satisfaction, continuity, self-reported adherence, number of referrals or number of diagnostic tests ordered. This short training course in a group of self-selected physicians was not a sufficiently strong intervention to achieve the desired effect. Suggestions are given for designing a stronger training intervention. [source] A preliminary analysis of narratives on the impact of training in solution-focused therapy expressed by students having completed a 6-month training courseJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 2 2010S. SMITH ba (hons) ba pgctlt rmn rnt fhea Accessible summary ,,Students who participated in a six month training course in SFBT reported significant changes in their relationships with clients. ,,They reported increased trust in clients as people, increased confidence in their own professional role, and increased enthusiasm for working with clients. ,,Students demonstrated an in-depth knowledge and understanding of solution focused principles and practice, enabling them to own their practice and respond creatively to individual clients. ,,It is suggested that substantive training in solution focused brief therapy may help to enhance the professional role and cultural identity of participants, particularly those from a nursing background. Abstract Solution-focused brief therapy (SFBT) is a therapeutic approach utilized in a wide variety of settings. Its roots are in systemic and family therapy, and the emphasis in practice is on helping clients identify what their life will be like when they no longer have their problem, and how close they are to experiencing that situation now. The literature suggests that SFBT is at least as effective as other forms of psychotherapy. This pilot-study explored the impact of a training course in SFBT on the nurses who took part. Interviews were carried out with participants (n= 8) and narrative accounts were analysed and grouped according to emerging themes. Three major themes were perceived; Trust in clients, Positivity and Confidence, and these were supported by interconnected minor themes relating to the eclectic use of the approach, the use of language within the approach, and the application of SFBT in wider life. It is argued that training in SFBT may have a positive impact on the therapeutic and professional role of nurses, and that further studies are required to explore the impact of SFBT training on the professional and cultural identity of nurses. [source] Uncovering sexual abuse: evaluation of the effectiveness of The Victims of Violence and Abuse Prevention ProgrammeJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 1 2010J. DONOHOE bsc Accessible summary ,,Discusses factors inhibiting open talk around a client's history of abuse including gender, age and diagnosis. ,,Evaluates the helpfulness of a training course designed to reduce and overcome these factors. ,,Aim of the evaluation is to help replicate the training nationally, following the positive impact found. Abstract Despite the high prevalence of sexual abuse among users of mental health services, it appears that mental health professionals are frequently unaware of clients' abuse histories. In order to address this, a Mental Health Trusts Collaboration Project of nine trusts was formed, which piloted delivering the Department of Health's Victims of Violence & Abuse Prevention Programme one-day education and training course regarding enquiring about histories of sexual abuse to various mental health practitioners. This hoped to educate practitioners in factors associated with victims and offenders, improve confidence and competence in asking about client's history of abuse and to increase awareness of the importance of asking. The purpose of this paper is to describe the impact of this course on mental health professionals' practice and attitudes in one of these nine trusts. It was found that since the delivery of the course, 44% (n= x) of professionals had been asking about abuse in 75,100% of cases. Gender, age and diagnosis of both the service users and the practitioners were all identified as factors potentially affecting practitioners' willingness to ask about abuse. Most importantly, 93% (n= x) of participants were found to feel they have the skills and knowledge to enquire about abuse and respond to disclosure in the appropriate way and 77% (n= x) of participants felt that this training had changed their clinical practice. The aim of this evaluation is to prove the effectiveness of the Department of Health's education and training course, which will help towards replicating the project nationally. [source] Epiphanies and research in the field of mental healthJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 8 2009J. LEES phd ma dipcouns dipsup, cert time-limited therapy pgce mbacp(snr accred) ukrc registered independent counsellor Accessible summary ,,This article looks at the richness inherent in our life experience and engages on a journey to examine this richness in the light of two experiences (or epiphanies) on a clinical training course. It demonstrates how, as a result of continued refection and reflexive analysis, my understanding of these experiences transformed over a period of time. ,,The field of inquiry was a training in psychoanalytic counselling. My ongoing analysis of the experiences provided an evaluation of some key features of that culture and the nature of clinical training, particularly in psychoanalytic milieu. ,,The article concludes with a discussion about the academic culture in which I am now working and the way in which it influences my writing style (in, for example, this article). It concludes that the discourse of this culture prevents us from reaching our creative spiritual core and examines how we can overcome this limitation. Abstract In this paper I will argue that investigating our professional experiences can enrich our understanding, widen our perspective, transform our inner lives and create an endless source of discovery about ourselves, society and the professional discursive systems that we inhabit. I will call such events, after Denzin's work in 1989, epiphanies. In order to develop the theme I will give an account of my own experience of two such epiphanies on a psychoanalytic training course in counselling. I will then present my reflexive analysis of these events over the years, including my reflections on the peer review comments for this paper, and finish with some questions arising out of the study relating to the current status of nursing as an academic profession. [source] The effectiveness of two interventions in the management of patient violence in acute mental inpatient settings: report on a pilot studyJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 5 2004I. NEEDHAM rn nt mnsc Systematic risk assessment and training courses have been suggested as interventions to deal with patient violence in psychiatric institutions. A dual centre prospective feasibility study was conducted on two Swiss psychiatric admission wards to test the hypothesis that such interventions will reduce the frequency and severity of violent events and coercion. A systematic aggression risk assessment, in combination with a standardized training course in aggression management was administered and the frequency and severity of aggressive incidents and the frequency of coercive measures were registered. The incidence rates of aggressive incidents and attacks showed no significant reduction from the baseline through risk prediction and staff training, but the drop in coercive measures was highly significant. A ,ward effect' was detected with one ward showing a decline in attacks with unchanged incidence rates of coercion and the other ward showing the opposite. The severity of the incidents remained unchanged whilst the subjective severity declined after the training course. We conclude that a systematic risk assessment and a training course may assist in reducing the incidence rate of coercive measures on psychiatric acute admission wards. Further testing of the interventions is necessary to measure the effect of the training alone and to counteract ,ward effects'. [source] Portfolios as a learning tool in obstetrics and gynaecology undergraduate trainingMEDICAL EDUCATION, Issue 12 2001Kirsti Lonka Context We developed a structured portfolio for medical students to use during their obstetrics and gynaecology undergraduate training. The main objective was to support the learning process of the students. We also wanted feedback information to enhance teaching. Methods The study population consisted of 91 medical students who completed the portfolio during their training course. The portfolio consisted of a 28-page A5-size booklet. The students entered all the clinical procedures they had performed and all the deliveries they had attended. After each group session, they answered questions about what they had learned and evaluated the performance of the teacher. They also indicated their general evaluation of the course and the portfolio itself. The teachers listed the 13 most important skills to be learned during the course. The students were asked to evaluate their own development on a scale of 0,5 before and after the course. A content analysis was performed on all the texts the students produced, and all quantitative variables were coded. Results The amount of text written in the portfolio correlated (P < 0·001, F -value 4·2) with success in the final exam. In addition to acting as a logbook, use of the portfolio enhanced the learning process during the course. Students' attitudes towards the portfolio were mainly positive. Students appreciated the departmental interest in their learning process. Conclusion Portfolios support the personal and professional development of medical students. A portfolio clarifies the learning goals and helps students to monitor how these goals are achieved. A portfolio encourages constant self-reflection. [source] The impact of formal education and training on urodynamic practice in the United Kingdom: A surveyNEUROUROLOGY AND URODYNAMICS, Issue 5 2006Julie Ellis-Jones Abstract Aim A previous survey of personnel performing urodynamics had shown that half of the respondents thought that their training had been inadequate. In order to address this the outcome of a 4-day practical course for teaching urodynamics, which has been running since 1995 at the Bristol Urological Institute, was reviewed. We were not aware of any published studies that have assessed the impact of formal urodynamic training on clinical practice. With this in mind we set out to determine whether the education and training we had given had changed urodynamic practice in the UK. Methods Postal questionnaires were sent out to 84 delegates who had attended the course over a 2-year period (2001,2003). Paired questionnaires were used to assess urodynamic practice before and after the course and also to establish whether their practice had changed as a direct result of attending the certificate course. Results The results suggested that 79% of those responders had changed their practice since completing the course. Significant changes to practice were observed in checking calibration, confidence in setting-up equipment, interpretation of urodynamic traces and ability to check the accuracy of the results. Conclusions The results of this survey suggest that attendance at a recognised urodynamic training course has had an impact on clinical practice in the UK. Training and education raises the level of confidence and ability to perform and interpret urodynamic investigations, which has wide implications for the accuracy, reliability and consistency of urodynamic investigations performed by those without formal training. Neurourol. Urodynam. © 2006 Wiley-Liss, Inc. [source] Increasing oncologists' skills in eliciting and responding to emotional cues: evaluation of a communication skills training program,PSYCHO-ONCOLOGY, Issue 3 2008Phyllis Butow Abstract Purpose: Psychological morbidity in cancer patients is common, but often undetected and untreated. We developed a communication skills training (CST) program targeting this issue, and evaluated its impact on doctor behaviour. Patients and Methods: Thirty of 35 oncologists from six teaching hospitals in six Australian cities, participated. The CST was a 1.5-day intensive face-to-face workshop incorporating presentation of principles, a DVD modelling ideal behaviour and role-play practice, followed by four 1.5 h monthly video-conferences incorporating role-play of doctor-generated scenarios. Doctors were randomized to receive the CST or not. Simulated patient interviews were videotaped and coded at baseline, after CST and 6 months later. Doctors completed questionnaires assessing stress and burnout at the same time points. Results: Doctors in the intervention group displayed more creating environment and fewer blocking behaviours at both follow-ups; however, these differences did not reach statistical significance. Intervention doctors valued the training highly, but did not report substantial reductions in stress and burnout. Conclusions: This short training programme demonstrated a positive effect on aspects of doctor behaviour. Video-conferencing after a short training course may be an effective strategy for delivering CST. Copyright © 2007 John Wiley & Sons, Ltd. [source] Impact of a short, culturally relevant training course on cancer knowledge and confidence in Western Australia's Aboriginal Health ProfessionalsAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 2010Emma J. Croager Abstract Objective: To develop, deliver and evaluate a cancer education course for Indigenous Health Professionals. Method: The cancer education course combines expert presentations, interactive sessions and visits to local cancer treatment centres. Three four-day courses have been run, in both metropolitan and regional Western Australia (WA). Cancer knowledge and confidence were measured at baseline, course completion and at follow-up (six to eight months). Data were analysed within subject. Results: Thirty-five Aboriginal Health Professionals have completed the program, most from rural or remote WA. All confidence items significantly improved at course completion (p<0.005), but improvements for only two items, ,I know what cancer is' and ,I can describe the different common cancers', were sustained at follow-up (p<0.05). Knowledge of treatment (p<0.05), screening (p<0.05) and the most common cancers in women (p<0.005) were significantly greater after course completion, but increased knowledge was not sustained at follow-up. Conclusion: Demand for places suggests that Aboriginal Health Professionals are interested in developing knowledge, skills and confidence in cancer control. Attendance increased understanding of cancer and improved cancer knowledge however this was not maintained. Implications: A short, culturally relevant training course increases cancer knowledge and confidence, however, ongoing education is needed to maintain this. [source] Effects of gynaecological education on interpersonal communication skillsBJOG : AN INTERNATIONAL JOURNAL OF OBSTETRICS & GYNAECOLOGY, Issue 5 2001A.M. van Dulmen Objective To investigate the effects of an experimental communication course on how gynaecologists handle psychosocial issues in gynaecological consultation. Design Pre-post testing. Multilevel analysis was used to take into account the similarity among encounters with the same gynaecologist. Sample Eighteen gynaecologists (13 consultants and 5 junior doctors) from five different hospitals participated. All gynaecologists videotaped consecutive outpatient encounters before and after attending an intensive training course. Main outcome measures The communicative performance of the gynaecologists at pre-and post measurement. Results The gynaecologists recorded a total of 526 outpatient encounters, 272 before and 254 after the training. As a result of the training, gynaecologists' sensitivity to psychosocial aspects of their patients increased. At post measurement, the gynaecologists gave more signs of agreement, became less directive, asked fewer medical questions and more psychosocial questions. No difference was found in the duration of the outpatient visits. With the trained gynaecologists, patients asked more questions and provided more psychosocial information. Conclusions Junior doctors and clinically experienced gynaecologists can be taught to handle psychosocial issues without lengthening the visit. [source] Personal disciplinary history and views of physical punishment: implications for training mandated reportersCHILD ABUSE REVIEW, Issue 4 2005Cheryl Bluestone Abstract Many nations, including the US, Australia, and Canada, have developed legislation at the local or national level to require selected professionals to report all cases of suspected child abuse as part of the system to prevent serious injuries or fatalities. In many states of the US, including New York, child service professionals must take a training course to ensure that they are aware of their legal obligations as mandated reporters. Completion of the course is often a prerequisite to obtain certification to practise in one's field. Despite this rudimentary training, many cases of suspected abuse are not reported. Moreover, many child abuse professionals experience confusion and emotional distress in dealing with the reporting process (Buckley, 2000). While training that considers potential influences on reporting can be effective in addressing some of these issues (Hawkins et al., 2001), there are few studies of the effectiveness of current training curricula (Alvarez et al., 2004). This preliminary investigation was conducted with 80 nursing and education students, an identified group of prospective mandated reporters. We examined the potential influence of childhood disciplinary experiences and their appraisal as these factors may relate to views of discipline and abuse. The findings revealed that history of childhood experiences with discipline, in conjunction with appraisals of rejection, accounted for a small, but significant amount of the variance in students' current beliefs about appropriate discipline. The findings are considered in the context of findings about training for professionals who are in a position to report suspected child abuse. When considered with that literature, these findings suggest that disciplinary history should be considered in the context of evaluations of the effectiveness of training curricula for mandated reporters. Copyright © 2005 John Wiley & Sons, Ltd. [source] ENDOSCOPIC SUBMUCOSAL DISSECTION IN THE UPPER GASTROINTESTINAL TRACT: PRESENT AND FUTURE VIEW OF EUROPEDIGESTIVE ENDOSCOPY, Issue 2009Horst Neuhaus In Western countries endoscopic mucosal resection (EMR) has been widely accepted for treatment of early Barrett`s neoplasia and flat or depressed colorectal adenomas. In contrast endoscopic submucosal dissection (ESD) is infrequently performed for several reasons. It seems to be difficult to overcome the learning curve of this difficult technique because of the low case volume of early gastric cancer. On the other hand ESD of esophageal or colorectal lesions is even more challenging and is considered to be inappropriate for learning. In addition the indication for esophageal or colorectal ESD is controversial in view of excellent results of the well established EMR technique which is less time-consuming and safer than ESD. A recent survey of leading Western endoscopy centers indicated the limited experience with ESD with a low number of cases for all potential indications. Only a few training courses have been established and the number of ongoing clinical studies is limited. Only 12 out of 340 published articles on "endoscopic mucosal dissection" were reported from Western countries. A better acceptance of ESD requires improvement of the technique to allow an easier, faster and safer approach. There is a strong demand for structured training courses and limitations of human cases to selected centers which participate in prospective trials. A close collaboration between Western and Asian centers is recommended for improvement of the ESD technique and its clinical application. [source] Procedural skills quality assurance among Australasian College for Emergency Medicine fellows and traineesEMERGENCY MEDICINE AUSTRALASIA, Issue 3 2006David McD Taylor Abstract Objective: Presently, no objective quality control mechanism exists for monitoring procedural skills among Australasian College for Emergency Medicine trainees. The present study examined trainee and fellow procedural experience and perceived competency, participation in accredited training courses and support for a procedural logbook. Methods: A cross-sectional mail survey of Australasian College for Emergency Medicine advanced trainees and fellows was performed. Experience and perceived competency in 23 common and important ED procedures were examined. Results: In total, 202 fellows and 264 trainees responded (overall response rate 39.0%). Overall, fellow procedural experience and perceived competency were reasonable. However, some fellows had never performed a number of procedures including some common procedures (e.g. nasal packing, fracture reduction) and there were reports of ,very poor' competency for 17 (73.9%) procedures. Trainee experience and perceived competency were less than the fellows but showed similar patterns. Perceived numbers of each procedure required to achieve competency varied considerably between the procedures and among the respondents. However, there were no significant differences in the perceived numbers reported by the trainees and the fellows (P > 0.05). Variable proportions of trainees and fellows had undertaken courses that incorporated procedural skills training. More fellows (75.7%, 95% confidence interval 69.1,81.4) than trainees (59.9%, 95% confidence interval 53.6,65.8) supported the use of a procedural logbook (P = 0.003). Conclusions: Lack of experience in some procedures among some fellows, especially commonly performed procedures, might represent a deficiency in existing quality assurance mechanisms for procedural skills training. Greater participation in skills courses, to improve experience in difficult and uncommonly encountered procedures, is recommended. Improved quality assurance mechanisms, including a procedural logbook, should be considered. [source] Implementing a national treatment service for dependant smokers: initial challenges and solutionsADDICTION, Issue 2005Tim Coleman ABSTRACT Background Before 1999, few treatment services for nicotine-addicted smokers existed in England. When national treatment services were introduced, those responsible for setting them up liaised closely with primary care health services. Setting up an entirely new national service, treating a new category of patient (smokers motivated to stop) was an ambitious aim and this paper documents the problems encountered in the early stages of this process. Objectives To describe the principal challenges encountered and solutions employed by those setting up the services during the initial period of smoking cessation service implementation. Methods Qualitative, semistructured interviews with 50 smoking cessation staff in two former English health regions conducted in autumn 2001. Findings Two principal factors which slowed the initial development of smoking cessation services were: (i) the lack of a work-force with experience in smoking cessation methods and (ii) the fact that services were set up outside existing primary and secondary care health services in England. As few training courses in smoking cessation were available, many services provided their own in-house training for staff appointed as smoking cessation advisers. Consequently, senior service staff devoted a lot of effort to training new staff which meant that they had less time to spend on other important tasks which were necessary for service implementation. Smoking cessation services needed to develop relationships with primary care health services in order to generate referrals and find venues for the delivery of smoking cessation interventions. Liaising with primary care physicians was time-consuming, however, and some primary care physicians were opposed to the ideas that service staff had for the interface between primary care and smoking cessation services. As new smoking cessation services were not set up within existing primary or secondary health care services, service staff had to spend large amounts of time on this process of negotiation and overcoming scepticism from some primary health care physicians. Conclusions If smoking cessation services are set up in other countries, rapid implementation would be facilitated by ensuring that adequate numbers of health professionals trained in smoking cessation methods are available to staff services. Additionally, locating new smoking cessation services within existing health providers' services may speed up service implementation, but this option may not suit all health systems. [source] Administrative and Court Reform in Central and Eastern EuropeEUROPEAN LAW JOURNAL, Issue 3 2003Frank Emmert Only relatively recently, it was recognised that successful administrative and court reform would be just as necessary in order to achieve the desired goals, namely that the candidates would eventually be able to take on their obligations as new members of the Union. Unfortunately, it has now become evident that it is easier to write new laws than to get them properly applied in every day practice. This article describes a number of cases to illustrate the problem. It shows that administrators and judges in Central and Eastern Europe have significant difficulties with Western working methods, specifically the application of international norms in the national legal order, due process and procedural safeguards, treatment of precedents, resolution of ambiguities and lacunae in the law, etc., which may in turn result in unjust and sometimes absurd application of laws. These difficulties cannot be resolved merely by organising ever more training courses and other theoretical programmes. The author claims that the majority of efforts promoting administrative and court reform applied so far have rendered only meager results. Therefore, additional and more creative measures have to be designed and implemented and have to be continued for years beyond accession of most of these countries to the EU in 2004. Otherwise, rule of law deserving its name will not materialise in the new Member States. The author concludes by offering some ideas based on many years of experience in the region. [source] Consumer education: educational considerations and perspectivesINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 3 2002Jette Benn Abstract This paper examines questions concerning consumer education in relation to consumption and household management. It is based partly on literature studies and partly on a current pilot study, also on studies carried out in the classroom and developmental work in schools and on teacher training courses. The pilot study on consumer education is being carried out in Denmark and is funded by the Danish Ministry of Business Affairs. Another part of the study concerns a qualitative investigation of pupils' understandings of consumption and its meaning in their lives, but this is not reported here. The key research questions relate to the way in which the young consumer is educated, both formally and informally, and what the possibilities and perspectives are for consumer education. Introductory research is discussed, followed by a presentation and discussion of key issues for consumer education, such as household management, consumption, home economics and education. Finally, three examples are described and discussed which demonstrate how the advocated principles of consumer education and empowerment can be put into practice. These examples are based on developmental work carried out in lower secondary schools and teacher training courses. [source] A model for evaluating the effectiveness of middle managers' training courses: evidence from a major banking organization in GreeceINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2009Ekaterini Galanou Contemporary management thinking embraces the organizational training theory that sustainable success rests, to a great extent, upon a systematic evaluation of training interventions. However, the evidence indicates that few organizations take adequate steps to assess and analyse the quality and outcomes of their training. The authors seek to develop the existing literature on training evaluation by proposing a new model, specific to management training, which might encourage more and better evaluation by practitioners. Their thesis is that training evaluation is best if it can be based on criteria derived from the objectives of the training and they draw on the management effectiveness literature to inform their proposed model. The study seeks to examine the effect of six evaluation levels , reactions, learning, job behaviour, job performance, organizational team performance and some wider, societal effects , in measuring training interventions with regard to the alterations to learning, transfer and organizational impact. The model was tested with data obtained from 190 middle managers employed by a large banking organization in Greece and the results suggest that there is considerable consistency in the evaluation framework specified. The paper discusses these results and draws conclusions about their practical implications. The study's limitations are considered and some future research needs identified. [source] Predicting autonomous and controlled motivation to transfer trainingINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 2 2009Andreas Gegenfurtner In spite of a broad consensus on the importance of motivation for the transfer of learning from training to the job in work organizations, studies investigating motivation to transfer are limited. This study combines the self-determination theory, the expectancy theory and the theory of planned behaviour to provide a theoretical framework for investigating attitudes towards training content, relatedness and instructional satisfaction as predictors of two dimensions of transfer motivation: autonomous motivation to transfer and controlled motivation to transfer. A total of 444 subjects, trained in 23 occupational health and safety training courses, completed multi-item questionnaires immediately following training. Structural equation modelling procedures indicate that controlled motivation to transfer was affected by attitudes towards training content and that autonomous motivation to transfer was affected by attitudes, relatedness and instructional satisfaction. The results are discussed in terms of theoretical and practical implications for training effectiveness associated with the interplay of motivation and transfer in professional training. [source] The effectiveness of two interventions in the management of patient violence in acute mental inpatient settings: report on a pilot studyJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 5 2004I. NEEDHAM rn nt mnsc Systematic risk assessment and training courses have been suggested as interventions to deal with patient violence in psychiatric institutions. A dual centre prospective feasibility study was conducted on two Swiss psychiatric admission wards to test the hypothesis that such interventions will reduce the frequency and severity of violent events and coercion. A systematic aggression risk assessment, in combination with a standardized training course in aggression management was administered and the frequency and severity of aggressive incidents and the frequency of coercive measures were registered. The incidence rates of aggressive incidents and attacks showed no significant reduction from the baseline through risk prediction and staff training, but the drop in coercive measures was highly significant. A ,ward effect' was detected with one ward showing a decline in attacks with unchanged incidence rates of coercion and the other ward showing the opposite. The severity of the incidents remained unchanged whilst the subjective severity declined after the training course. We conclude that a systematic risk assessment and a training course may assist in reducing the incidence rate of coercive measures on psychiatric acute admission wards. Further testing of the interventions is necessary to measure the effect of the training alone and to counteract ,ward effects'. [source] Multiprofessional clinical supervision: challenges for mental health nursesJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 3 2001K. Mullarkey ma bsc(hons) rn cpncert rnt Recent reform and developments in mental health care provision have increasingly espoused the value of multiprofessional teamwork in order to ensure that clients are offered co-ordinated packages of care that draw on the full range of appropriate services available (DoH 1999a; DoH 2000). Supervision in some form is seen as a key part of all professional practice to provide support to practitioners, enhance ongoing learning, and, to a greater or lesser degree, offer some protection to the public (Brown & Bourne 1996, UKCC 1996). Clinical supervision has gained increasing momentum within the nursing profession, but to a large extent this has been within a uni-professional framework , nurses supervising other nurses. This paper seeks to explore the ways in which multiprofessional working and clinical supervision interlink, and whether supervision across professional boundaries might be desirable, possible, and/or justifiable. Whilst our own view is that multiprofessional supervision is both possible and desirable, we seek to open up a debate, from our perspective as mental health nurses, about some of the issues related to the concept. Our motivation to explore this topic area emanates from our experiences as supervisors to colleagues within multiprofessional teams, as well as the experiences of those attending supervisor training courses. Following a brief overview of the development of clinical supervision in mental health care and recent policy guidelines, some models of clinical supervision are reviewed in terms of their suitability and applicability for multiprofessional working. [source] International health electives: thematic results of student and professional interviewsMEDICAL EDUCATION, Issue 7 2010Andrew Petrosoniak Medical Education 2010: 44: 683,689 Objectives, The purpose of this study was to explore the complexities (including harms and benefits) of international health electives (IHEs) involving medical trainees. This exploration contributes to the ongoing debate about the goals and implications of IHEs for medical trainees. Methods, This qualitative study used anonymous, one-to-one, semi-structured interviews. All participants had previous international health experiences. Between September 2007 and March 2008, we interviewed a convenience sample of health care professionals (n = 10) and medical trainees (n = 10). Using a modified grounded theory methodology, we carried out cycles of data analysis in conjunction with data collection in an iterative and constant comparison process. The study's thematic structure was finalised when theme saturation was achieved. Results, Participants described IHEs in both negative and positive terms. IHEs were described as unsustained short-term contributions that lacked clear educational objectives and failed to address local community needs. Ethical dilemmas were described as IHE challenges. Participants reflected that many IHEs included aspects of medical tourism and the majority of participants described the IHE in negative terms. However, a few participants acknowledged the benefits of the IHE. Specifically, it was seen as an introduction to a career in global health and as a potential foundation for more sustainable projects with positive host community impacts. Finally, despite similar understandings among participants, self-awareness of medical tourism was low. Conclusions, International health electives may include potential harms and benefits for both the trainee and the host community. Educational institutions should encourage and support structured IHEs for trainee participation. We recommend that faculties of medicine and global health educators establish pre-departure training courses for trainees and that IHE opportunities have sufficient structures in place to mitigate the negative effects of medical tourism. We also recommend that trainees be provided with opportunities to conduct self-reflection and critically assess their IHE experiences. [source] Promoting effective teaching and learning: hospital consultants identify their needsMEDICAL EDUCATION, Issue 2 2000Gibson Objectives The aim of this study was to help hospital consultants identify their needs in relation to teaching skills, leading to the development of a teacher training programme. Design The study was directed at all 869 consultants in the region and initially involved a postal questionnaire which had a 60·5% response rate. Setting Hospitals throughout Northern Ireland. Subjects Hospital consultants. Results Results from this questionnaire indicated that while the majority of respondents were interested teachers, only 34% had received any teacher training. The questionnaire was followed by a focus group study involving three groups of consultants drawn randomly from those who had responded to the questionnaire. Participants in these groups identified the following key areas of hospital education: qualities of hospital teachers; selection procedures; problems of teaching in hospitals; the need for teacher training and how it should be provided. Conclusion The study highlighted that hospital teachers need to acquire and update their teaching skills through attending courses that should include basic teaching and assessment/appraisal skills. These courses should last 1 or 2 days and be provided at a regional or subregional level. As a result of this study, teacher training courses have been developed in this region. [source] Changes in pediatric diabetes care throughout a 30-yr period at one institution for pediatric diabetology in GermanyPEDIATRIC DIABETES, Issue 2 2002Thomas M. Kapellen Abstract: Aims: The objective of the present study was to investigate putative changes in pediatric diabetes care at one institution between 1969 and 1998. Methods: A structured questionnaire was used to analyze all medical records from the Hospital for Children and Adolescents of the University of Leipzig, Germany, from 1969 to 1998, in order to review the number of cases of type 1 diabetes mellitus and the length of hospital stay of children with diabetes during the 30-yr period. Results: Between 1969 and 1998, 441 children and adolescents (211 boys and 230 girls) with newly diagnosed diabetes mellitus type 1 were treated at the Hospital for Children and Adolescents in Leipzig. The number of patients newly diagnosed increased from 55 between 1969 and 1973 to 105 between 1994 and 1998 (p <,0.0003). The initial therapy and diabetes education were carried out in an in-patient setting. The average duration of hospital stay was 36 d in the years 1969,73, and 17 d in the years 1994,98 (p <,0.0002). This reduction of time spent in hospital was achieved by establishing structured training courses and exact planning of treatment in relation to the degree of illness at presentation. Conclusion: The number of patients with type 1 diabetes mellitus receiving care in this single institution between the years 1969 and 1998 has increased continuously. With the help of quality-assured structured training courses in a clinic for pediatric diabetes care, a dramatic reduction of the duration of hospital stay was achieved. [source] Emergency Medicine in the Developing World: A Delphi StudyACADEMIC EMERGENCY MEDICINE, Issue 7 2010Peter W. Hodkinson MPhil(EM) ACADEMIC EMERGENCY MEDICINE 2010; 17:765,774 © 2010 by the Society for Academic Emergency Medicine Abstract Objectives:, Emergency medicine (EM) as a specialty has developed rapidly in the western world, but remains largely immature in developing nations. There is an urgent need for emergency services, but no clear guidelines are available on the priorities for establishing EM in the developing world. This study seeks to establish consensus on key areas of EM development in developing world settings, with respect to scope of EM, staffing needs, training requirements, and research priorities. Methods:, A three-round Delphi study was conducted via e-mail. A panel was convened of 50 EM specialists or equivalent, with experience in or interest in EM in the developing world. In the first round, panelists provided free-text statements on scope, staffing, training, and research priorities for EM in the developing world. A five-point Likert scale was used to rate agreement with the statements in Rounds 2 and 3. Consensus statements are presented as a series of synopsis statements for each of the four major themes. Results:, A total of 168 of 208 statements (81%) had reached consensus at the end of the study. Key areas in which consensus was reached included EM being a specialist-driven service, with substantial role for nonphysicians. International training courses should be adapted to local needs. EM research in developing countries should be clinically driven and focus on local issues of importance. Conclusions:, The scope and function of EM and relationships with other specialties are defined. Unambiguous principles are laid out for the development of the specialty in developing world environments. The next step required in this process is translation into practical guidelines for the development of EM in developing world settings where they may be used to drive policy, protocols, and research. [source] | |||||||||||||||||||||||||||||||