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Education Programme (education + programme)
Kinds of Education Programme Selected AbstractsEducation Programme at Eurographics 2009COMPUTER GRAPHICS FORUM, Issue 6 2009G. Domik No abstract is available for this article. [source] Prediction of cardiovascular and total mortality in Chinese type 2 diabetic patients by the WHO definition for the metabolic syndromeDIABETES OBESITY & METABOLISM, Issue 1 2006G. T.-C. Aim:, The aim of this study is to investigate the prevalence of metabolic syndrome (MES) in type 2 diabetic patients and the predictive values of the World Health Organization (WHO) and National Cholesterol Education Programme (NCEP) definitions and the individual components of the MES on total and cardiovascular mortality. Methods:, A prospective analysis of a consecutive cohort of 5202 Chinese type 2 diabetic patients recruited between July 1994 and April 2001. Results:, The prevalence of the MES was 49.2,58.1% depending on the use of various criteria. There were 189 deaths (men: 100 and women: 89) in these 5205 patients during a median (interquartile range) follow-up period of 2.1 (0.3,3.6 years). Of these, 164 (87%) were classified as cardiovascular deaths. Using the NCEP criterion, patients with MES had a death rate similar to those without (3.51 vs. 3.85%). By contrast, based on the WHO criteria, patients with MES had a higher mortality rate than those without (4.3 vs. 2.4%, p = 0.002). Compared to patients with neither NCEP- nor WHO-defined MES, only the group with MES defined by the WHO, but not NCEP, criterion had significantly higher mortality rate (2.6 vs. 6.8%, p < 0.001). Using Cox regression analysis, only age, duration of diabetes and smoking were identified as independent factors for cardiovascular or total death. Among the various components of MES, hypertension, low BMI and albuminuria were the key predictors for these adverse events. Conclusions:, In Chinese type 2 diabetic patients, the WHO criterion has a better discriminative power over the NCEP criterion for predicting death. Among the various components of the MES defined either by WHO or NCEP, hypertension, albuminuria and low BMI were the main predictors of cardiovascular and total mortality. [source] Development of the web-based type 2diabetes education programme: DIEPEUROPEAN DIABETES NURSING, Issue 2 2009E Heinrich MSc PhD student Abstract Background: Education is an essential part of diabetes care. However, in The Netherlands, no education programme was available for everyone at any time and adaptive to users' specific needs. Aim: To describe the structured development and final content of a type 2 diabetes web-based education programme. Methods: A web-based education programme,the Diabetes Interactive Education Programme (DIEP),was developed using intervention mapping and involved collaboration between programme planners, Dutch diabetes organisations and potential users (patients and healthcare providers). DIEP incorporates information, multimedia and tools to support self-reflection, goal setting, problem solving and active patient participation. Results:www.diep.info consists of seven chapters with basic and additional information, a dictionary, self-management checklists and a workbook for goal setting and preparation for consultations. The information included is mostly spoken text supported by headlines, images, video and patient experiences. Adoption, implementation and evaluation plans have been made. Outcomes of the process and effect evaluation will be reported in the future. Conclusions: DIEP is a unique education programme, based on theory and planned development, which is supported by diabetes organisations. By using multimedia and incorporating different functionalities, DIEP attempts to meet the current practice requirements. DIEP aims to meet the needs of multiple, specific patient groups in the future, and has already been adapted for use in different countries (eg Belgium). Copyright © 2009 FEND [source] Nursing and public health in Europe , a new continuous education programmeINTERNATIONAL NURSING REVIEW, Issue 1 2005E. Danielson rn The aim of this paper is to describe the development of a new education programme in public health for nurses in the European Union (EU). The project, ,Development of a Continuous Professional Education Programme for Nurses in Public Health', is described together with its background and aim, which is to contribute to the development of new competencies of nurses in nursing and public health. For the development of these competencies, the framework for the programme's guidelines is organized around core modules common for all EU countries and elective modules, based on national health needs and policies proposed by each country. An example of the implementation of the programme from Sweden, where the programme has already been offered, is also presented. In addition to the educational programme itself, the opportunities for networking for nurses and teachers from different countries resulting from this effort are discussed. Finally, the evolving nature of public health in nursing is presented in relation to the roles that nurses/midwives already perform in various countries and situations, in order to point out the potential of this programme's contribution to the promotion of health of all European citizens. [source] RAS kite-marks free resourcesASTRONOMY & GEOPHYSICS, Issue 5 2007Article first published online: 20 SEP 200 As part of its Education Programme, writes Andrew Morrison, the RAS is setting up a database of free resources to support teachers in delivering the astronomy, space and geophysics sections of the school curriculum. [source] Making Art, Teaching Art, Learning Art: Exploring the Concept of the Artist TeacherINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2010James Hall The article explores the concept of the artist teacher, drawing upon an overview of relevant literature and two related pieces of research: the first investigated practices within the Artist Teacher Scheme (ATS); the second sought to understand the perceptions of practice-based coursework in an MA Art Education programme at Roehampton University in London. Commonalities and differences between the perceptions and understandings of artist teachers (including masters' students), their tutors and gallery educators were explored. The data for each piece of research were collected through unstructured, open-ended interviews. A significant reflexive and autobiographical dimension for the research was motivated by my own identity as an artist teacher, and by the exploration of reflective practice as a potential framework for realising and sustaining an artist teacher identity and practice. The research concluded that connections between art practice and teaching are complex, diverse, difficult to articulate, challenging to implement and do not easily lend themselves to simple impact measurement. The ATS operates in a context that includes languages, cultures and identities from frameworks in education and art that can be both complementary and oppositional. Artist teachers need to develop skills of negotiation through which they can articulate and continuously reappraise their art practice and, at an appropriate stage, use that practice to inform their teaching. [source] Effects of back care education in elementary schoolchildrenACTA PAEDIATRICA, Issue 8 2000G Cardon The purpose of this study was to investigate the effects of a back care education programme, consisting of six sessions of 1 h each, in fourth- and fifth-grade elementary schoolchildren. Testing consisted of a practical performance and a back care knowledge test. Forty-two subjects and 36 controls performed a pre-test and were tested within 1 wk after the programme. To monitor effects and follow-up effects on a larger sample, 82 different pupils were tested within 1 wk after the programme and 116 other children 3 mo after. Both larger samples were compared with one group of 129 controls. Interrater reliability for the test items of the practical assessment was high; intraclass correlation coefficients varied from 0.785 to 0.980. In the pre/post design study, interaction between time and condition was significant for the sum score of the practical assessment and for the knowledge test (p < 0.001), with higher scores for the intervention group (15% improvement for the knowledge test score, 31.6% for the practical sum score). Significantly higher sum scores for the knowledge test and for all practical assessment items were found in the intervention groups, tested within 1 wk and 3 mo after the programme, in comparison with the control group (p <0.001). Conclusion: The effectiveness of a primary educational prevention programme on back care principles was demonstrated in this study. Effectiveness, long-term outcomes and behavioural changes need further evaluation to optimize back care prevention programmes for elementary schoolchildren. [source] Ramadan Education and Awareness in Diabetes (READ) programme for Muslims with Type 2 diabetes who fast during RamadanDIABETIC MEDICINE, Issue 3 2010V. Bravis Diabet. Med. 27, 327,331 (2010) Abstract Background and Aims, During Ramadan, Muslims fast from dawn to dusk for one lunar month. The majority of Muslim diabetic patients are unaware of complications such as hypoglycaemia during fasting. The safety of fasting has not been assessed in the UK Muslim population with diabetes. The aim of this study was to determine the impact of Ramadan-focused education on weight and hypoglycaemic episodes during Ramadan in a Type 2 diabetic Muslim population taking oral glucose-lowering agents. Methods, We retrospectively analysed two groups. Group A attended a structured education programme about physical activity, meal planning, glucose monitoring, hypoglycaemia, dosage and timing of medications. Group B did not. Hypoglycaemia was defined as home blood glucose < 3.5 mmol/l. Results, There was a mean weight loss of 0.7 kg after Ramadan in group A, compared with a 0.6-kg mean weight gain in group B (P < 0.001). The weight changes observed were independent of the class of glucose-lowering agents used. There was a significant decrease in the total number of hypoglycaemic events in group A, from nine to five, compared with an increase in group B from nine to 36 (P < 0.001). The majority were in patients treated with short-acting sulphonylureas (group A,100%, group B,94%). At 12 months after attending the programme, glycated haemoglobin (HbA1c) reduction were sustained in group A. Conclusions, Ramadan-focused education in diabetes can empower patients to change their lifestyle during Ramadan. It minimizes the risk of hypoglycaemic events and prevents weight gain during this festive period for Muslims, which potentially benefits metabolic control. [source] Hub-and-spoke model for a 5-day structured patient education programme for people with Type 1 diabetesDIABETIC MEDICINE, Issue 9 2009H. Rogers Abstract Aims, Structured education programmes for people with Type 1 diabetes can deliver improved diabetes control (including reduced severe hypoglycaemia) and quality of life. They can be cost-effective but are resource intensive. We tested the ability to deliver an evidence-based 5-day programme in diabetes centres too small to deliver the courses. Methods, Specialist medical and nursing staff from three district general hospital diabetes services (the ,spokes') were trained in all aspects of the education programme, except those directly related to course delivery, by a larger centre (the ,hub'). The hub staff delivered the 5-day patient education courses, but all other patient education and management was managed locally. Diabetes control and quality of life were assessed at 1 year post-course. Results, In 63 patients with follow-up data, glycated haemoglobin (HbA1c) fell by 0.42 ± 1.0% (P = 0.001), with a greater fall in those with high HbA1c at baseline, and no mean weight gain. Emergency call-out for severe hypoglycaemia fell from 10 episodes in seven patients the year before to one episode in one patient (P = 0.03). Quality-of-life measures improved, with reduced negative impact of diabetes on diabetes-related quality of life (P < 0.00004) and ,present quality of life' improving (P < 0.001). Conclusions, The benefits of a 5-day structured education programme can be provided to patients with Type 1 diabetes attending centres without the resources to provide the teaching course itself, by a ,hub-and-spoke' methodology. [source] ,Educator talk' and patient change: some insights from the DESMOND (Diabetes Education and Self Management for Ongoing and Newly Diagnosed) randomized controlled trialDIABETIC MEDICINE, Issue 9 2008T. C. Skinner Abstract Aims To determine whether differences in the amount of time educators talk during a self-management education programme relate to the degree of change in participants' reported beliefs about diabetes. Method Educators trained to be facilitative and non-didactic in their approach were observed delivering the DESMOND self-management programme for individuals newly diagnosed with Type 2 diabetes. Observers used 10-s event coding to estimate the amount of time educators spoke during different sessions in the programme. Facilitative as opposed to didactic delivery was indicated by targets for levels of educator talk set for each session. Targets were based on earlier pilot work. Using the revised Illness Perceptions Questionnaire (IPQ-R) and the Diabetes Illness Representations Questionnaire (DIRQ), participants completed measures of: perceived duration of diabetes (timeline IPQ-R), understanding of diabetes (coherence IPQ-R), personal responsibility for influencing diabetes (personal responsibility IPQ-R), seriousness of diabetes (seriousness DIRQ) and impact on daily life (impact DIRQ), before and after the education programme. Results Where data from the event coding indicated educators were talking less and meeting targets for being less didactic, a greater change in reported illness beliefs of participants was seen. However, educators struggled to meet targets for most sessions of the programme. Conclusion The amount of time educators talk in a self-management programme may provide a practical marker for the effectiveness of the education process, with less educator talk denoting a more facilitative/less didactic approach. This finding has informed subsequent improvements to a comprehensive quality development framework, acknowledging that educators need ongoing support to facilitate change to their normal educational style. [source] The effect of different educational interventions on schoolchildren's knowledge of earthquake protective behaviour in IsraelDISASTERS, Issue 1 2010Yechiel Soffer Knowledge of appropriate behaviour during an earthquake is crucial for prevention of injury and loss of life. The Israeli Home Front Command conducts a yearly earthquake education programme in all Israeli schools, using three types of educational interventions: lectures, drills and a combination of the two. The aim of this study was to evaluate the effectiveness of these interventions in providing students with knowledge. We distributed a questionnaire to 2,648 children from the 5th and 6th grades in 120 schools nationwide. Knowledge scores for both 5th and 6th grades were increased, regardless of type of intervention, compared to the non-exposure group. A combined intervention of lectures and drills resulted in the highest knowledge scores. Our findings suggest that for the age group studied a combination of lectures and drills will likely prepare students best for how to behave in the event of an earthquake. [source] Improving major trauma care outside tertiary centres: development and implementation of a statewide paediatric trauma education programmeEMERGENCY MEDICINE AUSTRALASIA, Issue 2 2008Catherine Bevan No abstract is available for this article. [source] Integrating evidence-based practice into the diabetes nurse curriculum in BergenEUROPEAN DIABETES NURSING, Issue 1 2010Perceived barriers to finding, reading, using research in practice Abstract Background: There is rising international interest in developing healthcare systems that are built on the basis of best evidence. However, it is a challenge to integrate evidence-based practice skills into existing educational courses, in a manner that enables students to interpret and use such skills effectively. Aims: To study students' abilities to find, read and critique research literature and to explore students' perceptions of barriers to implementing evidence-based knowledge and skills into their practice. Methods: An evidence-based approach was integrated into the curriculum of a postgraduate diabetes education programme. At the start of the course and after its completion, questionnaire data were collected to assess students' ability to find, read and critique research literature, and students' perceptions of barriers to implementing new knowledge and skills into practice. Qualitative data on barriers to transferring evidence into practice were also collected. Results: Thirty-three experienced nurses (all female), mean age 40 years (SD 7.7; range 28,52 years), mean work experience 12.8 years (SD 7.9; range 3,30 years) attended the course and completed the initial questionnaire. By the end of the course, three students (9%) had left because of maternity leave or health issues, and six students (18%) did not return the final questionnaires. The remaining students reported greater ability to find and critique research literature (increasing respectively from 6.7% to 40.0% and from 27.3% to 41.7% during the course). Perceived barriers of using research in practice were: lack of time (69.7%); workplace environment (30.4%); structural and organisational problems (25.0%). The qualitative findings indicated that hierarchy, fear of negative judgements, competing demands, and fear of change were perceived barriers. Conclusion: Students commented that the course had provided them with enhanced evidence-based practice skills for finding and interpreting research. However, postgraduate training should be linked very closely to the student's workplace, in order to support the transfer of best evidence into practice. Copyright © 2010 FEND [source] Development of the web-based type 2diabetes education programme: DIEPEUROPEAN DIABETES NURSING, Issue 2 2009E Heinrich MSc PhD student Abstract Background: Education is an essential part of diabetes care. However, in The Netherlands, no education programme was available for everyone at any time and adaptive to users' specific needs. Aim: To describe the structured development and final content of a type 2 diabetes web-based education programme. Methods: A web-based education programme,the Diabetes Interactive Education Programme (DIEP),was developed using intervention mapping and involved collaboration between programme planners, Dutch diabetes organisations and potential users (patients and healthcare providers). DIEP incorporates information, multimedia and tools to support self-reflection, goal setting, problem solving and active patient participation. Results:www.diep.info consists of seven chapters with basic and additional information, a dictionary, self-management checklists and a workbook for goal setting and preparation for consultations. The information included is mostly spoken text supported by headlines, images, video and patient experiences. Adoption, implementation and evaluation plans have been made. Outcomes of the process and effect evaluation will be reported in the future. Conclusions: DIEP is a unique education programme, based on theory and planned development, which is supported by diabetes organisations. By using multimedia and incorporating different functionalities, DIEP attempts to meet the current practice requirements. DIEP aims to meet the needs of multiple, specific patient groups in the future, and has already been adapted for use in different countries (eg Belgium). Copyright © 2009 FEND [source] Long-term outcomes after a structured hypertension education programme for patients with diabetes and hypertensionEUROPEAN DIABETES NURSING, Issue 2 2005B Osterbrink Nurse Teacher, Diabetes Counsellor, Principal of the Academy of Health Professions Abstract A structured hypertension treatment and education programme (HTEP) was developed in the Düsseldorf area in the 1990s for patients with diabetes mellitus and hypertension and was found to be effective in a randomised controlled trial. The German Association of Diabetes Education and Counselling Professions (VDBD) implemented the HTEP all over Germany in order to optimise the care of patients with diabetes and hypertension. The objectives of the HTEP are to enable patients to gain knowledge of hypertension, to participate actively in their treatment to improve blood pressure (BP) and metabolic control and to self-measure their BP. The implementation consisted of two stages. The first stage comprised the training of 312 diabetes counsellors (DCs). During the second stage 473 patients with type 1 or type 2 diabetes and hypertension in 35 diabetes centres throughout Germany received the HTEP including instructions in BP self-measurement. The HTEP consists of four units each one with a duration of 90 minutes covering the topics: hypertension, BP self-monitoring according to the standards of the German Hypertension League, antihypertensive medication including effects and side effects, recommendations to moderate exercise, weight reduction, dietary advice with reference to reduction of salt and alcohol and normalising the intake of protein. These patients participated in a prospective non-experimental study with a follow up of three years investigating the long-term outcomes of the HTEP in uncontrolled settings. The DCs assessed the accuracy of patients' self-monitoring by parallel measurement. Assessments included questionnaires evaluating patients' understanding of hypertension and metabolic control. The mean BP monitored by the DC fell from 150/85mmHg to 147/80mmHg (p<0.0001). The accuracy of self-measurements increased from 76% to 86% (p<0.005) and mean self-measurement readings decreased from 142/81mmHg to 139/78mmHg. HbA1c fell significantly from 7.9±1.6% to 7.3±1.1% (mean ± SD, p<0.001) and total cholesterol was lowered from 241±67.1mg/dl to 200±40.4mg/dl (p<0.001). Patients' knowledge of hypertension increased from 62% before the intervention to 72% after three years' follow up. Patients over 70 years showed less knowledge than younger patients (p<0.005). It was concluded that the HTEP is effective in improving BP, metabolic control and knowledge of hypertension. It enables patients to measure their BP precisely and regularly. Copyright © 2005 FEND. [source] ,I'm the Boss': testing the feasibility of an evidence-based patient education programme using problem-based learningEUROPEAN DIABETES NURSING, Issue 1 2004K Wikblad FEND Professor in Diabetes Nursing Abstract Patient education programmes have shown only small to modest effects on diabetes self-care and metabolic control. Despite that, almost all diabetes teams agree that patient education is an extremely important part of the treatment of diabetes. It is, therefore, important to identify components of successful patient education as a basis for creating and testing an evidence-based education programme. In a review of controlled studies evaluating patient education such components were identified and these were then used in building up the new programme. This programme, called ,I'm the Boss', is based on the notion that the patient is an active care participant, setting his own self-care goals, and is the one responsible for his own life. The content of the programme did not, therefore, focus on diabetes as such, but on life with diabetes. Six themes were explored during six three-hour weekly sessions. The educational method used was problem-based learning. This method is founded in cognitive theory and views the learner as active in seeking knowledge and able to solve the self-care problems identified. The aim of this study was to explore the feasibility of the programme which was tested in four small groups (five to eight participants) of diabetic patients together with two facilitators. After completing the programme, the patients participated in focus group interviews to evaluate the programme. They identified both positive and negative factors. After each session the two facilitators reflected upon the group dynamics. In particular, problems with allowing patients to be the experts should be highlighted. This programme has been modified according to the evaluation and it is now being tested in a randomised, controlled, multicentre study. Copyright © 2004 FEND. [source] A continuing education programme for general practitionersEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2000Status report after 5 years of function In 1992, following newly issued university regulations, the board of the School of Dental Medicine of the University of Geneva decided to establish a structured continuing education course programme for practising dentists in an effort to better meet the school's continuing education mandate. The programme started in January 1994 and was structured so that regular courses would be offered in each discipline of dentistry. The course contents were aimed at satisfying the demands of practising dentists, but it was also established that basic science issues and theoretical concepts should be included. Possible course formats were ,conference', ,hands-on', ,clinical' and ,seminar'. The courses were meant as a form of knowledge transfer from the school to the practising community, but also as a means to generate revenue for research and teaching programmes. Operative aspects were supervised by a small staff which was assisted by computer software designed to handle all procedural steps of course administration, participant registration, accounting, communication. The dentists' responses were rewarding in that attendance was very satisfactory. Closer scrutiny of our data, however, indicates that our impact is still low since at best only 20% of the course-hours required by the Swiss dental association are actually taken. Both course and programme evaluations were satisfactory and are discussed using the Harden and Laidlaw CRISIS criteria. [source] Rural professionals' perceptions of interprofessional continuing education in mental healthHEALTH & SOCIAL CARE IN THE COMMUNITY, Issue 4 2010Elizabeth A. Church PhD Abstract We describe the impact of an interprofessional education programme in mental health for professionals in six rural Canadian communities. The 10-session programme, offered primarily via videoconference, focussed on eight domains of mental health practice. One hundred and twenty-five professionals, representing 15 professions, attended at least some sessions, although attendance was variable. Data were collected between September 2006 and December 2007. The programme was evaluated using a mixed methods approach. Participants reported high levels of satisfaction for all topics and all aspects of the presentations: they were most satisfied with the opportunity to interact with other professionals and least satisfied with the videoconference technology. Professionals' confidence (n = 49) with mental health interventions, issues and populations was measured pre- and post-programme. There was a significant increase in confidence for seven of the eight mental health interventions and four of the six mental health issues that had been taught in the programme. Participants reported developing a more reflective mental health practice, becoming more aware of mental health issues, integrating new knowledge and skills into their work and they expressed a desire for further mental health training. They noted that interprofessional referrals, inter-agency linkages and collaborations had increased. Conditions that appeared to underpin the programme's success included: scheduling the programme over an extended time period, a positive relationship between the facilitator and participants, experiential learning format and community co-ordinators as liaisons. Participants' dissatisfaction with the videoconference technology was mitigated by the strong connection between the facilitator and participants. One challenge was designing a curriculum that met the needs of professionals with varied expertise and work demands. The programme seemed to benefit most of those professionals who had a mental health background. This programme has the potential to be of use in rural communities where professionals often do not have access to professional development in mental health. [source] HIV and the body: a review of multidisciplinary managementHIV MEDICINE, Issue 2010J Rockstroh Abstract The increase in the life expectancy achieved following the introduction of more effective antiretroviral therapy (ART) in recent years now means that the HIV-infected population are for the first time being exposed to the age-related diseases that affect the general population. Nevertheless, the prevalence of these diseases (which include cardiovascular disease, dyslipidaemia, glucose intolerance and diabetes) is higher, and their onset earlier in the HIV population, probably due to the complex interplay between HIV infection, coinfection with hepatitis B and C, and ART. As a result, HIV physicians are now required to adopt a new approach to the management of HIV, which involves screening and regular monitoring of all HIV-infected individuals for the presence of comorbidities and prompt referral to other clinical specialties when required. If this challenge to patient management is to be overcome, it is clear that educating physicians in the diagnosis and treatment of age-associated comorbidities is essential, either through ongoing programmes such as the HIV and the Body initiative, an overarching independent medical education programme established in 2007 and overseen by an independent Steering Committee, organized and funded by Gilead, and/or through internal training. To assist in this process, this article provides an overview of common comorbidities affecting HIV-infected persons and provides practical guidance on their management. [source] Reducing nosocomial infection in neonatal intensive care: An intervention studyINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 6 2009Raijah Hj A Rahim MN RN SCM BScN Nosocomial infection is a common cause of morbidity and mortality for hospitalized neonates. This report describes measures taken to reduce the prevalence of nosocomial infection within a 34-bed neonatal intensive care unit in Malaysia. Interventions included a one-to-one education programme for nursing staff (n = 30); the education of cleaners and health-care assistants allocated to work in the unit; and the introduction of routine (weekly) screening procedure for all infants with feedback given to staff. The education programme for nurses focused on the application of standard precautions to three common clinical procedures: hand washing, tracheobronchial suctioning and nasogastric tube feeding. These were evaluated using competency checklists. The prevalence of nosocomial blood and respiratory tract infections declined over the 7-month study period. This study highlights the importance of education in contributing to the control of nosocomial infection in the neonatal intensive care unit. [source] Improving Australian pharmacists' attitudes to internet use in community pharmacy practiceINTERNATIONAL JOURNAL OF PHARMACY PRACTICE, Issue 2 2005Margaret Bearman Lecturer Objective The internet now provides a significant part of consumers' healthcare information. While little is known about how community pharmacists regard the internet, there is some suggestion that issues of confidence and motivation may provide significant barriers to appropriate use. The objectives of this study were to measure any changes in pharmacists' attitudes towards the internet after completing a four-module educational course, ,Advanced web skills for pharmacists: finding quality on the internet'. Method We developed a 30-item instrument measuring pharmacists' attitudes toward the internet. Pharmacists completed the survey upon enrolment, then again on completion of the CD ROM course and for a third time three months after completing the course. Key findings The instrument was completed prior to the course by 147 participating pharmacists. The numbers of responses at the end of the course and 3,4 months post-course were 104 and 88 respectively. We established a reliable measure of pharmacists' attitudes to the internet with an appropriate degree of face validity. There was a significant improvement in attitude after course completion (P <0.005) and a further significant improvement in attitude three months after course completion (P <0.01). Conclusions A short distance education programme in internet skills can markedly improve community pharmacists' attitudes to the internet. [source] Swedish student nurses' knowledge of health statutes: a descriptive surveyINTERNATIONAL NURSING REVIEW, Issue 2 2009I.D. Kapborg rnt Background:, The nurse's function, no matter the working area, is guided by ethical approaches, grounded in science and well-tried experiences, and has to be conducted according to national laws, statutes and instructions. Aim:, To survey newly graduated Swedish nurses' knowledge about current statutes and laws that govern their healthcare system. Method:, A questionnaire was developed from facts in relevant statutes and laws presented and used in the nursing education programmes. Following a pilot study testing the items, a 20-item questionnaire, with mostly open-ended questions, was distributed to student nurses in the last semester of their nursing education programme before graduation. Results:, One hundred and seventy-eight participants answered the questionnaire (response rate 59%). Only 29% of responses on all questions showed correct knowledge about the different statutes and laws that regulate their work as nurses. The best knowledge was found in the area of documentation (range 35,86%) and in the area of information (range 16,54%) on group scores. Conclusion:, This survey concerning novice nurses' knowledge about statutes and laws showed great deficiencies. It was surprising to find that, on existing demands regarding nurses delegating medical tasks, not a single respondent presented a correct answer. Evidence-based knowledge was difficult to recognize. Nurses will be more conscious of their own limitations and more prepared to meet the reality of practice if there is emphasis on relevant statutes and laws during their education. [source] Undergraduate occupational health nursing education in Turkey: a national surveyINTERNATIONAL NURSING REVIEW, Issue 2 2008M.N. Esin phd Background:, Occupational health nursing practice responds to and is influenced by the changing needs of the worker and workplace. Correspondingly, the International Labour Organization's recommendation on occupational health services includes a proposal for specialized training of occupational health nurses (OHNs). It was not known what OH nursing topics were covered and in how many hours at schools offering undergraduate nursing education in Turkey. These data were necessary to prepare the curriculum to train OHNs. Aim:, A national survey to evaluate undergraduate OH nursing education in nursing schools in Turkey. Design:, This descriptive survey included all of the nursing schools (n = 80) providing university level education in Turkey. Methods:, A questionnaire developed by the researchers as a data-gathering tool was sent to the presidents of 80 nursing schools. The study achieved a response rate of 60 (82.5%). Frequency distribution and descriptive statistics were used to analyse the data. Findings:, Occupational health nursing topics were covered in public health courses at all schools. The length of time allotted for OH nursing topics was only on average of 3.2 ± 1.5 h (range: 1,6 h) in each semester. A total of 62 lecturers were responsible for teaching OH nursing. Conclusions:, The study results show that there is a need for the development of a standardized education programme in Turkey. It was decided therefore to develop a new curriculum for OH nursing that would address the amount of time spent on this subject and the content. [source] Nursing and public health in Europe , a new continuous education programmeINTERNATIONAL NURSING REVIEW, Issue 1 2005E. Danielson rn The aim of this paper is to describe the development of a new education programme in public health for nurses in the European Union (EU). The project, ,Development of a Continuous Professional Education Programme for Nurses in Public Health', is described together with its background and aim, which is to contribute to the development of new competencies of nurses in nursing and public health. For the development of these competencies, the framework for the programme's guidelines is organized around core modules common for all EU countries and elective modules, based on national health needs and policies proposed by each country. An example of the implementation of the programme from Sweden, where the programme has already been offered, is also presented. In addition to the educational programme itself, the opportunities for networking for nurses and teachers from different countries resulting from this effort are discussed. Finally, the evolving nature of public health in nursing is presented in relation to the roles that nurses/midwives already perform in various countries and situations, in order to point out the potential of this programme's contribution to the promotion of health of all European citizens. [source] Dental hygiene education for nursing staff in a nursing home for older peopleJOURNAL OF ADVANCED NURSING, Issue 6 2010Erika Kullberg kullberg e., sjögren p., forsell m., hoogstraate j., herbst b. & johansson o. (2010) Dental hygiene education for nursing staff in a nursing home for older people. Journal of Advanced Nursing,66(6), 1273,1279. Abstract Title.,Dental hygiene education for nursing staff in a nursing home for older people. Aim., This paper is a report of a study evaluating the effect of a repeated education programme for nursing staff in a home for older people. Background., A strong relationship exists between oral infections and general health complications (especially aspiration pneumonia) among nursing home residents and hospitalized older people. Thus, nursing staff need to be educated in oral hygiene measures. Methods., Forty-three nursing home resident older people (12 men, 31 women, age range 69,99 years) were included in a dental hygiene and gingivitis evaluation using gingival bleeding scores and modified plaque scores. Evaluation was conducted before and 3 weeks after a repeated dental hygiene education for nursing staff at a nursing home in Sweden in 2008. Dental hygiene education had been given 1·5 years previously. Findings., Forty-one residents (12 men and 29 women) were available for evaluation after the repeated dental hygiene education (one died, one had had teeth extracted). There was a reduction in gingival bleeding scores (P < 0·001), and in plaque scores (P < 0·001). Conclusion., Repeated dental hygiene education improves the dental hygiene among nursing home resident older people. In order to succeed it may be necessary to address attitudes and perceptions towards oral care in such a dental hygiene education programme for nursing staff. Improved oral hygiene contributes to reducing the incidence of healthcare-associated pneumonia among nursing home resident older people, and thus to reduced healthcare costs. [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] Development and implementation of a noise reduction intervention programme: a pre- and postaudit of three hospital wardsJOURNAL OF CLINICAL NURSING, Issue 23 2009Annette Richardson Aims., By developing, implementing and delivering a noise reduction intervention programme, we aimed to attempt to reduce the high noise levels on inpatient wards. Background., Sleep is essential for human survival and sleep deprivation is detrimental to health and well being. Exposure to noise has been found to disrupt sleep in hospitalised patients which is to be expected as noise levels have been measured and reported as high. Design., A primarily nursing focused, multi-method approach, involving development of clinical guidelines, ward environment review and a staff noise awareness and education programme, was used to target mainly nursing staff plus other healthcare staff on three wards within one hospital. Methods., This practice development initiative was carried out in three key phases (1) Preaudit of ward noise levels, (2) The development, implementation and delivery of a noise reduction intervention programme, (3) Postaudit of ward noise levels. Results., Preintervention average peak decibel levels over 24 hours were found to be 96·48 dB(A) and postintervention average peak decibel levels were measured at 77·52 dB(A), representing an overall significant reduction in noise levels (p < 0·001). Conclusions., This study describes one way to reduce peak noise levels on inpatient hospital wards. Relevance to clinical practice., Sleep deprivation is detrimental to patients with acute illness, so any developments to improve patients' sleep are important. Nurses have a key role in leading, developing and implementing changes to reduce peak noise levels on inpatient wards in hospitals. This nurse-led practice development programme has demonstrated how improvements can be achieved by significantly reducing peak noise levels using simple multi-method change strategies. [source] The impact of pressure ulcer risk assessment on patient outcomes among hospitalised patientsJOURNAL OF CLINICAL NURSING, Issue 13 2009Mohammad Saleh Aims and objectives., To determine whether use of a risk assessment scale reduces nosocomial pressure ulcers. Background., There is contradictory evidence concerning the validity of risk assessment scales. The interaction of education, clinical judgement and use of risk assessment scales has not been fully explored. It is not known which of these is most important, nor whether combining them results in better patient care. Design., Pretest,posttest comparison. Methods., A risk assessment scale namely the Braden was implemented in a group of wards after appropriate education and training of staff in addition to mandatory wound care study days. Another group of staff received the same education programme but did not implement the risk assessment scale and a third group carried on with mandatory study days only. Results., Nosocomial Pressure Ulcer was reduced in all three groups, but the group that implemented the risk assessment scale showed no significant additional improvement. Allowing for age, gender, medical speciality, level of risk and other factors did not explain this lack of improvement. Clinical judgement seemed to be used by nurses to identify patients at high risk to implement appropriate risk reduction strategies such as use of pressure relieving beds. Clinical judgement was not significantly different from the risk assessment scale score in terms of risk evaluation. Conclusions., It is questioned whether the routine use of a risk assessment scale is useful in reducing nosocomial pressure ulcer. It is suggested clinical judgement is as effective as a risk assessment scale in terms of assessing risk (though neither show good sensitivity and specificity) and determining appropriate care. Relevance to clinical practice., Clinical judgement may be as effective as employing a risk assessment scale to assess the risk of pressure ulcers. If this were true it would be simpler and release nursing time for other tasks. [source] Effectiveness of a prenatal education programme on breastfeeding outcomes in TaiwanJOURNAL OF CLINICAL NURSING, Issue 3 2008Shu-Shan Lin RN Aims., The objectives of this study were to design a structured prenatal education programme on breastfeeding and to evaluate the effectiveness of the programme. Indicators of effectiveness were selected based on Kirkpatrick's Training Evaluation Model, including satisfaction with the programme, breastfeeding knowledge, breastfeeding attitude, breastfeeding satisfaction, breastfeeding problems and rate of exclusive breastfeeding. Methods., This study applied a quasi-experimental design. The experimental group included 46 women who received a 90-minute group educational programme on breastfeeding during their 20th,36th week of pregnancy. Each experimental subject was matched by a control subject according to age, educational level, work status and pregnancy gestational age. Control subjects did not receive any intervention. Data were collected through self-administered questionnaires at preintervention, postintervention, three days postpartum and one month postpartum. Results., Satisfaction with the programme was high. The experimental group had higher scores in breastfeeding knowledge and breastfeeding attitude at three days postpartum. The experimental group showed higher breastfeeding satisfaction at three days and one month postpartum. There were no significant differences in experiencing breastfeeding problems. The rate of exclusive breastfeeding was higher for the experimental group at three days and one month postpartum, but the differences were not statistically significant. Conclusion., This study demonstrated the effectiveness of a prenatal education programme on maternal knowledge, attitude and satisfaction toward breastfeeding. Relevance to clinical practice., Other hospitals could apply this model to plan and evaluate their prenatal education programme on breastfeeding. [source] Evaluating effects of a prenatal web-based breastfeeding education programme in TaiwanJOURNAL OF CLINICAL NURSING, Issue 8 2007Mei Zen Huang MS Aims., The objectives of this study were to evaluate a web-based breastfeeding education programme provided to primigravida in the third trimester of pregnancy with the aim of deepening breastfeeding knowledge and enhancing skills. The study was conducted at a hospital in Taiwan. Background., Education is the cornerstone supporting the framework of lactation and breastfeeding. Web-based instruction is an efficient way to provide education. Design., A quasi-experimental design was used. Methods., The target population was women at 29,36 weeks gestation using the Internet on regular basis. The primigravida were assigned to either the control group (n = 60) or the experimental group (n = 60) according to time sequence. Results., Women who received web-based breastfeeding education had a higher mean breastfeeding knowledge score and more positive attitude about breastfeeding. In addition, generalized estimating equations (GEE) model was used to examine the breastfeeding rate at different time points. After adjusting for the time trend and infant birth weight, there was a significant effect in exclusive breastfeeding for the experimental group. On the other hand, the web-based breastfeeding education programme also had a significant effect on mixed feeding rate for the experimental group. Conclusion., Results suggest that web-based breastfeeding education may contribute to breastfeeding knowledge and attitude and improved breastfeeding rate. Relevance to clinical practice., Web-based breastfeeding education programme can achieve success in promoting breastfeeding and provide health professionals with an evidence-based intervention. [source] | ||||||||||||||||||||||||||||||||||||||||