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Education Tool (education + tool)
Selected AbstractsAdvancing Patient Safety through Process ImprovementsJOURNAL FOR HEALTHCARE QUALITY, Issue 5 2009Linda Elgart Abstract: The department of Women's and Children's Services at the Hospital of Saint Raphael (HSR) in New Haven, CT, has initiated several different and successful approaches to reducing patient risk within the department. The department purchased a computerized fetal monitoring and documentation program that has improved the ability to provide high-level antepartal care for mothers and fetuses with automatic patient data management and continuous fetal heart rate surveillance. A Risk Reduction Grant offered through the hospital malpractice insurance program provided the financial assistance for all medical providers to become certified in electronic fetal monitoring. The certification is now a required educational standard for nurses, certified nurse midwives, and for physicians who work in the labor and delivery unit. Infant and pediatric security is incorporated into policy and practice measures that include hospital-wide drills for the prevention of infant abduction. The Obstetrics and Gynecology (OB/GYN) Quality Improvement Committee supports systematic reviews of identified clinical risks and works to find viable solutions to these problems. The hospital has supported specialized obstetrical care through the Maternal Fetal Medicine Unit (MFMU), Newborn Intensive Care Unit (NICU), the Inpatient Pediatric Unit, and the labor and delivery unit. In addition, HSR has initiated an enhanced medical informed consent that is available online for providers and a patient education tool that includes a computer room at the hospital for patient use. [source] Development and validation of a learning needs assessment scale: a continuing professional education tool for multiple sclerosis specialist nursesJOURNAL OF CLINICAL NURSING, Issue 6 2007Alison While BSc Aim., To develop and validate a learning needs assessment scale. Background., Learning needs analysis is a central component of continuing professional development but there is a lack of psychometrically developed learning needs assessment tools. Self-assessment questionnaires are emerging as a key method. The development of a learning needs analysis scale for multiple sclerosis specialist nurses is described. Design., A psychometric approach comprising the three phases of the development and testing of the scale are outlined. Method., Phase 1: Item identification using a literature review; postal survey of stakeholders (n = 320), 20 nurse interviews; four nurse focus groups; five telephone interviews with people with MS. Phase 2: Refinement of draft scale and establishing face and content validity testing using an expert panel. Phase 3: Testing of draft scale using data from a postal survey (n = 47 MS specialist nurses) to assess the feasibility and effectiveness of scale, internal consistency and construct validity. Test,retest reliability was assessed using data from 17 MS specialist nurse respondents to calculate intra-class correlation coefficients. Results., The data from the different study phases informed scale refinement. The validity and reliability of the scale was confirmed through testing. Conclusion., The study provides an example of how a robust learning needs assessment scale may be developed for a specialist area of nursing practice to be used in conjunction with more subjective approaches. Relevance to clinical practice., High quality nursing care depends upon a competent nursing workforce that engages in continuing professional development. This study provides an example of a psychometrically developed learning needs assessment scale to inform continuing professional development needs of nurses working in a specialist area of practice. [source] The 2000 Dietary Guidelines for Americans: foundation of US nutrition policyNUTRITION BULLETIN, Issue 3 2000Rachel K. Johnson Summary The Dietary Guidelines for Americans form the foundation of US federal nutrition policy. The Food Guide Pyramid, the most widely distributed and best-recognised nutrition education tool ever produced in the US, is based partially on the Dietary Guidelines. In addition, every federal nutrition programme in the United States uses the Dietary Guidelines as part of their nutrition standards. Federal law requires that the guidelines be reviewed every five years. The Dietary Guidelines Advisory Committee was charged with answering the question, ,what should Americans eat to be healthy?' After rigorously reviewing the scientific, peer-reviewed literature the committee recommended a new set of guidelines for the year 2000. The guidelines are intended for healthy children (ages 2 years and older) and generally healthy adults of any age. The guidelines were expanded from seven in 1995 to ten in 2000. The 2000 Dietary Guidelines for Americans are; (1) aim for a healthy weight; (2) be physically active each day; (3) let the pyramid guide your food choices; (4) eat a variety of grains daily, especially whole grains; (5) eat a variety of fruits and vegetables daily; (6) keep foods safe to eat; (7) choose a diet that is low in saturated fat and cholesterol and moderate in total fat; (8) choose beverages and foods that moderate your intake of sugars; (9) choose and prepare foods with less salt; and (10) if you drink alcoholic beverages, do so in moderation. [source] Ethics in Neuroscience Graduate Training Programs: Views and Models from CanadaMIND, BRAIN, AND EDUCATION, Issue 1 2010Sofia Lombera Consideration of the ethical, social, and policy implications of research has become increasingly important to scientists and scholars whose work focuses on brain and mind, but limited empirical data exist on the education in ethics available to them. We examined the current landscape of ethics training in neuroscience programs, beginning with the Canadian context specifically, to elucidate the perceived needs of mentors and trainees and offer recommendations for resource development to meet those needs. We surveyed neuroscientists at all training levels and interviewed directors of neuroscience programs and training grants. A total of 88% of survey respondents reported general interest in ethics, and 96% indicated a desire for more ethics content as it applies to brain research and clinical translation. Expert interviews revealed formal ethics education in over half of programs and in 90% of grants-based programs. Lack of time, resources, and expertise, however, are major barriers to expanding ethics content in neuroscience education. We conclude with an initial set of recommendations to address these barriers which includes the development of flexible, tailored ethics education tools, increased financial support for ethics training, and strategies for fostering collaboration between ethics experts, neuroscience program directors, and funding agencies. [source] | ||||||||||