Home About us Contact
|
Home About us Contact | ||
|
|
||
Educational Needs (educational + need)
Kinds of Educational Needs Selected AbstractsIdentification, assessment and intervention,implications of an audit on dyslexia policy and practice in ScotlandDYSLEXIA, Issue 3 2005Gavin Reid Abstract This article reports on research commissioned by the Scottish Executive Education Department (SEED). It aimed to establish the range and extent of policy and provision in the area of specific learning difficulties (SpLD) and dyslexia throughout Scotland. The research was conducted between January and June 2004 by a team from the University of Edinburgh. The information was gathered from a questionnaire sent to all education authorities (100% response rate was achieved). Additional information was also obtained from supplementary interviews and additional materials provided by education authorities. The results indicated that nine education authorities in Scotland (out of 32) have explicit policies on dyslexia and eight authorities have policies on SpLD. It was noted however that most authorities catered for dyslexia and SpLD within a more generic policy framework covering aspects of Special Educational Needs or within documentation on ,effective learning'. In relation to identification thirty-six specific tests, or procedures, were mentioned. Classroom observation, as a procedure was rated high by most authorities. Eleven authorities operated a formal staged process combining identification and intervention. Generally, authorities supported a broader understanding of the role of identification and assessment and the use of standardized tests was only part of a wider assessment process. It was however noted that good practice in identification and intervention was not necessarily dependent on the existence of a dedicated policy on SpLD/dyslexia. Over fifty different intervention strategies/programmes were noted in the responses. Twenty-four authorities indicated that they had developed examples of good practice. The results have implications for teachers and parents as well as those involved in staff development. Pointers are provided for effective practice and the results reflect some of the issues on the current debate on dyslexia particularly relating to early identification. Copyright © 2005 John Wiley & Sons, Ltd. [source] Beyond the Dilemma of Difference: The Capability Approach to Disability and Special Educational NeedsJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 3 2005Lorella Terzi In her recent pamphlet Special Educational Needs: a new look (2005) Mary Warnock has called for a radical review of special needs education and a substantial reconsideration of the assumptions upon which the current educational framework is based. The latter, she maintains, is hindered by a contradiction between the intention to treat all learners as the same and that of responding adequately to the needs arising from their individual differences. The tension highlighted by Warnock, which is central to the debate in special and inclusive education, is also referred to as the ,dilemma of difference'. This consists in the seemingly unavoidable choice between, on the one hand, identifying children's differences in order to provide for them differentially, with the risk of labelling and dividing, and, on the other, accentuating the ,sameness' and offering common provision, with the risk of not making available what is relevant to, and needed by, individual children. In this paper, I argue that the capability approach developed by Amartya Sen provides an innovative and important perspective for re-examining the dilemma of difference in significant ways. In particular, I maintain that reconceptualising disability and special needs through the capability approach makes possible the overcoming of the tension at the core of the dilemma of difference, whilst at the same time inscribing the debate within an ethical, normative framework based upon justice and equality. [source] Early identification of special educational needs and the definition of ,at risk': The Early Years Transition and Special Educational Needs (EYTSEN) ProjectBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 1 2006Brenda Taggart Education in the early years is a key element in the Government's current strategy. Recently, the Department for Education and Skills (DfES) funded a major study of Effective Provision of Pre-School Education (EPPE). The Early Years Transition and Special Educational Needs (EYTSEN) Project developed from the EPPE research and was also funded by the DfES. The authors of this article, Brenda Taggart, Pam Sammons, Rebecca Smees, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Karen Elliott and Ingrid Lunt, all worked on the EYTSEN Project, based at the Institute of Education, University of London. In this article, they provide a summary of the findings from the EYTSEN Project, reviewing the impact of pre-school provision on children said to be ,at risk' of developing special educational needs. They suggest that pre-school experience has a positive impact on cognitive attainment and social or behavioural development and that integrated centres (where education and care are fully combined) and nursery schools have the most positive influence among the different f o rms of pre-school provision. This paper also discusses the identification of special educational needs; quality in pre-school centres; parents' perspectives; and future developments. The article closes with a call for improved training for practitioners working in early years settings. [source] The More Things Change the More They Stay the Same?BRITISH JOURNAL OF SPECIAL EDUCATION, Issue 4 2002A Response to the Audit Commission's Report on Statutory Assessment, Statements of SEN This article provides a response to some of the issues raised by Anne Pinney's summary, published in the September issue of BJSE, of the Audit Commission's report on statutory assessment and Statements of Special Educational Needs. In developing her critique, Lani Florian, lecturer in special and inclusive education at the University of Cambridge Faculty of Education and Editor of the Journal of Research in Special Educational Needs, asks a series of important and challenging questions. Can the broad notion of ,special educational needs' complement ideas about ,areas of need' or ,categories of handicap' and enable young people with severe, complex or long,term disabilities to have their needs met? Is SEN funding fairly distributed, among pupils with special educational needs in particular and across the education system in general? Should the relationship between the processes of formative and statutory assessment and Statements of Special Educational Needs be reconceptualised? Can the protection offered by the Statement be maintained in association with the development of good inclusive practices? And if there is to be a move away from provision designed to address children's individual difficulties, what forms of thinking, procedure and practice will enable staff to develop new ways of meeting the needs of all learners? I hope that the questions raised by this article will stimulate other commentators to contribute to the debate about our responses to special educational needs in the pages of BJSE [source] Educational needs, metabolic control and self-reported quality of lifeEUROPEAN DIABETES NURSING, Issue 1 2005A study among people with type 2 diabetes treated in primary health care Abstract The prevalence of type 2 diabetes is increasing. In order to reduce long-term complications and to promote a better life for these patients, health care professionals are important advocates in education and counselling. More knowledge is therefore needed to explore the association between educational needs and quality of life. In total, 211 people with type 2 diabetes (response rate 48%) were recruited from general practices in a geographically well-defined district in Bergen, Norway. All participants completed a questionnaire measuring demographical and clinical variables, quality of life (WHOQOL-Bref), satisfaction with education and counselling, and symptoms related to the disease. A blood sample was taken from each patient for determination of HbA1c. The participants reported receiving most information on diet, physical activity and treatment and less information on foot care and long-term complications. Satisfaction with education was significantly positively correlated with self-reported overall quality of life, and quality of life within domains for psychological health, social relationships and environment. More intensive treatment was significantly associated with lower quality of life within the physical health and social relationships domains. For 32% of the participants, HbA1c values did not satisfy the Norwegian guidelines (adjusted for age). The results from the present study emphasise a need for health education in diabetes primary health care especially in relation to foot care and long-term complications. The association between satisfaction with education and quality of life makes it important to develop educational and counselling methods for nurses in primary health care. Copyright © 2005 FEND. [source] Educational needs of families caring for patients with schizophreniaJOURNAL OF CLINICAL NURSING, Issue 5 2002MPhil, PGDip, WAI-TONG CHIEN BN [source] Vital signs for vital people: an exploratory study into the role of the Healthcare Assistant in recognising, recording and responding to the acutely ill patient in the general ward settingJOURNAL OF NURSING MANAGEMENT, Issue 5 2010JAYNE JAMES RN., Ortho. james j., butler-williams c., hunt j. & cox h. (2010) Journal of Nursing Management18, 548,555 Vital signs for vital people: an exploratory study into the role of the Healthcare Assistant in recognising, recording and responding to the acutely ill patient in the general ward setting Aim, To examine the contribution of the Healthcare Assistant (HCA) as the recogniser, responder and recorder of acutely ill patients within the general ward setting. Background, Concerns have been highlighted regarding the recognition and management of the acutely ill patient within the general ward setting. The contribution of the HCA role to this process has been given limited attention. Methods, A postal survey of HCAs was piloted and conducted within two district general hospitals. Open and closed questions were used. Results, Results suggest that on a regular basis HCAs are caring for acutely ill patients. Contextual issues and inaccuracies in some aspects of patient assessment were highlighted. It would appear normal communication channels and hierarchies were bypassed when patients' safety was of concern. Educational needs were identified including scenario-based learning and the importance of ensuring mandatory training is current. Conclusions and implications for nursing management, HCAs play a significant role in the detection and monitoring of acutely ill patients. Acknowledgement is needed of the contextual factors in the general ward setting which may influence the quality of this process. The educational needs identified by this study can assist managers to improve clinical supervision and educational input in order to improve the quality of care for acutely ill patients. [source] Evaluating provider prescribing practices for the treatment of tuberculosis in Virginia, 1995 to 1998: An assessment of educational needTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 3 2000Nicole L. Richardson BA Abstract Background: Although the use of epidemiologic studies to demonstrate learning needs appears to be infrequent, this study addressed the discrepancies in the prescribing practices for the initial treatment of tuberculosis in Virginia between public and private clinicians, comparing them with the treatment regimens recommended by the Centers for Disease Control and Prevention and the American Thoracic Society (CDC-ATS). Methods: Data examined were the 1995 to 1998 reported cases of tuberculosis within the Commonwealth of Virginia. The study population consisted of 770 laboratory-confirmed tuberculosis cases, living in Virginia, whose isolates were tested for isoniazid susceptibility and were prescribed an initial drug regimen. Prevalence rates, prevalence odds ratios, and logistic regression were used to determine the estimated risk for receipt of the CDC-ATS treatment regimen. Results: Of the 770 cases, 28.7% did not receive the CDC-ATS recommended drug regimen. Prevalence rates and odds for not receiving the recommended regimen were highest among persons of United States origin, Caucasians, females, persons under age 15, and persons from the southwest region of Virginia. Logistic regression indicated a slight increase in the estimated risk of not receiving the CDC-ATS regimen from a private physician (OR: 1.40; CI: 0.97, 2.04) when compared to a public physician. Findings: Private tuberculosis care providers were less compliant with CDC-ATS guidelines than public tuberculosis care providers. Because providers did not follow the recommended treatment guidelines universally, it is advised that all tuberculosis care providers in Virginia would benefit from increased education regarding adequate treatment regimens for tuberculosis and the prevention of multidrug-resistant tuberculosis. [source] Web-Based Virtual Cardiac Symposia: A New Approach for Worldwide Professional Medical EducationANNALS OF NONINVASIVE ELECTROCARDIOLOGY, Issue 2 2007Sergio J. Dubner M.D. Aim: The Internet is an extremely powerful tool for the transmission of data and knowledge, and the question is whether this technology can be used effectively in continuing medical education. We present our experience with worldwide, web-based virtual symposia for practicing physicians. Methods: The International Society for Holter and Noninvasive Electrocardiography (ISHNE) decided four years ago to conduct a series of cardiology-related educational activities for physicians utilizing a web-based approach. Six educational events under the format of virtual symposia were held on the Internet during the years 2002 to 2006. These Internet events included symposia on Brugada syndrome (2002), the long QT syndrome (2004), arrhythmogenic right ventricular dysplasia (2005), atrial fibrillation (2005), heart failure (2006), and sudden cardiac death (2006). Results: During the past four years, there has been a dramatic and progressive increase in the number of physician registrants, the number of countries represented, and the number of lectures downloaded with each subsequent virtual symposium. For example, during the month of October 2006, the Internet-based sudden cardiac death symposium involved 14,087 physician registrants from 120 countries with 64,939 lectures downloaded. The top lecture was downloaded 11,251 times, and over 200 e-mail questions and replies were exchanged. The average time per visit to the web site was 12.5 minutes. Conclusion: The progressively increasing numbers of physician registrants from around the world who participated in these web-based, virtual symposia suggest that this approach is answering an unmet professional educational need. This Internet approach adds an important, new, low-cost dimension to continuing medical education. [source] Special educational needs and disabilityBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 4 2006Sue Keil Issues relating to the categorisation and labelling of pupils, and, the use of the terms ,special educational needs' and ,disability' in particular, have been the topic of debate in BJSE before. In this article, Sue Keil, a research officer at the Royal National Institute for the Blind (RNIB), Olga Miller, of the Institute of Education, University of London, and Rory Cobb, a development officer at the RNIB, summarise some of the key findings from a review carried out on behalf of the Disability Rights Commission (DRC). The authors highlight confusion over the use of terms that represent differing ideological perspectives. Despite the social focus that characterises much of the discourse about disability, disability is frequently regarded as an aspect of special educational needs, an area in which a medical model is often dominant. These confusions benefit neither children with disabilities nor those with less clearly-defined difficulties. Sue Keil, Olga Miller and Rory Cobb note with interest recent developments in Scotland where a new framework based on the concept of ,additional support needs' separates disability from educational need and is intended to represent a more inclusive approach to children's learning. [source] Behavioural, developmental and child protection outcomes following exposure to Class A drugs in pregnancyCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 1 2008J. Topley Abstract Background The long-term consequences of intrauterine exposure to Class A drugs are still relatively undocumented, and much of the literature relates to the North American experience, where cocaine use predominates. In Britain, heroin and amphetamine use is more common and, within Britain, patterns of drug use vary. Clearly the long-term educational and welfare needs of these children will be enhanced if the behavioural, developmental and child-care outcomes are known. This study attempts to explore some of these issues. Methods The developmental, behavioural and child protection outcomes in a group of 62 children exposed to Class A drugs in utero were investigated when the children were in full-time schooling. Results Seventy-four per cent (46/62) of the children at the time of the study had no educational or behavioural problems, and 11 (17.7%) were receiving extra support in school. No child had a statement of special educational need. Twelve (19.3%) were reported to have behaviour and concentration problems, and in four cases, this was attributed to poor-quality parenting at the time of the study. Three of the 12 children had fetal alcohol syndrome. Twenty-six (42%) children were placed on the Child Protection Register, and care orders or residence orders were granted for 22 (35.5%) of those who were placed on the register. All of the 22 children went into substitute care at some stage. Of these children, nine were adopted and 10 were placed permanently with other family members. Ten of the 62 (16.1%) children at the time of the study were of concern to professionals for child protection reasons, and four of them were on the Child Protection Register. Conclusions This study suggests we can be reasonably optimistic about the developmental and behavioural outcomes for children exposed to Class A drugs in utero. Over 50% required an intervention by social services, and 31% were in substitute care at the time of the study. There were continuing child protection concerns in 16% at school entry. [source] Generation of a virtual reality-based automotive driving training system for CAD educationCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 2 2009Janus Liang Abstract Designing and constructing a virtual reality-based system is useful for educating students about scenario planning, geometric modeling and computer graphics. In particular, students are exposed to the practical issues surrounding topics such as geometric modeling, rendering, collision detection, model animation and graphical design. Meanwhile, building an application system provides students exposure to the real-world side of software engineering that they are typically shielded from in the traditional computer class. This study is a description of the experiences with instructing "Computer-aided Industrial design" and "OOP," two introductory classes that focus on designing and generating the VR based system possible in the course of a semester and then "VR System," an advanced course in the next semester. This study emphasizes the continuing evolution in the training and educational needs of students of CAD-systems. This study breaks down an automobile driving training system into different components that are suitable for individual student projects and discusses the use of modern graphical design tools such as 3ds MAX for artistic design in this system. The conclusion of this study proposes a rough schedule for developing a VR based system during the course of a semester and an overview is given of a concept of a virtual reality-based design and constructing system that is being developed. © 2008 Wiley Periodicals, Inc. Comput Appl Eng Educ 17: 148,166, 2009; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae20178 [source] Working memory: Its role in dyslexia and other specific learning difficultiesDYSLEXIA, Issue 3 2004Sharman Jeffries Abstract This paper reports a study contrasting dyslexic children against a control group of children without special educational needs (SEN) and a group with varied SENs. Children's abilities were compared on tasks assessing phonological processing, visuo-spatial/motor coordination and executive/inhibitory functioning; being targeted for assessment based on theoretical proposals related to the working memory model. Primary and secondary school level children were tested: 21 assessed as dyslexic with no comorbid difficulties, 26 children assessed with difficulties including dyspraxia, emotional/behavioural problems and attention deficits, 40 children with no known education-related deficits were controls. Results indicated both SEN groups performed worse than controls on working memory phonological loop measures. However, SEN groups could only be differentiated on phonological awareness measures: the dyslexics showing lower scores. Dyslexics performed as well as controls on working memory visuo-spatial scratch pad measures and one of two additional visual,motor coordination tasks, whereas the performance of the other SEN children was lowest on the majority of these measures. Central executive and interference measures engendered mixed performances, both SEN groups showing evidence of deficits in one or more of these areas of functioning, although, of the two SEN groups, the dyslexics seem to have performed the worse when digit name processing was required. Copyright © 2004 John Wiley & Sons, Ltd. [source] Educational needs, metabolic control and self-reported quality of lifeEUROPEAN DIABETES NURSING, Issue 1 2005A study among people with type 2 diabetes treated in primary health care Abstract The prevalence of type 2 diabetes is increasing. In order to reduce long-term complications and to promote a better life for these patients, health care professionals are important advocates in education and counselling. More knowledge is therefore needed to explore the association between educational needs and quality of life. In total, 211 people with type 2 diabetes (response rate 48%) were recruited from general practices in a geographically well-defined district in Bergen, Norway. All participants completed a questionnaire measuring demographical and clinical variables, quality of life (WHOQOL-Bref), satisfaction with education and counselling, and symptoms related to the disease. A blood sample was taken from each patient for determination of HbA1c. The participants reported receiving most information on diet, physical activity and treatment and less information on foot care and long-term complications. Satisfaction with education was significantly positively correlated with self-reported overall quality of life, and quality of life within domains for psychological health, social relationships and environment. More intensive treatment was significantly associated with lower quality of life within the physical health and social relationships domains. For 32% of the participants, HbA1c values did not satisfy the Norwegian guidelines (adjusted for age). The results from the present study emphasise a need for health education in diabetes primary health care especially in relation to foot care and long-term complications. The association between satisfaction with education and quality of life makes it important to develop educational and counselling methods for nurses in primary health care. Copyright © 2005 FEND. [source] Developing Research in Graduate ProgrammesEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2006G Eliades The aim of this presentation was to provide an overview of the current status of research activities in the graduate programmes of European Dental Schools, their scope, structure, funding and assessment. The key issues explored included the aims, goals and perspectives of research activities in relation to the challenging and educational aspects of research, criteria for selection of research topics, development of skills for augmentation of basic and applied science, build up of creative thinking for data analysis and synthesis, the advisor's contribution, research assessment and feedback to the academic environment, aspects of research funding to support educational needs and ethical aspects of research. [source] "It's a Balancing Act!": Exploring School/Work/Family Interface Issues Among Bilingual, Rural Nebraska, Paraprofessional EducatorsFAMILY RELATIONS, Issue 3 2006Rochelle L. Dalla Abstract: Nebraska's rural school districts have a rapidly growing Spanish-speaking student body and few qualified instructors to meet their educational needs. This investigation examined factors that promote and challenge the ability of rural Nebraska paraprofessional educators to complete an online B.S. program in elementary education, with a K-12 English as a second language endorsement. Interviews focused on the interface between school, work, and family, with special attention on family system change and adaptation. Twenty-six bilingual paraprofessional educators enrolled (or formerly enrolled) in the education program were interviewed. Twenty were first- (n= 15) or second-generation (n= 5) immigrant Latino/as. Influences of program involvement on the marital and parent-child relationships are discussed, as are implications for future work with unique populations. [source] Effectiveness of general practice nurse interventions in cardiac risk factor reduction among adultsINTERNATIONAL JOURNAL OF EVIDENCE BASED HEALTHCARE, Issue 3 2007Elizabeth Halcomb RN BN(Hons) Grad Cert. Abstract Background, Cardiovascular disease is the leading cause of death for adults in Australia. In recent years there has been a shift in health service delivery from institutional to community-based care for chronic conditions, including cardiovascular disease. The general practice setting is seen to offer greater flexibility, higher levels of efficiency and more client focused healthcare delivery than is possible in the acute care sector. It has been suggested that practice nurses represent a useful adjunct to current models of cardiovascular disease management. To date, significant descriptive research has been conducted exploring the demographics, roles, educational needs and issues facing practice nurses. However, there is a need to evaluate the effectiveness of practice nurse interventions in terms of patient outcomes, clinician satisfaction and cost-effectiveness. Objectives, This review seeks to present the best available evidence regarding the efficacy of general practice nurse interventions for cardiac risk factor reduction in healthy adults, as well as those with established cardiovascular disease or known cardiac risk factors. Search Strategy, A systematic literature search was performed using Medline (1966 , 2005), CINAHL (1982 ,2005), Cochrane Controlled Trials Register (Issue 4, 2005) and the Joanna Briggs Institute Evidence Library. In addition, the reference lists of retrieved papers, conference proceedings and the Internet, were scrutinised for additional trials. Selection Criteria, This review considered any English language randomised trials that investigated interventions conducted by the practice nurse for cardiovascular disease management or reduction of cardiac risk factors. Interventions conducted by specialist cardiac nurses in general practice were excluded. Outcomes measured included blood pressure, smoking cessation, total cholesterol, exercise, body weight/body mass index and cost-effectiveness. Results, Eighteen trials, reported in 33 papers, were included in the review. Ten trials investigated multifaceted interventions, while the remaining eight trials reported targeted interventions. Of the trials that reported multifaceted interventions, three trials investigated risk reduction in those with established cardiovascular disease, four trials focused on those with known cardiovascular disease risk factors and three trials included the general community. The eight trials which examined the efficacy of targeted interventions focused upon dietary intake (two trials), smoking cessation (three trials), weight reduction (one trial) and physical activity (two trials). The effect of both the multifaceted and targeted interventions on patient outcomes was variable. However, both the multifaceted and targeted interventions demonstrated similar outcome trends for specific variables. Improvements were demonstrated by most studies in blood pressure, cholesterol level, dietary intake and physical activity. The variation in outcome measures and contradictory findings between some studies makes it difficult to draw definitive conclusions. Conclusions, While interventions to reduce cardiovascular disease risk factors have produced variable results, they offer significant potential to assist patients in modifying their personal risk profile and should be developed. The public health importance of these changes is dependant upon the sustainability of the change and its effect on the health outcomes of these individuals. Further well-designed research is required to establish the effectiveness of practice nurse interventions for cardiovascular disease management and risk factor reduction in terms of patient outcomes and cost-effectiveness. [source] Educating Australian pharmacists about the use of online information in community pharmacy practiceINTERNATIONAL JOURNAL OF PHARMACY PRACTICE, Issue 2 2005Margaret Bearman Lecturer Objectives Community pharmacists practice in an information technology-rich society, however many have not been educated in internet use for professional practice. The aims of this study were to investigate how community pharmacists use the internet in their practice; to develop an intervention to address their educational needs; and to examine the benefits and weakness of a flexible delivery programme. Method We conducted two focus groups investigating community pharmacists' internet use and education needs. We subsequently developed and provided a four-module educational course on CD ROM, ,Advanced web skills for pharmacists: finding quality on the internet'. In total, 147 pharmacists participated. A survey was conducted to evaluate the impact of the course. Key findings The focus group findings provided a clear rationale for an educational intervention. One-hundred and four pharmacists completed the course. Participating pharmacists were highly positive about the learning experience, in particular the provision of education by flexible delivery. Many reported specific changes to practice. They also described the time-consuming nature of the course as the biggest barrier to further education. Conclusions This project demonstrates the need for community pharmacists to have access to internet education. Flexible CD ROM-based learning provided a successful delivery medium. [source] Biologicals: educational needs in APLAR countriesINTERNATIONAL JOURNAL OF RHEUMATIC DISEASES, Issue 2 2006Prakash K. PISPATI No abstract is available for this article. [source] A review of the impact and effectiveness of nurse-led care in dermatologyJOURNAL OF CLINICAL NURSING, Issue 1 2007Cert Ed, Molly Courtenay BSc Aims and objectives., To identify systematically, summarize and critically appraise the current evidence regarding the impact and effectiveness of nurse-led care in dermatology. Background., A diverse range of nurse-led models of care exist in dermatology. Primary studies have been conducted evaluating these models, but review and synthesis of the findings from these studies have not been undertaken. Method., Systematic searches of CINAHL, MEDLINE, British Nursing Index (BNI) and the RCN Library Catalogue from 1990 until March 2005. The searches were supplemented by an extensive hand search of the literature through references identified from retrieved articles and by contact with experts in the field. Results., Fourteen relevant publications were identified and included findings from both primary and secondary care. The evidence indicates that nurses are treating a number of dermatological conditions, primarily using treatment protocols, across a broad range of clinical settings. However, some nurses working in primary care, lack confidence to treat some of these conditions and the educational needs of these nurses are frequently unmet. A reduction in the severity of the condition and more effective use of topical therapies are benefits of nurse interventions on service delivery. Faster access to treatment, a reduction in referrals to the general practitioner or dermatologist and an increase in knowledge of their condition are benefits reported by patients. Conclusions., Findings of the review are generally positive. However, there are methodological weaknesses and under researched issues, e.g. cost effectiveness of nurse-led care and the prescription of medicines by nurses for patients with dermatological conditions that point to the need for further rigorous evaluation. Relevance to clinical practice., Nurse-led care is an integral element of the dermatology service offered to patients. This review highlights the impact of this care and the issues that require consideration by those responsible for the development of nurse-led models of care in dermatology. [source] Educational and health service needs of Australian general practitioners in managing hepatitis CJOURNAL OF GASTROENTEROLOGY AND HEPATOLOGY, Issue 4 2006Leena Gupta Abstract Background:, There has been interest in recent years in the role of primary care practitioners in managing hepatitis C, but there has been minimal research to identify educational and health service needs. A national survey of Australian general practitioners (GPs) was therefore conducted to assess their needs and identify areas for service development. Methods:, A self-administered questionnaire was developed that included questions to assess caseload, confidence in patient management, educational needs and approaches to management and prevention. Questionnaires were sent to a random sample of Australian GPs. Returned questionnaires were coded, frequencies tabulated and significant associations identified. Results:, A 70% response rate was achieved from 658 eligible GPs. A total of 76% of respondents had managed one patient in the previous year with hepatitis C. While 69% reported feeling more confident about their management of hepatitis C than 5 years previously, 55% identified a high level of need for hospital-based clinics. Financial benefits for case conferences and chronic case management were not considered useful by most GPs. Topics identified for further skills development included therapeutics and diagnostic testing. Only 39% were highly likely to discuss psychosocial issues as part of initial patient management and 37% reported finding it difficult to play a central role in the medical and psychosocial care of patients with hepatitis C. Conclusion:, These results have significant implications for policy and service development, as well as identifying areas where GPs need support. The findings invite further discussion between health authorities about the source and magnitude of funding for hospital-based services and further consideration of how to provide services to address patients' psychosocial needs. [source] Curriculum development: The venous thromboembolism quality improvement resource roomJOURNAL OF HOSPITAL MEDICINE, Issue 2 2006Sylvia McKean MD Abstract BACKGROUND The role of the hospitalist has evolved over the last decade, with hospitalists increasingly being asked to lead systems-based initiatives to improve the quality of inpatient care. The educational strategy of the Society of Hospital Medicine (SHM) includes development of practice-based resources to support hospitalist-led improvement in clinically important measures of hospital care quality. OBJECTIVE To develop a resource at the SHM Web site to present quality improvement (QI) principles for systems-based care in the hospital and to help individual hospitalists improve specific patient outcomes. DESIGN The SHM defined the role of the hospitalist in QI, performed an assessment of the educational needs of hospitalists, and executed a Web-based educational strategy to address these needs. The organization identified the most common cause of preventable inpatient deaths, hospital-acquired venous thromboembolism (VTE), and prioritized the need to improve prophylaxis. RESULTS This new resource at the SHM Web site presents principles for conducting QI in the hospital. To enable learning that is practice based, the VTE Quality Improvement Resource Room (QI RR) features Ask the Expert, an interactive discussion community, and an original Improvement Workbook, a downloadable project outline and tutorial that hospitalists can use to guide and document steps in an effort aimed at reducing hospital-acquired VTE. CONCLUSIONS This QI resource serves as a template for the development of subsequent hospital-based resources. User feedback will refine the QI RR and its format so that similar offerings can target other significant inpatient problems. Additional research is needed to evaluate learning and the clinical impact of this quality improvement resource on hospital performance measures and patient outcomes. Journal of Hospital Medicine 2006;1:124,132. © 2006 Society of Hospital Medicine. [source] Competence profiles of recently registered nurses working in intensive and emergency settingsJOURNAL OF NURSING MANAGEMENT, Issue 8 2007ANNE H. SALONEN MNSc Background, Preceptorship is an essential method of supporting nurse competence, guaranteeing high quality care and increasing job satisfaction. Aim, To describe recently registered nurses' perceptions of their competence level, and to identify factors influencing these perceptions. Method, The survey was conducted by using Meretoja's Nurse Competence Scale. The sample comprised 235 registered nurses working in intensive and emergency settings. The data were analysed by using statistical methods. Results, Nurses' self-assessed competence level ranged from moderate to good. A statistically significant association was seen between competence level and age, length of current work experience and the frequency of using competencies. Conclusions, The results shed useful light on the educational needs of nurses and provide important clues for the development of preceptorship programmes. The Nurse Competence Scale proved to be a reliable and valid instrument in assessing the competence of recently registered nurses. Implications for nursing management, We recommend that management strategies be developed to enhance and support positive learning environments for competence development. We recommend preceptorship programmes based on systematic competence assessments made by nurses themselves, their preceptors and managers. [source] The need for nurses to have in service education to provide the best care for clients with chest drainsJOURNAL OF NURSING MANAGEMENT, Issue 2 2007Cert., DANIELA LEHWALDT BNS The need for nurses to have in service education to provide the best care for clients with chest drains Chest drains are a widespread intervention for patients admitted to acute respiratory or cardiothoracic surgery care areas. These are either inserted intraoperatively or as part of the conservative management of a respiratory illness or thoracic injury. Anecdotally there appears to be a lack of consensus among nurses on the major principles of chest drain management. Many decisions tend to be based on personal factors rather than sound clinical evidence. This inconsistency of treatment regimes, together with the lack of evidence-based nursing care, creates a general uncertainty regarding the care of patients with chest drains. This study aimed to identify the nurses' levels of knowledge with regard to chest drain management and identify and to ascertain how nurses keep informed about the developments related to the care of patients with chest drains. The data were collected using survey method. The results of the study revealed deficits in knowledge in a selected group of nurses and a paucity of resources. Nurse managers are encouraged to identify educational needs in this area, improve resources and the delivery of in service and web-based education and to encourage nurses to reflect upon their own knowledge deficits through portfolio use and ongoing professional development. [source] Comparative Policy Brief: Status of Intellectual Disabilities in the Republic of ZambiaJOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES, Issue 2 2008James Mung'omba Abstract, In the Republic of Zambia, an estimated 256,000 persons have some form of disability, and of these, 5.4% have intellectual disabilities. Even now, traditional beliefs about the etiology of intellectual disabilities persist and considerable stigma is attached to the presence of persons with intellectual disabilities who are often excluded from community life. Recently, antidiscrimination legislation has been enacted and there is a policy related to pupils with special educational needs. Although a range of Zambian and international nongovernmental organizations and church groups have developed services for children and their families, their impact is impeded by widespread poverty. Adults remain vulnerable, with no entitlement to social welfare benefits and very limited access either to government-led trust funds for persons with disabilities or to employment. The most striking issue is poverty (Zambia is one of the world's poorest nations) and an absence of even basic support for people with intellectual disabilities outside of families. Other key issues include a lack of useful data, no specific policy related to persons with intellectual disabilities, and limited progress in achieving education for all. [source] Knowledge and educational needs of individuals with the factor V Leiden mutationJOURNAL OF THROMBOSIS AND HAEMOSTASIS, Issue 11 2003E. A. Hellmann Summary.,Background:,Genetic testing for factor (F)V Leiden is widely performed in an effort to prevent thrombosis-related morbidity. The implications of a positive test for patients' health perception and the extent of patients' understanding of results are not known. Objectives:,This study examined patient experience of genetic testing for FV Leiden. Patients and methods:,The study was a cross-sectional, mailed survey of 110 patients who tested positive for the FV Leiden gene mutation at an academic medical center between 1995 and 2001. Patient knowledge about FV Leiden, satisfaction with available information, and psychosocial reactions to testing were assessed and the influence of demographic and clinical characteristics on outcome measured. Results:,The magnitude of thrombosis risk associated with FV Leiden was incorrectly estimated by 79% of participants. Many patients (64%) stated that they had not been given much information about FV Leiden and 68% still had many questions. Most patients (53%) felt that their healthcare providers do not understand FV Leiden. Patients who had been seen by a hematologist or in a specialized thrombosis clinic were more knowledgeable and had less information need. Most patients (88%) were glad to know genetic test results, despite negative psychosocial implications such as increased worry (43%). Conclusions:,Knowledge of genetic status increases awareness of thrombosis risk among patients, but magnitude of risk is often overestimated. Affected individuals indicate that there is a lack of available information about FV Leiden and that additional educational resources are needed. [source] Comparing narrative and multiple-choice formats in online communication skill assessmentMEDICAL EDUCATION, Issue 6 2009Sara Kim Objectives, We compared multiple-choice and open-ended responses collected from a web-based tool designated ,Case for Change', which had been developed for assessing and teaching medical students in the skills involved in integrating sexual risk assessment and behaviour change discussions into patient-centred primary care visits. Methods, A total of 111 Year 3 students completed the web-based tool. A series of videos from one patient encounter illustrated how a clinician uses patient-centred communication and health behaviour change skills while caring for a patient presenting with a urinary tract infection. Each video clip was followed by a request for students to respond in two ways to the question: ,What would you do next?' Firstly, students typed their statements of what they would say to the patient. Secondly, students selected from a multiple-choice list the statements that most closely resembled their free text entries. These two modes of students' answers were analysed and compared. Results, When articulating what they would say to the patient in a narrative format, students frequently used doctor-centred approaches that focused on premature diagnostic questioning or neglected to elicit patient perspectives. Despite the instruction to select a matching statement from the multiple-choice list, students tended to choose the most exemplary patient-centred statement, which was contrary to the doctor-centred approaches reflected in their narrative responses. Conclusions, Open-ended questions facilitate in-depth understanding of students' educational needs, although the scoring of narrative responses is time-consuming. Multiple-choice questions allow efficient scoring and individualised feedback associated with question items but do not fully elicit students' thought processes. [source] Assessing computer systems against 21 CFR Part 11: developing a checklistQUALITY ASSURANCE JOURNAL, Issue 2 2002Angela Carter Abstract A 21 CFR Part 11 Checklist can satisfy many business, process, and educational needs of companies that use computer systems that must comply with Part 11. This article identifies a strategy for creating your own Part 11 Checklist. Suggestions are presented for: analyzing and sorting the regulations into manageable units; organizing the Checklist; adding supportive information to help users understand and navigate through the Checklist; and including enhancement features such as information mapping and special software. Finally, a sample excerpt from our own Checklist is provided. Copyright © 2002 John Wiley & Sons, Ltd. [source] Modernising Morning Report: innovation in teaching and learningTHE CLINICAL TEACHER, Issue 2 2010Kerry Layne Summary Background:, Over recent years there has been a shift in undergraduate medical education, from predominantly passive, didactic teaching methods to facilitating learning by focusing on the management of common scenarios, through the means of problem- and case-based learning. Context:, Case-based learning and peer-led teaching are often overlooked at postgraduate level, despite the continuing demonstrated success of these methods in fostering independent reasoning and problem-solving skills that are vital for newly qualified doctors to develop. When trying to strike a balance between educational needs and service provision, it is essential to identify and implement efficient, effective approaches to optimise learning opportunities. Innovation:, We have adapted the pre-existing framework of the American ,Morning Report' to suit the needs of today's junior doctors, creating a system of providing case-based learning paired with peer-led teaching. Implications:, We evaluated the educational model through a focus group session, and found that our Morning Report was a unique environment where junior doctors feel comfortable engaging with group case-based teaching, with the support and encouragement of senior consultants, reinforced with online case summaries and blog resources. [source] An Investigation of FRAXA Intermediate Allele Phenotype in A Longitudinal SampleANNALS OF HUMAN GENETICS, Issue 2 2006S. Ennis Abstract The FRAXA trinucleotide repeat at Xq27.3 gives rise to fragile X syndrome when fully expanded, and both premature ovarian failure (POF) and fragile X tremor and ataxia syndrome (FXTAS) when in the premutation range. Reports of phenotypic effects extending into the intermediate repeat range are inconsistent but some studies suggest that these smaller expansions predispose to special educational needs (SEN). This study utilises the Avon Longitudinal Study of Parents and Children (ALSPAC) cohort to investigate cognitive and behavioural variables that might be associated with FRAXA intermediate alleles. The current study failed to find any strong evidence of association of FRAXA intermediate alleles with SEN, behavioural problems or cognitive difficulties. However, our findings illustrate some of the difficulties encountered in identifying individuals with SEN. The power to identify specific components of cognitive and behavioural difficulties was reduced due to elective drop-out, which is characteristic of longitudinal studies. Our findings demonstrate the non-random loss of participants from this cohort and highlight problems that may arise when such data are used in genetic association studies. [source] | ||||||||||||||||||||||