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Interdisciplinary Education (interdisciplinary + education)
Selected AbstractsOperating room nurses' perceptions of the effects of physician-perpetrated abuseINTERNATIONAL NURSING REVIEW, Issue 3 2010B.L. Higgins rn HIGGINS B.L. & MACINTOSH J. (2010) Operating room nurses' perceptions of the effects of physician-perpetrated abuse. International Nursing Review57, 321,327 Background:, Operating room (OR) nurses experience abuse perpetrated by physicians; however, little research has been conducted to examine nurses' perceptions of the effects of such abuse. Aims:, The aim of this research was to understand participants' perceptions of physician-perpetrated abuse on their health and ability to provide patient care. Materials/Methods:, In this qualitative descriptive study, ten operating room nurses working in Eastern Canada participated in open-ended, individual audiotaped interviews that were transcribed for analysis using Boyatzis' method for code development. Results:, Three categories of factors contributing to abuse were developed. The first, culture of the OR, included environment and hierarchy. The second, catalysts of abuse, included nurses' positions and experience as well as non-nurse factors such as resources and interpersonal relationships among physicians. The third category, perceived effects, included psychological, physical and social health consequences for nurses. Effects on patient care consisted of safety and potential challenges to access. Discussion:, Nursing practice implications included mentoring, support and accountability for action. Educational implications related to interdisciplinary education and increased education on communication, assertiveness, and awareness of abuse. Implications for research included studying perceptions of other health-care providers including physicians, studying recruitment and retention in relation to abuse, and studying other abuse in health care such as horizontal violence. Conclusion:, We suggest a proactive approach for empowering OR nurses to address abuse and an increased focus on interdisciplinary roles. [source] Center for Women's Studies and Gender Research, University of Florida, 1994,2000JOURNAL OF ARCHITECTURAL EDUCATION, Issue 2 2001Kim Tanzer Issues of gender theory, interdisciplinary education, and resistance to conventional academic hierarchies inform and qualify our programmatic charge to renovate a historic structure for the recently established Center for Women's Studies and Gender Research at the University of Florida. Although a clear, insistent design vision guides our proposal, we believe this vision should be implemented without the hero-architect rhetoric we were trained to deliver. Instead, we hope that participation in ongoing campus decision-making processes will contribute thoughtful commentary on gender and education to the project's evolution. To carefully cultivate the larger context will entail absorption into the process of institutional bureaucracy, advocating the proposal's value interstitially rather than autonomously. [source] Interprofessional education: the interface of nursing and social workJOURNAL OF CLINICAL NURSING, Issue 1-2 2010Engle Angela Chan Aims., To examine the influence of interdisciplinary seminars on undergraduate nursing and social work students' perceptions of their learning. Background., Collaboration is considered to be important for health professionals in working towards good patient care, and interdisciplinary education is seen as one way of addressing this need for greater collaboration and team work. Today's health professionals are dealing with an increasing number of older and chronically ill patients. The biopsychosocial dimensions inherent in such chronic illnesses bring about a closer working relationship between the nursing and social work professions to foster good patient care. No local research in Hong Kong, however, has looked specifically at how these two professions can develop their collaborative skills and qualities through interdisciplinary education. Design., Mixed methods design. Method., Data from questionnaires, videotape recordings of the sessions and follow-up phone interviews were used for quantitative and qualitative analyses. Results., The findings revealed three themes: an increased awareness of each other's professional values and personal judgement, a recognition of each other's disciplinary knowledge emphases and more, and an appreciation for, and learning about each other's roles for future collaboration. Conclusions., Whilst, it is usual to identify health professionals as non-judgemental, it is also important to recognise the existence of their personal and professional values and beliefs that shape their decision-making. Equally beneficial for students is their reported understanding of the other discipline's emphasis on the physical or social aspects of care, and the interrelationships and complementary values that lead to students' appreciation of each other's roles and the possibility for their future collaboration in the holistic care of patients. Relevance to clinical practice., The sharing of each other's knowledge and their appreciation of the corresponding roles enhanced students' decision-making capacity and the extension of the holistic approach beyond one profession, which is essential for good patient care. [source] The challenge of integration in interdisciplinary educationNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 102 2005Michele Minnis Focused on an interdisciplinary graduate program in water resources management, this case study illustrates how theory-into-practice integration occurred in a field course and clarified students' expectations that faculty model interdisciplinary ways of knowing. [source] Nurse-Midwives' Experiences with Planned Home Birth: Impact on Attitudes and PracticeBIRTH, Issue 4 2009Saraswathi Vedam RM, SciD(h.c.) ABSTRACT: Background: Health care providers' attitudes toward maternity care options influence the nature of informed decision-making discussions and patient choice. A woman's choice of birth site may be affected by her provider's opinion and practice site. The objectives of this study were to describe American nurse-midwives' attitudes toward, and experiences with, planned home birth, and to explore correlates and predictors of their attitudes toward planned home birth as measured by the Provider Attitudes towards Planned Home Birth (PAPHB) scale.Methods: A survey instrument, which incorporates the PAPHB and assesses demographic, education, practice, personal experience, and external barrier variables that may predict attitudes toward planned home birth practice, was completed by 1,893 nurse-midwives. Bivariate analysis identified associations between variables and attitudes. Linear regression modeling identified predictors of attitudes.Results: Variables that significantly predicted favorable attitudes to planned home birth were increased clinical and educational experiences with planned home birth (p < 0.001), increased exposure to planned home birth (p < 0.001), and younger age (p < 0.001). External barriers that significantly predicted less favorable attitudes included financial (p = 0.03) and time (p < 0.001) constraints, inability to access medical consultation (p < 0.001), and fear of peer censure (p < 0.001). Willingness to practice in the home was correlated with factors related to nurse-midwives' confidence in their management abilities and beliefs about planned home birth safety.Conclusions: The results suggest that nurse-midwives' choice of practice site and comfort with planned home birth are strongly influenced by the nature and amount of exposure to home birth during professional education or practice experiences, in addition to interprofessional, logistic, and environmental factors. Findings from this research may inform interdisciplinary education and collaborative practice in the area of planned home birth. [source] | ||||||||||