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Practice Program (practice + program)

Distribution by Scientific Domains
Medical Sciences60%

Selected Abstracts

Returning Nurses to the Workforce: Developing a Fast Track Back Program

NURSING FORUM, Issue 3 2006
Helen K. Burns PhD
TOPIC., Fast Track Back: Re-entry into Nursing Practice program. PURPOSE AND SOURCES OF INFORMATION.,Describes the development, implementation, and evaluation of a state-of-the-art re-entry program facilitating the return of licensed nonpracticing RNs to the workforce through a quality education program that retools them for the workforce in the areas of pharmacology, skill development using the latest technology, practice standards, and nursing issues. The program consists of didactic content taught via classroom, Internet, skills laboratory, and high fidelity human simulated technology and a clinical component. CONCLUSIONS.,The program is a mechanism that enables re-entry nurses to improve skills and competencies necessary to practice in today's healthcare environment. [source]

The frontline and the ivory tower: A case study of service and professional-driven curriculum

AUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 3 2009
Sue Lenthall
Abstract Objective:,To describe the development of a postgraduate, multidisciplinary program designed to meet the needs of remote health professionals, present formative evaluation findings and to offer an analysis of the difficulties and lessons learnt. Design:,Case study. Setting:,University Department of Rural Health in a remote region. Participants:, University staff, students and stakeholders involved in the development of the remote health practice program. Results:,Formative evaluation suggests that a curriculum driven by service and professional groups, such as the Flinders University Remote Health Practice program, is able to better prepare remote health practitioners and improve their effectiveness. Difficulties in development included a lack of recognition by some university academics of the value of practitioner knowledge and a reluctance to accept a clinical component in a masters program. Lessons learnt included the importance of: (i) respect for practitioner knowledge; (ii) explicit and appropriate values; (iii) high-quality academics with strong service links; (iv) appropriate length of lead time; (v) institutional links between university and both relevant professional organisations and health services; (vi) a receptive university; (vii) location; and (viii) ongoing engagement with services and professional responsive development. Conclusion:,The success of the program was due in large part to the relationship with professional bodies and close links with remote health services. We have described a number of lessons learnt from this experience that can be useful to other educational groups developing or revising their educational programs. [source]

Principles and practical grouping for the use of drill and practice programs

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2001
A. Jackson
Abstract A previous paper showed that young children performed better when working as individuals rather than in pairs on a drill and practice program. This paper reports an analysis of behaviour and talk for individuals and single sex pairs using a computer-based drill and practice activity to explain differences in performance. Results indicated that individuals were more likely to be task-focused and to complete tasks successfully than children working in pairs. Differences were found in off-task activity, behaviours and type of talk. Grouping and verbal interaction are discussed in relation to the type of task/program that children are asked to undertake, and how both task and peer presence may constrain the child's task focus and performance when reinforcing pre-existing knowledge. [source]

The frontline and the ivory tower: A case study of service and professional-driven curriculum

AUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 3 2009
Sue Lenthall
Abstract Objective:,To describe the development of a postgraduate, multidisciplinary program designed to meet the needs of remote health professionals, present formative evaluation findings and to offer an analysis of the difficulties and lessons learnt. Design:,Case study. Setting:,University Department of Rural Health in a remote region. Participants:, University staff, students and stakeholders involved in the development of the remote health practice program. Results:,Formative evaluation suggests that a curriculum driven by service and professional groups, such as the Flinders University Remote Health Practice program, is able to better prepare remote health practitioners and improve their effectiveness. Difficulties in development included a lack of recognition by some university academics of the value of practitioner knowledge and a reluctance to accept a clinical component in a masters program. Lessons learnt included the importance of: (i) respect for practitioner knowledge; (ii) explicit and appropriate values; (iii) high-quality academics with strong service links; (iv) appropriate length of lead time; (v) institutional links between university and both relevant professional organisations and health services; (vi) a receptive university; (vii) location; and (viii) ongoing engagement with services and professional responsive development. Conclusion:,The success of the program was due in large part to the relationship with professional bodies and close links with remote health services. We have described a number of lessons learnt from this experience that can be useful to other educational groups developing or revising their educational programs. [source]

Principles and practical grouping for the use of drill and practice programs

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2001
A. Jackson
Abstract A previous paper showed that young children performed better when working as individuals rather than in pairs on a drill and practice program. This paper reports an analysis of behaviour and talk for individuals and single sex pairs using a computer-based drill and practice activity to explain differences in performance. Results indicated that individuals were more likely to be task-focused and to complete tasks successfully than children working in pairs. Differences were found in off-task activity, behaviours and type of talk. Grouping and verbal interaction are discussed in relation to the type of task/program that children are asked to undertake, and how both task and peer presence may constrain the child's task focus and performance when reinforcing pre-existing knowledge. [source]