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Programme Content (programme + content)
Selected AbstractsMeta-analysis of the effects of respiratory rehabilitation programmes on exercise capacity in accordance with programme characteristicsJOURNAL OF CLINICAL NURSING, Issue 1 2007HyunSoo Oh PhD Aims and objectives., This study was performed to investigate the effects of respiratory rehabilitation programmes on exercise capacity in terms of the programme type, the protocol used and other programme characteristics. Background., As the suitable rehabilitation programmes have not been specified, diverse programmes are provided in clinics. Design., Meta-analysis of the primary study results Methods., A computerized search through MEDLINE and CINHAL in addition to tracking down references cited in bibliographies of primarily searched studies were performed to obtain sample studies. Finally 19 research reports were examined. Results., The results of meta-regression showed that the combined effect size of the programmes on exercise capacity was unaffected by forced expiratory volume (in one second), age, the duration and frequency of the programme, or study quality. In addition, the results of meta- anova indicated that the combined effect size was not affected by (i) whether a programme was hospital based or not, (ii) whether a programme was lower-extremity or combined low- and upper-extremity exercise training, (iii) measurement time, and (iv) exercise intensity. Conclusions., The effects of programmes on exercise capacity were not differed in terms of the places where rehabilitation programmes were applied, programme content, measurement time, exercise target sites of body, and the duration and frequency of the programme. Relevance to clinical practice., The results of the present study can provide objective data when constructed or applied on a respiratory rehabilitation programme in clinics. [source] Educating advanced midwife practitioners: a collaborative ventureJOURNAL OF NURSING MANAGEMENT, Issue 6 2007CECILY M. BEGLEY MSc Aim, To describe the collaborative development of an MSc course preparing Ireland's first advanced midwife practitioners. Background, Ireland has 55 advanced nurse practitioner posts, but, as yet, no advanced midwife practitioners. Methods, A consultative, collaborative process involving 38 midwives across Ireland generated the philosophy, aims and content of the course. Results, Participants stated that candidates should be committed to the conceptual uniqueness of midwifery; the advanced midwife practitioner role should be clearly defined and supported by the candidate's sponsors; programme content should emphasize normal midwifery, be practice led, and encourage reflective, evidence-based, women-centred care. Conclusion, The collaborative process used to develop this programme ensures that it will meet individual students' needs, thus enhancing the education of Ireland's first advanced midwife practitioners. Implications for midwifery management, The emphasis on normality rather than specialization is a message that could be assimilated by managers in other countries to the benefit of childbearing women across the world. [source] Organizing and delivering training for acute mental health services: a discussion paperJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 2 2005P. E. BEE phd bsc Recent policy statements that address the quality of care provided by acute mental health services have highlighted an urgent need for specialist nurse education and training. However, examples of how to design and implement such training initiatives are sparse. Drawing on recent experience of developing an innovative training programme for acute psychiatric settings, this paper seeks to examine some of the key issues associated with current training provision for acute inpatient mental health workers. The methodological and practical concerns surrounding this type of initiative are discussed with the main aspects of programme content, service user participation, team training and organizational challenges being explored. Resulting from this work, several recommendations regarding the content, organization and delivery of future training initiatives are made. [source] On-screen print: the role of captions as a supplemental literacy toolJOURNAL OF RESEARCH IN READING, Issue 2 2010Deborah Linebarger Children living in poverty are 1.3 times as likely as non-poor children to experience reading difficulties and lack key oral experiences that contribute to early literacy development. The purpose of this research was to study the effects of viewing commercially available educational television with closed captions. Seventy second- and third-grade economically disadvantaged children living in urban locations participated in this experimental research design. Children were randomly assigned to view videos with or without closed captions. Captions helped children recognise and read more words, identify the meaning of those words, generate inferences regarding programme content and transfer these skills to a normative code-related skill task. Risk status moderated word recognition performance: those at risk benefited from captions while those who were not at risk recognised more words when captions were absent. [source] Relevant behavioural and social science for medical undergraduates: a comparison of specialist and non-specialist educatorsMEDICAL EDUCATION, Issue 10 2006Sarah Peters Aim, To compare what medical educators who are specialists in the behavioural and social sciences and their non-specialist counterparts consider to be core concepts that medical graduates should understand. Background, Previously perceived as ,nice to know' rather than ,need to know', the General Medical Council (GMC) now places behavioural and social sciences on the same need-to-know basis as clinical and basic sciences. Attempts have been made to identify what components of these topics medical students need to know; however, it remains unknown if decisions over programme content differ depending on whether or not educationalists have specialist knowledge of the behavioural and social sciences. Methods, In a survey of medical educationalists within all UK medical schools, respondents were asked to indicate from a comprehensive list of psychological, sociological and anthropological concepts what they considered a minimally competent graduate should understand. Comparisons were made between the concepts identified by specialist behavioural and social science (BSS) educators and those without such training. Results, Despite different disciplinary backgrounds, non-specialist educators largely concurred with BSS specialist educators in the concepts they considered tomorrow's doctors should know about. However, among BSS specialists there remained disagreement on what BSS content was relevant for graduates. Differences reflect specialist knowledge and recognition of the role of theoretical underpinning of BSS and reveal gaps in non-specialists knowledge. Conclusions, Educationalists with formal training in the full range of behavioural and social sciences should be involved in the development of BSS curriculum content at both national and school levels. [source] Beyond the High-Performance Paradigm?BRITISH JOURNAL OF INDUSTRIAL RELATIONS, Issue 1 2001An Analysis of Variation in Canadian Managerial Perceptions of Reform Programme Effectiveness Proponents of the high-performance paradigm often argue that the variable success of new forms of work organization is explained primarily by a failure to implement them comprehensively and to adopt complementary HRM practices. This paper argues that these explanations are inadequate and develops an alternative, political economy approach which accounts more fully for how conflicts embedded in the employment relation limit the effectiveness of reforms. It draws on a unique longitudinal data set representing 78 Canadian workplaces to analyse the extent to which reform programme content, pre-existing HRM conditions and workplace context variables are associated with reform programme effectiveness. [source] | ||||||||||