护理教育发展的促进策略分析

随着近年来社会经济与医疗器械水平的发展,人们对健康的要求已经不仅是局限于以往的"不生病",而是转而追求更高程度的健康水平。因此,我国相关教育部门开始注重护理教育的时代性改革,并将工作重心由治病转移一部分到护理工作上来,加强护理人员的专业素质培养,促进全面健康社会战略目标的早日实现。由此可知,优化改革护理教育工作是促进护理工作改革的重中之重,也是当前教育部门针对护理教育进行有效改革的具体落实点。本文主要结合当前时代特点对我国护理教育的发展状况进行分析与探讨,总结出教育过程中存在的问题与不足,并就其提出针对性建议,旨在推动当前护理水平的提升,促进护理行业能够更好的满足人民群众的健康需求,以此推进我国护理事业的发展。     

Gaining and maintaining recognition as a paediatric postgraduate trainer

Consultants who act as Educational or Clinical Supervisors to postgraduate doctors must now be recognised as trainers by the GMC. This is a formal process conducted at employer level using supporting information against domains formulated by the Academy of Medical Educators. Recognition is recommended to Health Education England and reported to the GMC. This article addresses how paediatricians in the UK can gain recognition as a trainer of foundation doctors and specialty trainees in paediatrics and how to maintain that recognition over the 5-year cycle.     

Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

Objectives. To examine faculty members’ and students’ use and perceptions of lecture recordings in a previously implemented lecture-capture initiative.Methods. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact.Results. Most students and faculty members were aware of and appreciated the recordings. Students’ patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students’ grades or in-class engagement but noted increased absenteeism.Conclusion. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings.     

Palliative care experience of US adult nephrology fellows: a national survey

Palliative care (PC) training and experience of United States (US) adult nephrology fellows was not known. It was also not clear whether nephrology fellows in the US undergo formal training in PC medicine during fellowship. To gain a better understanding of the clinical training and experience of US adult nephrology fellows in PC medicine, we conducted a national survey in March 2012. An anonymous on-line survey was sent to US adult nephrology fellows via nephrology fellowship training program directors. Fellows were asked several PC medicine experience and training questions. A total of 105 US adult nephrology fellows responded to our survey (11% response rate). Majority of the respondents (94%) were from university-based fellowship programs. Over two-thirds (72%) of the fellows had no formal PC medicine rotation during their medical school. Half (53%) of the respondents had no formal PC elective experience during residency. Although nearly 90% of the fellows had a division or department of PC medicine at their institution, only 46.9% had formal didactic PC medicine experience. Over 80% of the respondent's program did not offer formal clinical training or rotation in PC medicine during fellowship. While 90% of the responding fellows felt most comfortable with either writing dialysis orders in the chronic outpatient unit, seeing an ICU consult or writing continuous dialysis orders in the ICU, only 35% of them felt most comfortable “not offering” dialysis to a patient in the ICU with multi-organ failure. Nearly one out of five fellows surveyed felt obligated to offer dialysis to every patient regardless of benefit. Over two-thirds (67%) of the respondents thought that a formal rotation in PC medicine during fellowship would be helpful to them. To enhance clinical competency and confidence in PC medicine, a formal PC rotation during fellowship should be highly considered by nephrology training community.     

Qui sont les élèves à besoins éducatifs particuliers ? La part d’aléatoire du signalement pour une mesure d’aide renforcée de pédagogie spécialisée dans un canton suisse

In this article, we begin by questioning the notion of special educational needs, which is used today in Switzerland, by going back over its historical foundations and developing the main issues and problems it raises. We then present the results of a comprehensive research aimed at uncovering the factors at work in the process of designating certain students for an enhanced special education support measure during their compulsory schooling. On the basis of a content analysis of the reports for an enhanced special education support measure produced during the 2016–2017 school year in a Swiss canton, as well as comprehensive interviews conducted with permanent teachers, we highlight various factors that can lead to the designation of a student for an enhanced special education support measure. We show how there is a degree of randomness in being designated for a special education support measure and critically discuss the role of the school institution and its actors in this process.     

The Use of Standardized Patient Encounters for Evaluation of a Clinical Education Program on the Development of HIV/AIDS-Related Clinical Skills

Abstract

The success of medical education is traditionally gauged by performance on written examinations. However, clinical proficiency in real-world situations is difficult to assess by written examinations alone. We developed a novel evaluation tool to measure the development of HIV-specific clinical skills using Standardized Patient Encounters (SPEs). Trainees were evaluated at baseline and after an HIV clinical training module by (1) self-reported confidence with HIV-specific clinical skills and (2) performance assessments using SPEs. Case scenarios were designed to incorporate unique issues associated with HIV that may present to a primary care provider. SPEs were scored based on written documentation including problem list and plan as well as a review of the videotapes by HIV specialists evaluating key elements of clinical skills and decision making. Improvements were noted in multiple facets of the encounters. The use of SPEs enables evaluation of clinical training interventions on the development of HIV-related clinical skill sets.