Plan de formación continuada en una unidad de gestión clínica

Continuing Care Unit (UCA) focused the attention of frail patients, polypathological patients and palliative care. UCA attend patients at home, consulting, day unit, telephone consulting and in two hospitals of the health area. From2002 UCA began as a management unit, training has been a priority for development. Key elements include: providing education to the workplace, including key aspects of the most prevalent health care problems in daily work, directing training to all staff including organizational aspects of patient safety and the environment, improved working environment, development of new skills and knowledge supported by the evidence-based care for the development of different skills. The unit can be the ideal setting to undertake the reforms necessary conceptual training of professionals to improve the quality of care.     

Continuing training plan in a clinical management unit

Continuing Care Unit (UCA) focused the attention of frail patients, polypathological patients and palliative care. UCA attend patients at home, consulting, day unit, telephone consulting and in two hospitals of the health area. From 2002 UCA began as a management unit, training has been a priority for development. Key elements include: providing education to the workplace, including key aspects of the most prevalent health care problems in daily work, directing training to all staff including organizational aspects of patient safety and the environment, improved working environment, development of new skills and knowledge supported by the evidence-based care for the development of different skills. The unit can be the ideal setting to undertake the reforms necessary conceptual training of professionals to improve the quality of care.     

Assessment of Knowledge and Attitude towards Palliative Care and Associated Factors among Nurses Working in North Wollo Hospitals

BackgroundPalliative care improves the quality of life of patients facing a life-threatening illness. Nurses should improve their caregiving capacity. In Ethiopia, palliative care is underestimated. The availability of data regarding the knowledge and attitude of nurses towards palliative care is critically important. Thus, this study aimed to assess the level of knowledge and attitude of nurses towards palliative care.MethodsInstitution-based, cross-sectional study was conducted in North Wollo hospitals. A simple random sampling technique was used. The data was collected using structured self-administered questionnaires from February to March 2019. The analysis was done using a binary logistic regression model. P-value < 0.05 was considered as statistically significant.ResultsThe result revealed that 59.7% of the respondents had good knowledge and 44.2% had a favorable attitude towards palliative care. Level of education, experience in caring for chronically ill patients, and experience in caring for dying family members within the last 6 months had a significant association with the knowledge of nurses. Monthly income, experience in caring for chronically ill patients, formal palliative care education, and knowledge were found statistically significant with the attitude of nurses towards palliative care.ConclusionMore than half of the nurses had good knowledge, but less than half of the respondents had a favorable attitude towards palliative care. Attention should be given towards palliative care by the health policy and needs to be incorporated into the national curriculum of nursing education.     

22起医疗纠纷的分析与防范对策

通过对22起医疗纠纷的综合分析,得出由医疗事故造成的纠纷比较小,而服务态度差,患方缺乏医学知识,解释不明才是医疗纠纷产生的主要原因,且外科系统的医疗纠纷占的比例大,针对上述情况,认为应采取以下措施防范和减少医疗纠纷;（1）加强医德和法制教育,不断改善服务态度;（2）加强医疗安全教育,防止差错事故发生;（3）重视人才培养,提高技术水平;（4）加强各科室及医务人员之间的协作配合,互相支持;（5）不断完善医疗制度,确保医疗工作正常运作;（6）密切医患关系,加强医患沟通。／通过以上措施的采纳,以期达到减少医疗纠纷的目的。     

How can nutrition education contribute to competency-based resident evaluation?

The Curriculum Committee of the Nutrition Academic Award (NAA) has created a consensus document of knowledge, skills, and attitude learning objectives for medical nutrition education. To evaluate the impact of nutrition education in residency training, it is necessary to specify the goals and objectives of that education in terms of specific learner outcomes. To make the NAA objectives more user friendly for graduate medical education faculty, they must be translated into measurable competencies. The Accreditation Council for Graduate Medical Education has proposed a schema for organizing resident competencies. This article illustrates one way that the NAA curriculum objectives can be translated into specific competencies to demonstrate medical knowledge, patient care, practice-based learning, interpersonal and communication skills, professionalism, and systems-based practice.     

Improving cultural competence education: the utility of an intersectional framework

Medical Education 2012: 46: 545–551 Context Most US medical schools have instituted cultural competence education in the undergraduate curriculum. This training is intended to improve the quality of care that doctors, the majority of whom are White, deliver to ethnic and racial minority patients. Research into the outcomes of cultural competence training programmes reveals that they have been largely ineffective in improving doctors’ skills. In varied curricular formats, programmes tend to teach group‐specific cultural knowledge, despite the vast heterogeneity of racial and ethnic groups. This cultural essentialism diminishes training effectiveness. Methods This paper proposes key curriculum content changes and suggests the inclusion of an intersectional framework in the cultural competence curriculum. This framework maintains that racial and ethnic minority groups hold multiple social statuses, called social locations, which interact with one another to uniquely shape the health views, needs and experiences of the individuals within the groups. Social locations include those defined by race, ethnicity, gender, social class and sexuality, which are experienced multiplicatively, not additively, within a particular social context. Cultural competence education must go beyond simplified cultural understandings to explore these more complex meanings. Doctors’ ability to understand, communicate with and treat diverse groups can be vastly improved by applying an intersectional framework in academic research, self‐awareness exercises and clinical training. Results Integrating an intersectional framework into cultural competency education can better prepare doctors for caring for racial and ethnic minority patients. This paper recommends curriculum elements for the classroom and clinical training that can improve doctor knowledge and skills for caring for diverse groups. Medical schools can use the proposed model to facilitate the development of new educational strategies and learning experiences. These improvements can lead to more equitable care and ultimately diminish disparities in health care. Although these recommendations are designed with US schools in mind, they may improve doctor understanding and care of marginal populations across the world.     

加强临终关怀护理

阐明了临终关怀的理念及服务重点，指出疼痛控制和死后家属的情绪支持是目前临终关怀的重点内容。建议根据中国国情，实施临终关怀护理。首先，要建立临终关怀机构；其次，加强对病人、家属以及医护人员自身的死亡教育；第三，对护士进行抚慰知识和技能的培训；第四，培养护士的高尚道德情操，加强临床技能训练，开展心理学教育、掌握心理学的护理技能，做好临终关怀工作。     

The doctor dilemma in interprofessional education and care: how and why will physicians collaborate?

CONTEXT: Interprofessional educational (IPE) initiatives are seen as a means to engage health care professionals in collaborative patient-centred care. Given the hierarchical nature of many clinical settings, it is important to examine how the aims of formal IPE courses intersect with the socialisation of medical students into roles of responsibility and authority. OBJECTIVES: This article aims to provide an overview of doctor barriers to collaboration and describe aspects of medical education and socialisation that may limit doctor engagement in the goals of interprofessional education. Additionally, the paper examines the nature of team function in the health care system, reviewing different conceptual models to propose a spectrum of collaborative possibilities. Finally, specific suggestions are offered to increase the impact of interprofessional education programmes in medical education. DISCUSSION: An acknowledgement of power differentials between health care providers is necessary in the development of models for shared responsibility between professions. Conceptual models of teamwork and collaboration must articulate the desired nature of interaction between professionals with different degrees of responsibility and authority. Educational programmes in areas such as professionalism and ethics have shown limited success when formal and informal curricula significantly diverge. The socialisation of medical students into the role of a responsible doctor must be balanced with training to share responsibility appropriately. Doctor collaborative capacity may be enhanced by programmes designed to develop particular skills for which there is evidence of improved patient outcomes.     

The theory of planned behaviour in medical education: a model for integrating professionalism training

Context  Teaching and evaluating professionalism remain important issues in medical education. However, two factors hinder attempts to integrate curricular elements addressing professionalism into medical school training: there is no common definition of medical professionalism used across medical education, and there is no commonly accepted theoretical model upon which to integrate professionalism into the curriculum.
Objectives  This paper proposes a definition of professionalism, examines this definition in the context of some of the previous definitions of professionalism and connects this definition to the attitudinal roots of professionalism. The problems described above bring uncertainty about the best content and methods with which to teach professionalism in medical education. Although various aspects of professionalism have been incorporated into medical school curricula, content, teaching and evaluation remain controversial. We suggest that intervening variables, which may augment or interfere with medical students' implementation of professionalism knowledge, skills and, therefore, attitudes, may go unaddressed.
Discussion  We offer a model based on the theory of planned behaviour (TPB), which describes the relationships of attitudes, social norms and perceived behavioural control with behaviour. It has been used to predict a wide range of behaviours, including doctor professional behaviours. Therefore, we propose an educational model that expands the TPB as an organisational framework that can integrate professionalism training into medical education. We conclude with a discussion about the implications of using this model to transform medical school curricula to develop positive professionalism attitudes, alter the professionalism social norms of the medical school and increase students' perceived control over their behaviours.     

日本和中国医师培训制度的比较研究

日本的医师培训制度具有不同于我国的特点,医学生毕业后即可参加医师资格考试,但是从事临床工作之前必须接受2年以上的临床基本知识和技能培训.日本的医师培训制度对我们有如下启示:我国应以法律条文的形式将住院医师规范化培训制度写到医师法中,而且对拟从事临床工作的医学毕业生首先实施2年的全科医学知识培训,在此基础上进行3年以上的专科医师培训,确保医师在接受培训后成为一专多能的合格医师.     

Evidence of improved knowledge and skills after an elective rotation in a hospice and palliative care program for internal medicine residents

There is compelling evidence that residents training in primary care need education in palliative care. Evidence for effective curricula is needed. The objective of this study was to test whether a clinical elective improves measures of knowledge and skill. Residents from three categorical training programs in internal medicine were recruited to an elective including clinical experiences in an acute hospital palliative care consultation service, on an acute hospice and palliative care unit, and in-home hospice care. A 25-question pre- and post-test and a videotaped interview with a standardized patient were used to assess communication skills and measure outcomes. Residents demonstrated a 10 percent improvement in knowledge after the four-week elective (p < 0.05). All residents demonstrated basic competency in communication skills at the end of the rotation. These results indicate that clinical rotation shows promise as an educational intervention to improve palliative care knowledge and skills in primary care residents. An important limitation of the study is that it is an elective; further studies with a required rotation and/or a control group are needed to confirm the findings.     

Why are newly qualified doctors unprepared to care for patients at the end of life?

Medical Education 2011: 45 : 389–399 Context Death and dying occur in almost all areas of medicine; it is essential to equip doctors with the knowledge, skills and attitudes they need to care for patients at the end of life. Little is known about what doctors learn about end‐of‐life care while at medical school and how they learn to care for dying patients in their first year as doctors. Methods We carried out a qualitative study using face‐to‐face interviews with a purposive sample of 21 newly qualified doctors who trained in different medical schools. Results Data were analysed using a constant comparative approach. Two main groups of themes emerged. The first pertained to medical school experiences of end‐of‐life care, including: lack of exposure; a culture of ‘clerking and signs’; being kept and keeping away from dying patients; lack of examinations; variable experiences, and theoretical awareness. The second group of themes pertained to the experiences of recently qualified doctors and included: realising that patients really do die; learning by doing; the role of seniors; death and dying within the hospital culture; the role of nursing staff, and the role of the palliative care team. Conclusions Undergraduate medical education is currently failing to prepare junior doctors for their role in caring for dying patients by omitting to provide meaningful contact with these patients during medical school. This lack of exposure prevents trainee doctors from realising their own learning needs, which only become evident when they step onto the wards as doctors and are expected to care for these patients. Newly qualified doctors perceive that they receive little formal teaching about palliative or end‐of‐life care in their new role and the culture within the hospital setting does not encourage learning about this subject. They also report that they learn from ‘trial and error’ while ‘doing the job’, but that their skills and knowledge are limited and they therefore seek advice from those outside their usual medical team, mainly from nursing staff and members of palliative care teams.     

Comunicación médico-paciente: una de las competencias básicas pero diferente

Effective communication skills form part of being a good doctor. Today there is solid evidence to support the teaching of effective communication skills in all medical schools.This article describes how communication is different from the other skills that medical students and residents need to learn, how this affects teaching and learning, and the application of these ideas in a Chilean medical school.We describe the premises that need to be taken into consideration when planning teaching communication in medicine and illustrate how these affected the development of our teaching of communication in our undergraduate curriculum.All medical education programmes should include formal teaching on the doctor-patient relationship, but must take into consideration the aspects of communication teaching that make it different from teaching other aspects of medicine.     

Quality improvement in medical education: current state and future directions

Medical Education 2012: 46: 107–119 Context During the last decade, there has been a drive to improve the quality of patient care and prevent the occurrence of avoidable errors. This review describes current efforts to teach or engage trainees in patient safety and quality improvement (QI), summarises progress to date, as well as successes and challenges, and lists our recommendations for the next steps that will shape the future of patient safety and QI in medical education. Current status Trainees encounter patient safety and QI through three main groups of activity. First are formal curricula that teach concepts or methods intended to facilitate trainees’ participation in QI activities. These curricula increase learner knowledge and may improve clinical processes, but demonstrate limited capacity to modify learner behaviours. Second are educational activities that impart specific skills related to safety or quality which are considered to represent core doctor competencies (e.g. effective patient handover). These are frequently taught effectively, but without emphasis on the general safety or quality principles that inform the relevant skills. Third are real‐life QI initiatives that involve trainees as active or passive participants. These innovative approaches expose trainees to safety and quality by integrating QI activities into trainees’ day‐to‐day work. However, this integration can be challenging and can sometimes result in tension with broader educational goals. Future directions To prepare the next generation of doctors to make meaningful contributions to the quality mission, we propose the following call to action. Firstly, a major effort to build faculty capacity, especially among teachers of QI, should be instigated. Secondly, accreditation standards and assessment methods, both during training and at end‐of‐training certification examinations, should explicitly target these competencies. Finally, and perhaps most importantly, we must refocus our attention at all levels of training and instil fundamental, collaborative, open‐minded behaviours so that future clinicians are primed to promote a culture of safer, higher‐quality care.     

某社区卫生服务中心执业医师中医药知识技能调查

目的了解社区执业医师中医药知识和技能掌握运用情况以及对中医药知识的需求，从而为对社区执业医师加大有关中医药知识培训提供一定依据。方法设计调查表，通过调查问卷的方式，对社区执业医师（包括中医师和西医师）掌握中医药知识和技能进行分析。结果社区中医执业医师迫切需要专业技能的培训，其经常使用的中医药治疗方法比较单一，知识需要更新，而西医执业医师对中医基本知识缺乏。在平时诊疗过程中，较少运用中医药或中西医结合手段来治疗疾病。结论加大社区执业医师中医药知识培训，特别是要大力通过全科医师岗位培训或规范化培训和开展继续教育的途径，让社区执业医师更好掌握中医药知识和适宜技术，在社区诊疗过程中体现中医药的简、便、廉、验、效。     

临床护理路径在脑出血患者健康教育中的应用效果

目的 探讨临床护理路径在脑出血患者健康教育中的应用效果,以建立最佳的健康教育模式.方法 将91例脑出血患者随机分成两组,实验组采用临床护理路径进行健康教育模式,对照组接受神经内科现行健康教育模式,对患者健康教育效果进行阶段性评价.结果 两组患者掌握相关知识和康复训练技能、态度行为改变比较差异有统计学意义（P＜0.01）.结论 在脑出血患者健康教育中运用临床护理路径模式,保证护理健康教育的连续性和完整性,可以显著提高医疗护理质量.     

Effectively training the hospice and palliative medicine physician workforce for improved end-of-life health care in the United States

The widening gap between the demand for palliative care services and the supply of trained palliative care professionals has resulted in considerable end-of-life distress for patients. Without formal training in palliative medicine and end-of-life symptom management, physicians in the United States are less equipped to competently address seriously ill and dying patients' medical, emotional, and spiritual needs. Recent attempts within graduate medical education training deliberately seek to prepare a critical mass of physicians as the new hospice and palliative medicine workforce in the United States. In addition, healthcare reform proposals may re-define the National Health Service Corps (NHSC) post-graduate training over the next five years and the Hospice Medicare Benefit altogether. Healthcare policy options include steady changes at multiple levels of medical training -namely, medical school curriculum mandates, requiring all graduate physician residency training to foster patient-centered communication skills and discussions about advanced directives, and instituting palliative medicine proficiency Continuing Medical Education (CME) requirements for all states' medical licensing boards. Attracting qualified physicians to serve patients at the end of life, innovative medical school loan repayment programs and scholarships will also foster excellence in the field of hospice and palliative medicine. Correcting our current paucity of formal training in palliative medicine better utilizes hospice and restores patients' dignity at the end of life.     

Overcoming the tendency to lie to dying patients

A meaningful death can be fostered for a patient and his or her family with the aid of medical treatment, specifically through the alleviation of the patient's suffering and pain. To recognize the dying process is a part of the art of medicine. Compassionate care for dying patients includes a move from a curative model of care to a palliative model of care in defining the primary goal. Hospice volunteer training and practice is sufficient palliative care training to develop these skills. The time has come for incorporating palliative care into the curriculum of medical school.     

外科护士对术前禁食禁饮知识、态度、行为的调查分析

目的：了解外科护士对术前禁食禁饮问题的循证知识、态度、行为及培训状况,探索影响因素,为提高护士的临床问题解决能力提供参考。方法：方便整群抽取太原市某三级甲等综合医院外科护士150名,采用术前禁食禁饮知信行问卷进行调查。结果：外科护士术前禁食禁饮知识评分为（52.95±11.59）分,态度评分为（88.34±12.74）分,行为评分为（78.66±10.86）分;外科护士对术前禁食禁饮相关循证知识掌握情况较差,知识得分为良者仅占3.27%;学历、技术职称、工龄等因素影响术前禁食知识、态度、行为（P〈0.05）。结论：临床外科护士术前禁食禁饮循证知识和技能仍有欠缺,对开展循证护理培训需求迫切,应改变观念,加强对外科护士术前禁食禁饮循证知识技能的培训,提升护士对临床常见问题的循证护理能力。