思维导图培训在神经外科护理实习生中的应用效果

目的探讨神经外科护理实习生应用思维导图培训的效果。方法选取2017年12月至2018年12月来深圳市南山区蛇口人民医院神经外科实习的护理实习生60名为研究对象,随机分为常规组和管理组各30名。常规组应用常规培训方法进行培训,管理组应用思维导图培训法进行培训。比较两组护理实习生不同培训方法的效果。结果管理组护理实习生的临床护理理论知识、临床思维能力、基础医疗技术护理操作、临床护理安全管理、临床紧急事件处理考核成绩得分均显著高于常规组,差异有统计学意义(均P<0.05);管理组护理实习生的满意度明显高于常规组,差异有统计学意义(P<0.05)。结论神经外科护理实习生应用思维导图培训的效果显著,可明显提高临床带教效果,提高护理实习生满意度。     

Evidence-based medicine in physiatry: the experience of one department's faculty and trainees.

Evidence-based medicine is regarded by many as the new paradigm in medical practice. Sixty-seven medical school faculty and trainees in a physical medicine and rehabilitation department were surveyed with regard to training and competence in the use of evidence-based medicine techniques. The majority of subjects in the present study supported the use of evidence-based medicine techniques, although a number of the respondents indicated that they lacked adequate training or competence in their use. It is suggested that medical schools and physiatry residency programs provide a greater emphasis on training in evidence-based medicine. Recommendations are provided that individuals can use to develop a systematic strategy to keep up with the rapidly expanding medical literature.     

Alternating training approach: comparative study of faculty education at the faculty training college and nurses' education

The hypothesis of this essay asserts that sandwich courses which are the object of this study in the framework of vocational training in the I.S.F.I. (nurses' school) and I.U.F.M (teacher training), will pertain to an educational logic if it facilitates the construction of the link between theory and practice, the emergence of practice knowledge, the construction of professional skills and if it enables the student to have access to a form of professional socialization. Today, the device lacks coherence and efficiency, there is not much time devoted to analysis and concentration. The presence of more performing trainers, involved in a real partnership would be necessary as well as the reorientation of these training on the professional skills. However, the sandwich courses help the students to distance themselves from practice and enable them to live through their own experiences. The study of the characteristics of these two training enables to make proposals aiming at improving the existing situation: they concern the development of new pedagogical methods, the creation of adapted tools, the improvement of the existing partnership and the training of the trainers.     

Comparison of peer assessment and faculty assessment in an interprofessional simulation-based team training program

Challenges related to limited clinical sites and shortage of clinical instructors may reduce the quality of clinical experiences, leading to increased demand for the establishment of simulation-based training programs in the curricula of educational institutions. However, simulation-based training programs in health education place great demands on faculty resources. It is interesting, therefore, to investigate peers contributions in formal assessment, and how this compares to faculty assessment. This paper report the results from the comparison of direct observation by peer observers who had received short rater training, and post-hoc video-based assessment by trained facilitators. An observation form with six learning outcomes was used to rate team performance. Altogether 262 postgraduate nursing students, bachelor of nursing students and medical students participated, organized into 44 interprofessional teams. A total of 84 peers and two facilitators rated team performance. The sum score of all six learning outcomes showed that facilitators were more lenient than peer observers (p = .014). The inter-rater reliability varied considerably when comparing scores from peer observers from the three different professions with those of the facilitators. The results indicate that peer assessment may support, but not replace, faculty assessment.     

An independent living skills training program

The growing rehabilitation and consumer movement toward independent community living for disabled adults has placed new demands on the health care delivery system. Programs must be developed for the disabled adult that provide direct training in adaptive community skills, such as banking, budgeting, consumer advocacy, personal health care, and attendant management. An Independent Living Skills Training Program that uses a psychoeducational model is described. To date, 17 multiply handicapped adults, whose average length of institutionalization was 11.9 years, have participated in the program. Of these 17, 58.8% returned to community living and 23.5% are waiting for openings in accessible housing units.     

Bicultural training: a cost-effective program.

The effects of a bicultural training program in easing adjustment to the work world were studied on new graduate nurses working in eight medical center hospitals. Data from that study are used to examine program costs per new graduate-head nurse dyad. The cost effectiveness of the bicultural program is illustrated by comparing program costs with savings resulting from decreased turnover among new graduates who receive bicultural training. The mean time and cost estimates for the program may be used by others to determine cost effectiveness of bicultural training in their own institutions.     

The faculty fellowship program: uniting service and education

The outcomes of the pilot year for this project met the goals of increased faculty clinical skills, increased nursing personnel at the unit level and the completion of specified projects based on identified clinical needs. Continued development of the Faculty Fellowship Program will yield further opportunity to study benefits, such as increased student performance in the acute care setting, increased recruitment of graduate nurses and improved integration of nursing education and service in addressing health care issues.     

急诊思维教学体系对临床学员的短期培训效果分析

目的评估基于"情境沉浸与案例融入"的急诊临床思维教学体系短期化培训实践效果。 方法选取参加浙江大学医学院附属第一医院急诊科临床轮转的各教学基地2017级~2019级学员和急诊科低年资医生（172例）为研究对象，按照便利抽样法进行分组。对照组（90例）按照传统急诊教学方法进行培训；实验组（82例）进行急诊临床思维体系培训，在短期化课程中，通过案例融入和情景沉浸的方式逐步将急诊临床思维体系融入到理论课教学、实践技能教学和医患沟通训练。培训后对所有学员进行A2型急诊临床思维试题考核。比较两组学员的一般资料，考核成绩，"动态性原则"、"剃刀原理"、"发散思维"、"模型化原则"、"一元论原则"、"整体性原则"、"扼制理论"和"证据论"急诊临床思维相应试题正确率以及"容易"、"中等"和"困难"试题正确率。 结果实验组学员经急诊临床思维教学体系短期化培训后的考核成绩较对照组明显提高[（81 ± 11）分vs. （77 ± 10）分，t = 2.412，P = 0.017]。同时，实验组学员"证据论"急诊临床思维相应试题正确率高于对照组[89.43%（220 / 246） vs. 80.74%（218 / 270），χ² = 7.576，P = 0.006]；而两组学员"动态性原则"、"剃刀原理"、"发散思维"、"模型化原则"、"一元论原则"、"整体性原则"和"扼制理论"相应试题正确率比较，差异均无统计学意义（P均> 0.05）。两组学员"困难"试题正确率比较，差异具有统计学意义[75.30% （494 / 656） vs. 70.56%（508 / 720），χ² = 3.911，P = 0.048]；而"容易"和"中等"试题正确率比较，差异均无统计学意义（P均> 0.05）。 结论基于"情境沉浸与案例融入"的急诊临床思维教学体系可在短期课程训练后有效提高学员的各种急诊临床思维能力，尤其是对困难问题的解决能力，并达到预期设定的教学目标。     

护理专业教师的选拔与培养

介绍我院教师的选拔和培养的经验,认为要适应和促进现代护理专业和高等护理教育发展,应重视护理专业教师的选拔与培养.应根据学院的发展破除门户界限,广泛吸纳人才,重视学院的整体发展和教师的个人爱好及个人发展,使全体教师在专业上能够互补,并不断积累临床经验.     

Pediatric emergency medicine fellowships: faculty and resident training profiles

The objective of this study was to evaluate the faculty and graduate training profiles of Pediatric Emergency Medicine (PEM) fellowship training programs. An electronic 10-point questionnaire was sent to 57 PEM fellowship directors, with a 70% response rate. Analysis of the individual certification of faculty members in PEM training programs demonstrated that the largest represented training types were general pediatricians and pediatricians with PEM sub-certification (29% and 62% representation, respectively). The remaining faculty types consistently showed < 5% overall involvement. Reported estimates on faculty delivery of clinical training, didactic training, and procedural skills demonstrated that pediatricians sub-board certified in PEM consistently administered the highest percentage of these skill sets (74%, 68%, and 68%, respectively). Emergency Medicine-trained physicians showed a relative increase of involvement in fellowship programs administered by Emergency Medicine departments and in those programs located within adult hospitals. Yet, this involvement still remained substantially lower than that of the pediatric-type faculty. Program directors of fellowships within pediatric hospitals and those administered by Pediatric programs demonstrated a preference for general pediatricians with sub-board certification in PEM to improve their faculty pools. Program directors of fellowship programs located in adult hospitals and those administered by departments of EM demonstrated no preference in training type. Lastly, program directors report that 95% of past graduates received their primary board certification through Pediatrics and only 5% received their primary board certification through Emergency Medicine. There are currently many more pediatric-trained physicians among PEM fellowship faculty and graduates. This survey has demonstrated that there has been a decline in EM-trained physicians involved in PEM fellowships since 2000.     

The Stanford faculty development program: A dissemination approach to faculty development for medical teachers

The Stanford Faculty Development Program, designed to improve the instructional skills of clinical teachers, uses a dissemination model to provide faculty development activities for medical schools across the country. Selected clinical faculty attend a month‐long training program at Stanford University Medical Center and then return to their home institutions to conduct seminars for their fellow faculty and for residents in one of three content areas: (a) principles and skills of clinical teaching, (b) the teaching of medical decision making, or (c) the teaching of clinical preventive medicine. Faculty from institutions affiliated with over one quarter of U.S. medical schools have participated in the program. From 1986 through 1991, the program has trained 67 seminar facilitators from 47 institutions who have then conducted training for over 500 faculty and 200 residents. The extent of dissemination indicates that this approach provides a feasible mechanism for delivering faculty development in a wide variety of institutions.