Effective "on-boarding": transitioning from trainee to faculty

Abstract The transition from trainee to junior faculty member can be both exciting and daunting. However, a paucity of medical literature exists to help guide new faculty in this transition. Therefore, we adapted work from the business management literature on what is referred to as "on-boarding"; effectively integrating and advancing one's position as a new employee. This article outlines strategies for cultivating one's own on-boarding as a junior faculty member at large academic medical centers. These strategies are extrapolated from management practices, culled from the medical literature on developing and retaining junior faculty, and, finally, borrowed from the hard-won knowledge of junior and senior faculty members. They advise new faculty to: (1) start early, (2) define your role--"managing yourself," (3) invest in/secure early wins, (4) manage your manager, (5) identify the "true (or hidden)" organizational culture, (6) reassess your own goals--"look in the rearview mirror and to the horizon," and (7) use your mentors effectively. These strategies provide a roadmap for new faculty members to transition as effectively as possible to their new jobs.     

Putting Indigenous cultural training into nursing practice

The provision of Indigenous cultural training for non-Indigenous health workers has been widely promoted as a method of improving health service provision to 'close the gap' in Indigenous health. However, in the absence of strong evidence, the power of Indigenous cultural training to meaningfully contribute to the health of Aboriginal and Torres Strait Islander peoples remains questionable. This research explored how six hospital-based nurses consider the role of Indigenous cultural training and the impact it has had on their practice through individual semi-structured interviews. Thematic analysis revealed the significance of individual professionals' attitudes in determining the impact of Indigenous cultural training, as well as the need for institutional support to assist in translating Indigenous cultural training into practice. Utilising post-colonial theory, two key findings emerge. First, the way in which Indigenous cultural training conceptualises 'identity' and 'culture' is critical to its ultimate outcomes. Second, deficits in institutional support limit the efficacy of Indigenous cultural training by placing the onus for institutional change on the shoulders of individual health workers.     

岗前培训在儿科临床实习护理教学中的实践探讨

我院属市三级甲等儿科专科医院,每年都要接收来自市正规护校的本科、大专及中专护生的实习任务。由于人们对医疗法律意识的提高,计划生育政策执行后只允许要一个孩子的特殊性,使大多数家长由于心疼孩子而对医疗服务抱有许多的期望与要求。因此,作为儿科专科医院,如何既能满足家长的要求,又能顺利完成实习护生的临床实践问题,成了带教老师在实践过程不断进行思考、尝试和探索的问题。现将我院一些成功的经验探讨如下。1对象与方法1.1对象2005年—2007年在我院实习的护生,共计134人,其中大专67人,中专67人;全部为女性,年龄19岁~21岁。1.2方法1…     

一封来自武汉的家书

2020年的春节,一场突如其来的新型冠状病毒肺炎疫情,让整个世界陷入阴霾。在中国,一批批来自全国各地的援鄂医疗队员出征武汉,他们有父母,有子女,有亲人,有战友,但是面对这样一场没有硝烟的战场,他们义无反顾。出征前,每个人都做好了最坏的打算,因为他们只是普通人,并不是超人,也都有被感染的风险。在援鄂的日子里,像这样没有寄出的家书,不下千封,家书里的点点滴滴都承载了他们的真情真意。每个援鄂的战士应该都想过,如果自己牺牲了怎么办?这并不是怕,敢上前线的没有一个是怕的,给家里留书一封只是为了留下一分念想,这是爱的真情流露,因为他们不仅爱家人,爱朋友,更爱我们的国家。