Novice Nurse Practitioner Faculty and the Online Educator’s Role

Nursing programs continue to transition or establish online education programs in response to the need for nursing faculty to teach in postlicensure to higher educational degree programs. Recruitment efforts target experienced nurse practitioners (NPs) in clinical practice who may be considering an academic role. Before the acceptance of the novice NP faculty role, the components of the role, faculty development resources, extent of orientation, and role expectations must be discussed. Limited preparation to online education environments jeopardizes the recruitment and retention of qualified NP faculty. This article reviews strategies for successfully acclimating novice faculty to online teaching.     

The Global Summit on Nurse Faculty Migration

As global demand for health care workers burgeons, information is scant regarding the migration of faculty who will train new nurses. With dual roles as clinicians and educators, and corresponding dual sets of professional and legal obligations, nurse faculty may confront unique circumstances in migration that can impact nations' ability to secure an adequate, stable nursing workforce. In a seminal effort to address these concerns, the Honor Society of Nursing, Sigma Theta Tau International, and the International Council of Nurses invited a diverse group of international experts to a summit designed to elucidate forces that drive nurse faculty migration. The primary areas of consideration were the impact on nurse faculty migration of rapid health care workforce scale-up, international trade agreements, and workforce aging. Long-term summit goals included initiating action affecting national, regional, and global supplies of nurse educators and helping to avert catastrophic failure of health care delivery systems caused by an inadequate ability to educate next-generation nurses.     

Organising a surgical skills centre

The aim of this paper is to define a strategy for the development and organisation of a surgical skills centre. The areas of interest can be divided into decisions about who, what and where to teach, the importance of an approach which is competency‐based, definition of staff to run the centre, and also the use of the centre for the purposes of assessment, as well as training. The efficient delivery of this service will be augmented by adopting a multi‐disciplinary and multi‐professional approach, and must also be malleable enough to adopt future developments, such as web‐based learning. Simulation is now the preferred mode of practice for commencement of surgical training. Surgical skills centres must be able to supply users with tools in a suitably designed environment, which enables them to move along a curriculum which is delivered in a competency‐based manner.     

Training and experience of examiners

Variation in the accuracy of examiner judgements is a source of measurement error in performance-based tests. In previous studies using doctor subjects, examiner training yielded marginal or no improvement in the accuracy of examiner judgments. This study reports an experiment on accuracy of scoring in which provision of training and background of examiners are systematically varied. Experienced teaching staff, medical students and lay subjects were randomly assigned to either training or no-training groups. Using detailed behavioural check-lists, they subsequently scored videotaped performance on two clinical cases, and accuracy of their judgments was appraised. Results indicated that the need for and effectiveness of training varied across groups: it was least needed and least effective for the teaching staff group, more needed and effective for medical students, and most needed and effective for the lay group. The accuracy of the lay group after training approached the accuracy of untrained teaching staff. Trained medical students were as accurate as trained teaching staff. For teaching staff and medical students training also influenced the nature of errors made by reducing the number of errors of commission. It was concluded that training varies in effectiveness as a function of medical experience and that trained lay persons can be utilized as examiners in performance-based tests.     

浅析高校教师亚健康状态及应对措施

目前高校教师中处于亚健康状态的人数较多,对其健康构成了潜在的威胁.本文通过分析高校教师亚健康状态的特点和产生的原因,探索高校教师"亚健康状态"向"健康状态"转化的措施:加强健康教育,普及亚健康知识;调整个人心态,减轻生活压力;均衡营养,合理膳食;遵循生物钟,改变不良生活习惯;合理科学运动;重视健康体检等.     

Lecturer practitioner: a concept analysis

Lecturer practitioner: a concept analysis ¶ The concept of the lecturer practitioner arose in one health authority in Britain in the late 1980s. Since its inception there, the concept has been widely adopted across the country suggesting that there is a perceived need for this role. However, there is much confusion over what a lecturer practitioner is, since each post is multifaceted, complex and unique. Rodgers' (1993) evolutionary concept analysis is used in an attempt to clarify and to identify those elements that are common to this concept. Through a review of all the available literature on this concept, the attributes, antecedents and consequences are identified and their implications discussed. Rodgers' evolutionary method is described and critiqued throughout the paper and is shown to be a suitable method for clarifying a complex concept.     

School-Based Care: Clinical Challenges and Research Opportunities

purpose . To explore clinical challenges and research opportunities in one school-based clinic in a faculty practice model of health care delivery
client population . Ninth-through twelfth-graders at an Eastern urban high school, 80% of the students are from ethnic minorities
conclusions . Clinical, administrative, and research challenges need to be addressed on a larger scale through practice-based research networks across the country in order to have an impact on policy
practice implications . School-based care required integration of primary care and management of psychosocial and developmental needs. Practice in this setting includes primary, secondary, and tertiary prevention as intervention.     

Giving feedback in medical education

OBJECTIVE: We investigated naturally occurring feedback incidents to substantiate literature-based recommended techniques for giving feedback effectively. SETTING: A faculty development course for improving the teaching of the medical interview, with opportunities for participants to receive feedback. PARTICIPANTS: Seventy-four course participants (clinician-educators from a wide range of medical disciplines, and several behavioral scientists). MEASUREMENTS AND MAIN RESULTS: We used qualitative and quantitative approaches. Participants provided narratives of helpful and unhelpful incidents experienced during the course and then rated their own narratives using a semantic-differential survey. We found strong agreement between the two approaches, and congruence between our data and the recommended literature. Giving feedback effectively includes: establishing an appropriate interpersonal climate; using an appropriate location; establishing mutually agreed upon goals; eliciting the learner’s thoughts and feelings; reflecting on observed behaviors; being nonjudgmental; relating feedback to specific behaviors; offering the right amount of feeback; and offering suggestions for improvement. CONCLUSIONS: Feedback techniques experienced by respondents substantiate the literature-based recommendations, and corrective feedback is regarded as helpful when delivered appropriately. A model for providing feedback is offered.     

Educational supervisors evaluate the preparedness of graduates from a reformed UK curriculum to work as pre-registration house officers (PRHOs): a qualitative study

INTRODUCTION: In 1996 the University of Liverpool introduced an integrated problem-based learning (PBL) medical curriculum incorporating the recommendations of Tomorrow's Doctors. This paper investigates whether the PRHO (pre-registration house officer) educational supervisors who supervise Liverpool graduates believe that the reformed curriculum is producing house officers who have the competencies outlined by the General Medical Council. METHODS: Forty-one interviews were arranged with a sample of educational supervisors in the Mersey Deanery area to ascertain their views on the competencies of Liverpool PRHOs. The interviews were tape-recorded, transcribed and analysed. RESULTS: The supervisors felt that the PRHOs had been well prepared to work as PRHOs, and compared with traditional graduates they were actually better prepared for the job of PRHO. They saw the PRHOs as competent communicators with improved clinical skills, who had good attitudes, were aware of limitations, were team workers, good at history-taking and examination and had different approaches to finding information. There was a very confusing picture regarding basic knowledge, with some consultants expressing concerns, despite saying they had adequate knowledge to work as PRHOs. It emerged that there was little consensus about the knowledge base of the traditional or PBL graduates or what knowledge level was needed at this stage. DISCUSSION: Educational supervisors believe that the reformed curriculum in Liverpool is producing competent PRHOs who have been better prepared for the role of PRHO than previous graduates. It could be that uncertainty over knowledge base may be the price paid for reducing the factual burden and improving preparedness for professional practice.