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Military Medicine Nov 2019The role of physicians in the U.S. Armed Forces is diverse, encompassing a wide array of skills and responsibilities to provide superior healthcare to their patients and...
The role of physicians in the U.S. Armed Forces is diverse, encompassing a wide array of skills and responsibilities to provide superior healthcare to their patients and to advance military medicine. In addition to healthcare delivery and medical education, military physicians are engaged in public health, operational medicine, and cutting-edge medical research. Thus, clinical research is a crucial component of Graduate Medical Education (GME) and supports critical thinking (knowledge, skills, and abilities) and the development of leadership skills among U.S. military physicians. The Infectious Disease Clinical Research Program (IDCRP) education mission was established in 2005 with the overall goal of supporting the development and training of the next generation of clinical researchers in infectious diseases and related public health disciplines in the Armed Forces using several strategies, including didactic learning, mentored research, and research engagement. Through involvement in the IDCRP, infectious disease fellows, residents (e.g., surgical, internal medicine, and pediatrics), and Master of Public Health (MPH) students have continued their education and gained valuable skills related to clinical research. Trainees either conduct research with IDCRP mentors or participate in IDCRP-led practicum experiences, with research projects ranging from epidemiologic studies to microbiological assessments. Consistent with the needs of the Military Health System (MHS), and in accordance with Accreditation Council for Graduate Medical Education goals, the IDCRP provides opportunities for medical and graduate students, residents, and infectious disease fellows to conduct mentored research within the MHS, as well as gain important leadership skills in the conduct of clinical research. Overall, IDCRP continues to further infectious disease research through the support and education of the next generation of active-duty infectious disease researchers in the MHS.
Topics: Humans; Infectious Disease Medicine; Learning; Mentoring; Program Development; Research
PubMed: 31778195
DOI: 10.1093/milmed/usz094 -
Journal of Wound, Ostomy, and... 2014The purpose of this article is to review the process used in a large Veterans Affairs facility to unite a group of diverse wound care specialists together into a...
The purpose of this article is to review the process used in a large Veterans Affairs facility to unite a group of diverse wound care specialists together into a coordinated program. Program development is an iterative, interactive process requiring continued recycling of efforts until projects are completed. The Program Development Cycle is presented as an example of intentional planning that has been divided into 4 phases: (1) identifying the agency culture, (2) engaging in targeted project development, (3) developing operational strategies, and (4) conducting follow-up analysis. Specific examples of developing a mission, program goals, and wound care champions are discussed. Discussion also incorporates suggestions for changing organizational culture, developing policies and procedures, using best practices and guidelines, creating a wound fair, and incorporating a skin bundle and the challenges of outcome assessment.
Topics: Humans; Interdisciplinary Communication; Process Assessment, Health Care; Program Development; Skin Care; United States; United States Department of Veterans Affairs; Wound Healing
PubMed: 25377104
DOI: 10.1097/WON.0000000000000085 -
Supportive Care in Cancer : Official... Sep 2020The literature reflects considerable heterogeneity in what constitutes home-based exercise interventions. The variability for where and what "home-based" exercise can... (Review)
Review
BACKGROUND
The literature reflects considerable heterogeneity in what constitutes home-based exercise interventions. The variability for where and what "home-based" exercise can represent challenges interpretation of findings and appropriate advocacy, referral, or development of these models of care. Therefore, the objective of this review was to provide a comprehensive summary of how home-based exercise is defined and reported in the literature and summarize the range of supportive elements utilized in home-based exercise trials.
METHODS
We followed methodology for scoping reviews. Relevant research databases were searched from inception to March 2019. Two reviewers independently screened articles to determine eligibility and extracted terminology used to describe home-based exercise and intervention details for intervention delivery.
RESULTS
Of the 9432 records identified, 229 articles met inclusion criteria. Across the literature, exercise interventions were described as home-based if they were completed at-home, outdoors in the neighbourhood, and in community facilities; or in self-selected environments; or if they were unsupervised. Supportive elements for home-based models ranged with respect to the amount of supervision and resources utilized, including the provision of print materials, exercise equipment, telephone support, home visits, and technology.
CONCLUSIONS
This review provides a comprehensive summary of strategies previously utilized to deliver home-based exercise interventions in oncology, along with the various definitions of the home-based environment for exercise reported by researchers. Specific recommendations to improve the prescription and reporting of home-based exercise interventions are provided in order to facilitate the delivery, evaluation, and translation of findings into clinical practice.
Topics: Exercise Therapy; Humans; Medical Oncology; Program Development
PubMed: 32296982
DOI: 10.1007/s00520-020-05453-6 -
Journal For Nurses in Professional... 2016Clinical Ladder Programs or Clinical Advancement Programs (CAPs) are an essential component of staff nurse professional development, satisfaction, and retention. There...
Clinical Ladder Programs or Clinical Advancement Programs (CAPs) are an essential component of staff nurse professional development, satisfaction, and retention. There is a need for more evidence regarding developing CAPs. CAP initially launched in 2004. Nurses accomplished tasks in four main areas: clinical, education, leadership, and research, which reflected and incorporated the 14 Forces of Magnetism. In February 2012, the newly revised program was launched and renamed Professional Nursing Development Program. The new program was based on the 5 Magnet® model components, the Synergy Professional Practice Model, and a point system which enabled nurses to utilize activities in many areas, thereby allowing them to capitalize on their strengths. The purpose of this article is to discuss the development, revision, implementation, and lessons learned in creating and revising CAP.
Topics: Career Mobility; Humans; Leadership; Models, Organizational; Personnel Selection; Program Development
PubMed: 27846090
DOI: 10.1097/NND.0000000000000307 -
Primary Health Care Research &... Jan 2023To explore higher education institution (HEI) perspectives on the development and implementation of trainee nursing associates (NAs) in the primary care workforce in...
AIM
To explore higher education institution (HEI) perspectives on the development and implementation of trainee nursing associates (NAs) in the primary care workforce in England.
BACKGROUND
Current shortages of primary health care staff have led to innovative skill mix approaches in attempts to maintain safe and effective care. In England, a new level of nursing practice, NAs, was introduced and joined the workforce in 2019. This role was envisaged as a way of bridging the skills gap between health care assistants and registered nurses and as an alternative route into registered nursing. However, there is limited evidence on programme development and implementation of trainee NAs within primary care settings and HEI perspectives on this.
METHODS
This paper draws from a larger qualitative study of HEI perspectives on the trainee NA programme. Twenty-seven staff involved in training NAs, from five HEIs across England, were interviewed from June to September 2021. The interview schedule specifically included questions relating to primary care. Data relating to primary care were extracted and analysed using a combined framework and thematic analysis approach.
FINDINGS
Three themes were developed: 'Understanding the trainee role and requirements', 'Trainee support in primary care' and 'Skills and scope of practice'. It is apparent that a more limited understanding of the NA programme requirements can lead to difficulties in accessing the right support for trainees in primary care. This can create challenges for trainees in gaining the required competencies and uncertainty in understanding what constitutes a safe scope of practice within the role for both employers and trainees. It might be anticipated that as this new programme becomes more embedded in primary care, a greater understanding will develop, support will improve and the nature and scope of this new level of practice will become clearer.
Topics: Humans; Qualitative Research; Schools; Universities; Program Development; Primary Health Care
PubMed: 36617862
DOI: 10.1017/S146342362200072X -
International Journal of Medical... Jan 2017Information technology is perceived as a potential panacea for healthcare organisations to manage pressure to improve services in the face of increased demand. However,... (Review)
Review
Information technology is perceived as a potential panacea for healthcare organisations to manage pressure to improve services in the face of increased demand. However, the implementation and evaluation of health information systems (HIS) is plagued with problems and implementation shortcomings and failures are rife. HIS implementation is complex and relies on organisational, structural, technological, and human factors to be successful. It also requires reflective, nuanced, multidimensional evaluation to provide ongoing feedback to ensure success. This article provides a comprehensive review of the literature about evaluating and implementing HIS, detailing the challenges and recommendations for both evaluators and healthcare organisations. The factors that inhibit or promote successful HIS implementation are identified and effective evaluation strategies are described with the goal of informing teams evaluating complex HIS.
Topics: Health Information Systems; Humans; Program Development; Program Evaluation
PubMed: 27919399
DOI: 10.1016/j.ijmedinf.2016.09.007 -
Medical Teacher Apr 2015Professionalism must be explicitly taught, but teaching professionalism is challenging, because medical teachers are not prepared to teach this content area.
INTRODUCTION
Professionalism must be explicitly taught, but teaching professionalism is challenging, because medical teachers are not prepared to teach this content area.
AIM
This study aims at designing and evaluating a faculty development programme on learning and teaching professionalism in the Arabian context. Programme development: The study used a participatory design, where four authors and 28 teachers shared the responsibility in programme design in three steps: orientation workshop for teachers, vignette development, and teaching professionalism to students. The workshop provided the cognitive base on the salient attributes of professionalism in the Arabian context. After the workshop, authors helped teachers to develop a total of 32 vignettes in various clinical aspects, portraying a blend of professionalism dilemmas. A battery of seven questions/triggers was suggested to guide students' reflection.
PROGRAMME EVALUATION
The programme was evaluated with regard to its "construct" and its "outcomes". The programme has fulfilled the guiding principles for its design and it has emerged from a genuine professionalism framework from local scholarly studies in the Arabian context. Programme outcomes were evaluated at the four levels of Kirkpatrick's model; reaction, learning, behaviour, and results.
DISCUSSION
The study communicates a number of context-specific issues that should be considered when teaching professionalism in Arabian culture with respect to teachers and students. Three lessons were learned from developing vignettes, as reported by the authors. This study advocates the significance of transforming faculty development from the training discourse of stand-alone interventions to mentorship paradigm of the communities of learning.
CONCLUSION
A three-step approach (orientation workshop, vignettes development, and teaching professionalism) proved effective for faculty development for learning and teaching of professionalism. Professionalism can be taught using vignettes that demonstrate professionalism dilemmas in a particular context.
Topics: Arabs; Culture; Education, Medical; Faculty, Medical; Humans; Professionalism; Program Development; Program Evaluation; Staff Development
PubMed: 25803591
DOI: 10.3109/0142159X.2015.1006604 -
Telemedicine Journal and E-health : the... Jul 2016
Topics: Curriculum; Delivery of Health Care; Health Personnel; Health Plan Implementation; Humans; Needs Assessment; Program Development; Telemedicine; Virtual Reality
PubMed: 27380146
DOI: 10.1089/tmj.2016.29009.crd -
Rheumatic Diseases Clinics of North... Feb 2020This article reviews several national programs in musculoskeletal education initiated by the Department of Veterans Affairs over the past decade. These programs have... (Review)
Review
This article reviews several national programs in musculoskeletal education initiated by the Department of Veterans Affairs over the past decade. These programs have become sustained interprofessional opportunities for learners across disciplines and along the continuum of health professions education (HPE) and training pathways. This article also describes opportunities for leaders in rheumatology and other HPE programs to join these efforts and to collaborate in the scholarship that will be necessary in constructing educational programs fit for the purpose of ensuring a well-trained, competent workforce of health care providers.
Topics: Clinical Competence; Education, Medical; Humans; Interprofessional Relations; Musculoskeletal Diseases; Patient Care; Primary Health Care; Program Development; Quality of Health Care; Rheumatology; United States; United States Department of Veterans Affairs
PubMed: 31757281
DOI: 10.1016/j.rdc.2019.09.004 -
Journal of Graduate Medical Education Aug 2020
Topics: Family Practice; Humans; Internship and Residency; Professional Practice Location; Program Development; Rural Population
PubMed: 32879671
DOI: 10.4300/JGME-D-19-00932.1