Healthcare Education

Protection of patient data has become a critical part of the scope of practice of all healthcare professionals. Routine data breaches underscore the importance of training clinical employees in protecting these data. However, beyond exposure to HIPAA regulations, little is done to educate the healthcare student about the risks and vulnerabilities of the online environment as it pertains to health data. Most individuals receive training upon employment, and compliance with regulations and policies is problematic. This article supports the belief that educating the student prior to entering into the profession may result in improved compliance with state and federal regulations and local policies, thus providing better protections to their patients. We propose a curriculum for both undergraduate and graduate healthcare students to prepare them for understanding and complying with institutional policies once they begin their clinical rotations or are hired as employees. This curriculum...

This paper will discuss the definition of reflection; the importance of developing the culture of reflection in the classroom and clinical education for nurses; the different ways that the educator can self-reflect and creatively incorporate reflection into the traditional nursing curriculum. It will also discuss some of the benefits and shortcomings of some of the strategies that the educator can use.

Many authors acknowledge the significant contribution of informal learning experiences to knowledge acquisition and the competence of learners. However, unlike formal learning activi-ties, these informal learning experiences are rarely recorded and their contribution untracked. This study was conducted to identify if an emerging technology – the Tin Can API (xAPI) – supported workplace learners to track all their learning activities, both formal and informal, and to liberate their training records.

A prototype web-based learning record store was developed to collect informal learning activi-ties undertaken by participants including reading eBooks, eJournals and watching videos. Learning experiences were captured via learner-initiated xAPI statements generated by a ‘bookmarklet’ in the web browser. Learners were provided with access to the learning record store and experimental research conducted to assess changes in their perceptions before and after using the prototype system.

The findings suggest a desire from learners to take ownership of their training records and that the xAPI technology may be one solution to support collecting learning activities, echoing the growing recognition in the learning and development community that management of learning records should no longer be employer-lead.

Applications of the research include the ability to record experiential learning and track compe-tence of students in higher education, supporting career development of learners in the work-place, and supporting learners in developing nations to track their learning where they do not have access to formal education.

Objectives: The human dimensions of healthcare—core values and skilled communication necessary for
every healthcare interaction—are fundamental to compassionate, ethical, and safe relationship-centered
care. The objectives of this paper are to: describe the development of the International Charter for Human
Values in Healthcare which delineates core values, articulate the role of skilled communication in
enacting these values, and provide examples showing translation of the Charter’s values into action.

Methods: We describe development of the Charter using combined qualitative research methods and the
international, interprofessional collaboration of institutions and individuals worldwide.

Results: We identified five fundamental categories of human values for every healthcare interaction—
Compassion, Respect for Persons, Commitment to Integrity and Ethical Practice, Commitment to
Excellence, and Justice in Healthcare—and delineated subvalues within each category. We have
disseminated the Charter internationally and incorporated it into education/training. Diverse healthcare
partners have joined in this work.

Conclusion: We chronicle the development and dissemination of the International Charter for Human
Values in Healthcare, the role of skilled communication in demonstrating values, and provide examples of
educational and clinical programs integrating these values.

Practice implications: The Charter identifies and promotes core values clinicians and educators can
demonstrate through skilled communication and use to advance humanistic educational programs and
practice.

Resources: The tables on the pages below contain themes from the following healthcare education related journals recently:  Journal of Nursing Education (JNE)  Medical Teacher (MT)  BMC Medical Education (BMCME)  Advances in Health Sciences Education (AHSE)  Academic Medicine (AM) [full review not conducted]

Simulations, in which healthcare professionals are observed in dialogue with role-played patients, are widely used for assessing professional skills. Medical education research suggests simulations should be as authentic as possible, but there remains a lack of linguistic research into how far such settings authentically reproduce talk. This article presents an analysis of a corpus of general practice simulations in the UK, comparing this to a dataset of real-life GP consultations. Combining corpus linguistic and conversation analytic methodologies, key interactional features of the simulations are identified, particularly those associated with successful/unsuccessful performance in terms of the examiner’s grading. The corpus analysis identifies various forms of the phrase ‘tell me more about’ to occur significantly more frequently in the simulations compared to real GP consultations, typically in the opening sequences and most frequently in successful cases. It falls to a conversation analysis of the data, examining this phrase within the interactional context of these opening sequences, to better understand the actions it performs. Successful candidates in the simulations are found to perform a consistent sequential pattern, often incorporating this phrase. Though simulated, these interactions have real professional consequences for those being assessed. Linguistic findings about what constitutes successful interaction or differences to real-life practice therefore have important implications for professional education and assessment.

All simulation-based learning experiences begin with development of clearly written participant objectives, which are available prior to the experience. Participant objectives are the guiding tools for simulation. Objectives are essential to determine if the outcomes for simulation-based learning experience have been achieved. To meet participant objectives, identification of appropriate scenario , fidelity, and facilitation methods is crucial.

Although healthcare has long been a focus for design research dating from the 1960’s and Bruce Archer’s Industrial Design (Engineering) research unit, there remain very few academic programmes in the field of healthcare design and even fewer that go beyond classic user driven models. This paper reports on a unique collaboration between the Royal College of Art and Imperial College in London to develop an innovative partnership and programme structure between two diverse collaborating institutions. Moreover, the partnership has shown how new design and healthcare research methods have been used for innovative practice-based healthcare design projects. We reflect on the diverse skill sets and approaches that have evolved through collaborative teamwork between healthcare practitioners, designers and diverse disciplinary backgrounds. Our conclusions illustrate how a context driven programme provides evidence of a new ‘post-disciplinary’ mindset and explores implications for research and practice for the future of healthcare design.

The article analyses the background to healthcare education in the Spanish school system. Spanish foreign policy and the fact that Spain became a member of a number of international organizations, such as the FAO and WHO (in 1951), UNESCO (1953), UN (1955), the International Monetary Fund and World Bank (1958) boosted the modernization of the economic, social and administrative fabric of the franquist regime, with a particularly perceptible effect on its education system. This process, which had been initiated in the sixties, reached its pinnacle with the General Education Act of 1970. Primary schooling, which had only been made compulsory in 1965, was conceived as a “social institution” whose role was to go hand in hand with the other major transformations taking place in the country. Healthcare education became one of the new educational domains, experts agreed, that were vital to the policies promoted by the aforementioned international organizations the country had now joined. This measure was implemented in the most disciplined manner by technocrats of the education administration, but quickly met with the obstacles and difficulties that will inevitably assail any imported process, resulting in strong resistance from within and without the school system, as it came to clash with the reality of the situation in the country.

The human dimensions of healthcare--core values and skilled communication necessary for every healthcare interaction--are fundamental to compassionate, ethical, and safe relationship-centered care. The objectives of this paper are to: describe the development of the International Charter for Human Values in Healthcare which delineates core values, articulate the role of skilled communication in enacting these values, and provide examples showing translation of the Charter's values into action. We describe development of the Charter using combined qualitative research methods and the international, interprofessional collaboration of institutions and individuals worldwide. We identified five fundamental categories of human values for every healthcare interaction--Compassion, Respect for Persons, Commitment to Integrity and Ethical Practice, Commitment to Excellence, and Justice in Healthcare--and delineated subvalues within each category. We have disseminated the Charter internati...

Protection of patient data has become a critical part of the scope of practice of all healthcare professionals. Routine data breaches underscore the importance of training clinical employees in protecting these data. However, beyond exposure to HIPAA regulations, little is done to educate the healthcare student about the risks and vulnerabilities of the online environment as it pertains to health data. Most individuals receive training upon employment, and compliance with regulations and policies is problematic. This article supports the belief that educating the student prior to entering into the profession may result in improved compliance with state and federal regulations and local policies, thus providing better protections to their patients. We propose a curriculum for both undergraduate and graduate healthcare students to prepare them for understanding and complying with institutional policies once they begin their clinical rotations or are hired as employees. This curriculum addresses the roles of information technology and health information management personnel in securing patient data, local and federal legislation, and the limitation of technical security measures. This curriculum should prepare future clinicians to use their own judgment and to better understand the role of intuitional policies in protecting patient data.

Background Knowledge and skills decline within months post simulation-based training in neonatal resuscitation. To empower ‘Millennial’ learners to take control of their own learning, a single-player, unguided web-based Neonatal Resuscitation Game was designed. The present study investigates the effectiveness of the game on retention of resuscitation knowledge and skills. Methods The study evaluated 162 healthcare professionals who attended simulation-based training in neonatal resuscitation. Following standard simulation-based training, participants were assigned to either a gaming group (Gamers) with access to the web-based Neonatal Resuscitation Game or a control group (Controls) with no access to the game. Although Gamers were given access, game utilization was completely voluntary and at will. Some Gamers chose to utilize the web-based game (Players) and others did not (Non-players). Knowledge and skills in neonatal resuscitation were assessed upon completion of training and 6 ...

Sağlık alanındaki ihtiyaçların hızla artması, sağlık sistemlerinin çeşitlenmesi ve bu konunun ülkelerin gelişmişlik düzeylerine olan etkisi gibi sebepler günümüzde sağlık kurumlarının daha karmaşık bir organizasyon yapısına dönüşmesini sağlamıştır. Tıbbi, sosyal, ekonomik ve teknolojik unsurları içinde barındırması sebebiyle diğer birçok organizasyondan farklı olan sağlık kurumlarının başarılı bir şekilde yönetilmesi elzem hale gelmiş ve profesyonel yöneticilere olan ihtiyaç artmıştır. Sağlık alanına profesyonel yönetici yetiştirmek üzere kurulan Sağlık Yönetimi bölümlerinde ihtiyaca cevap verebilecek şekilde dersler okutulması ise yönetici adayı öğrenciler ve görev yapacakları kurumlar için oldukça mühimdir. Bu çalışmanın amacı, Türkiye'de Sağlık Yönetimi Bölümü bulunan üniversitelerin bölüm müfredatlarındaki sıklıkla tekrar eden ve en az % 50'sinin müfredatında bulunan dersleri keşfetmektir. Bu çerçevede araştırma, Sağlık Yönetimi Bölümü bulunan üniversitelerin bölümlerinin internet sitelerinde yer alan öğretim programlarının incelenmesi ve sıklıkla tekrar eden ortak derslerin bulgulanmasını içermektedir. Sonuç olarak sağlık kurumlarının başarılı bir şekilde yönetilmesine yönelik ihtiyacı karşılamak üzere kurulan bu bölümlerin müfredatlarında sıklıkla tekrarlayan temel zorunlu derslerin çoğunlukla iktisadi ve idari bilimler alanına ait yönetim dersleri olduğu, ancak üniversite bazında ders isimlerinin örtüşmediği tespit edilmiştir.

There is a transitional process that occurs when an occupational therapy (OT) practitioner assumes the role of an educator. Various challenges have been reported, though few directly address occupational therapy assistant (OTA) education. This study aimed to identify challenges faced by OT practitioners when they transition from working in a clinical setting to working as OTA faculty members. A 29-item online survey was developed covering three key areas of new OTA faculty members’ responsibilities: a) Learning the Educator Role, b) Curriculum and Class Development, and c) Interacting with Students. The survey was distributed through the American Occupational Therapy Association Program Directors’ and Academic Fieldwork Coordinators’ listservs, the Education Special Interest Section listserv and direct email to faculty members. Two hundred twenty-three participants completed the survey. Eight items were rated by 60% of participants as “Moderately” or “Very” challenging. Six of these items were in the category of Curriculum and Class Development, and two items were in the category of Learning the Educator Role. Interacting with Students was a relative area of comfort and strength. No significant relationships were found between the level of challenge experienced by OT practitioners transitioning to OTA educators and the demographic factors that were examined. Content analysis of open-ended survey questions yielded additional themes in each of the three categories that offer deeper insights into specific challenges. Collectively, results highlight areas where support and professional development can enhance successful clinician to OTA educator transitions.

During the learning process, whether students remain attentive throughout the session influences their learning capability. If teachers can identify whether students are attentive they can be notified to remain focused, thus resulting in improving their learning capability. Traditional methods require, teachers observe students’ facial expressions to identify whether they are attentive during the session. However, this method is often inaccurate and increases the burden on teachers. The number of Alzheimer's patient and resulting deaths is increasing every year mainly due to delay in the early detection so as to take necessary measures and treatments to overcome it. With the development of electroencephalography (EEG) detection tools, a window has opened for developing an effective equipment to aid this cause.