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Graduate transition

Dalena R M van Rooyen, Portia J Jordan, Wilma Ten Ham-Baloyi, Ernestina M Caka
Literature shows that successful transition of newly graduate nurses to professional nurses is imperative but does not always take place, resulting in difficulty in performance, cognizance or behaviour of a role as a nurse, affecting the quality of patient care negatively. No integrative literature review could be found to summarize available guidelines facilitating transition of final year nursing students to professional nurses. An extensive search of the literature by means of an integrative literature review was conducted in 2014 and updated in June 2017, following a five-step process...
March 3, 2018: Nurse Education in Practice
Judith Brenner, Jeffrey Bird, Samara B Ginzburg, Thomas Kwiatkowski, Vincent Papasodero, William Rennie, Elisabeth Schlegel, Olle Ten Cate, Joanne M Willey
BACKGROUND: Two dominant themes face medical education: developing integrated curricula and improving the undergraduate medical education (UME) to graduate medical education (GME) transition. An innovative solution to both of these challenges at the Zucker School of Medicine has been the application of the cognitive apprenticeship framework in requiring emergency medical technician (EMT) certification during the first course in medical school as the core on which to build an integrated curriculum and provide entrustable clinical skills...
March 8, 2018: Medical Teacher
Vivian Tong, Beverly J Epeneter
BACKGROUND: Newly licensed nurses are overwhelmed and feel stressed as they transition from student to professional nurse. Health educators are making strides in improving the work environment, yet these nurses continue to feel stressed. Little has been done to track stress-ors to see whether they have changed over time. METHOD: A descriptive qualitative research method was used to identify the stressors of newly licensed nurses. The first focus group interviews were conducted in 2003 with 21 nurses...
March 1, 2018: Journal of Continuing Education in Nursing
Jennifer R Kogan, Alison J Whelan, Larry D Gruppen, Lorelei A Lingard, Pim W Teunissen, Olle Ten Cate
As competency-based medical education is adopted across the training continuum, discussions regarding time-variable medical education have gained momentum, raising important issues that challenge the current regulatory environment and infrastructure of both undergraduate and graduate medical education in the United States. Implementing time-variable medical training will require recognizing, revising, and potentially reworking the multiple existing structures and regulations both internal and external to medical education that are not currently aligned with this type of system...
March 2018: Academic Medicine: Journal of the Association of American Medical Colleges
Robert Englander, Carol Carraccio
The paradigm shift to competency-based medical education (CBME) is under way, but incomplete implementation is blunting the potential impact on learning and patient outcomes. The fundamental principles of CBME call for standardizing outcomes addressing population health needs, then allowing time-variable progression to achieving them. Operationalizing CBME principles requires continuity within and across phases of the education, training, and practice continuum. However, the piecemeal origin of the phases of the "continuum" has resulted in a sequence of undergraduate to graduate medical education to practice that may be continuous temporally but bears none of the integration of a true continuum...
March 2018: Academic Medicine: Journal of the Association of American Medical Colleges
Catherine R Lucey, George E Thibault, Olle Ten Cate
Health care systems around the world are transforming to align with the needs of 21st-century patients and populations. Transformation must also occur in the educational systems that prepare the health professionals who deliver care, advance discovery, and educate the next generation of physicians in these evolving systems. Competency-based, time-variable education, a comprehensive educational strategy guided by the roles and responsibilities that health professionals must assume to meet the needs of contemporary patients and communities, has the potential to catalyze optimization of educational and health care delivery systems...
March 2018: Academic Medicine: Journal of the Association of American Medical Colleges
Larry A Allen, Colleen K McIlvennan, Jocelyn S Thompson, Shannon M Dunlay, Shane J LaRue, Eldrin F Lewis, Chetan B Patel, Laura Blue, Diane L Fairclough, Erin C Leister, Russell E Glasgow, Joseph C Cleveland, Clifford Phillips, Vicie Baldridge, Mary Norine Walsh, Daniel D Matlock
Importance: Shared decision making helps patients and clinicians elect therapies aligned with patients' values and preferences. This is particularly important for invasive therapies with considerable trade-offs. Objective: To assess the effectiveness of a shared decision support intervention for patients considering destination therapy left ventricular assist device (DT LVAD) placement. Design, Setting, and Participants: From 2015 to 2017, a randomized, stepped-wedge trial was conducted in 6 US LVAD implanting centers including 248 patients being considered for DT LVAD...
February 26, 2018: JAMA Internal Medicine
Elisabeth Garrison
No abstract text is available yet for this article.
March 2018: Journal for Nurses in Professional Development
Susan A Boyer, Elizabeth A Mann-Salinas, Krystal K Valdez-Delgado
The clinical transition framework (CTF) is a competency-based practice development system used by nursing professional development practitioners to support nurses' initial orientation or transition to a new specialty. The CTF is applicable for both new graduate and proficient nurses. The current framework and tools evolved from 18 years of performance improvement and research projects engaged in both acute and community care environments in urban and rural settings. This article shares core CTF concepts, a description of coaching plans, and a professional accountability statement as experienced within the framework...
March 2018: Journal for Nurses in Professional Development
Alicia Arias, Rebecca Sander, Terry Siek
Orienting new graduates through simulation, which incorporated critical thinking performance at the bedside, improved their readiness to respond to critical situations and eased transition to the appropriately assigned unit. Graduate nurses' critical thinking processes at the bedside were observed and scored according to how quickly correct diagnoses were made and interventions identified. A scorecard was developed based on defined criteria.
March 2018: Journal for Nurses in Professional Development
Aaron D C Knox, Jessica G Shih, Richard J Warren, Mirko S Gilardino, Dimitri J Anastakis
BACKGROUND: Transitioning to competency-based surgical training will require consensus regarding the scope of plastic surgery and expectations of operative ability for graduating residents. Identifying surgical procedures experts deemed most important in preparing graduates for independent practice (i.e., "core" procedures), and those that are less important or deemed more appropriate for fellowship training (i.e., "noncore" procedures), will focus instructional and assessment efforts...
March 2018: Plastic and Reconstructive Surgery
Rachel Giesey, Doria Narively, Valerie Fuller, Eliot Mostow
With the high demand and limited supply of dermatologists, the majority dedicate their time primarily to outpatient practice. A number ofobstacles to inpatient dermatology consults have been described, as well as the essential benefits for some of the sickest patients. Dermatology residency programs partially relieve this need, however with the transition to a single Graduate Medical Education accreditation system and many previously American Osteopathic Association-accredited dermatologyprograms ceasing to train residents after 2020, it is prudent to recruit additional possible consultants...
January 15, 2018: Dermatology Online Journal
Olle Ten Cate, Jan Borleffs, Marijke van Dijk, Tineke Westerveld
AIM: The aim of this report, written for the 40th anniversary issue of Medical Teacher, is to document 20 years of development of the Utrecht undergraduate medical curriculum, as both to exhibit accountability and to inform the community of the process and choices that can be made in long-term curriculum development. METHODS: We used the SPICES model, created by Medical Teacher's Editor Ronald Harden and colleagues in 1984. RESULTS: The Utrecht six-year program, now called "CRU+", has many distinct features that were introduced, most of which are well documented...
February 22, 2018: Medical Teacher
AnnaMarie Connolly, Alice Goepfert, Anita Blanchard, Elizabeth Buys, Nicole Donnellan, Cindy L Amundsen, Shelley L Galvin, Kimberly Kenton
Background : Few tools currently exist for effective, accessible delivery of real-time, workplace feedback in the clinical setting. Objective : We developed and implemented a real-time, web-based tool for performance-based feedback in the clinical environment. Methods : The tool (myTIPreport) was designed for performance-based feedback to learners on the Accreditation Council for Graduate Medical Education (ACGME) Milestones and procedural skills...
February 2018: Journal of Graduate Medical Education
Stephanie M Mazerolle, Sarah L Myers, Stacy E Walker, Jessica Kirby
CONTEXT:   Professional commitment, or one's affinity and loyalty to a career, has become a topic of interest in athletic training. The expanding research on the topic, however, has omitted newly credentialed athletic trainers (ATs). For an impressionable group of practitioners, transitioning to clinical practice can be stressful. OBJECTIVE:   To explore the professional commitment of newly credentialed ATs in the secondary school setting. SETTING:   Secondary school...
February 21, 2018: Journal of Athletic Training
Sarah J Schlesinger, Michelle Romanick, Jonathan N Tobin, Donna Brassil, Rhonda G Kost, Rita Devine, Barbara O'Sullivan, Roger D Vaughan, Yupu Liang, Joel Correa da Rosa, Maija Williams, James G Krueger, Barry S Coller
Introduction and Methods: The Rockefeller Clinical Scholars (KL2) Program began in 1976 and transitioned into a 3-year Master's degree program in 2006 when Rockefeller joined the NIH Clinical and Translational Science Award (CTSA) program. The program consists of ~15 trainees supported by the CTSA KL2 award and University funds. It is designed to provide an optimal environment for junior translational investigators to develop team science and leadership skills by designing and performing a human subjects protocol under the supervision of a distinguished senior investigator mentor and a team of content expert educators...
October 2017: Journal of Clinical and Translational Science
Tae Kyoung Lee, Kandauda A S Wickrama, Catherine Walker O'Neal, Guillermo Prado
The purposes of the present study are to investigate: (1) the heterogeneity in life transition patterns of youth from adolescence to young adulthood (ages 18-30) involving the timing and sequence of four transition events (college graduation, full-time employment, marriage, and parenthood), (2) the influence of early socioeconomic adversity on life transition patterns from adolescence to young adulthood, and (3) the influence of gender and race/ethnicity on these transition patterns. Using a multivariate discrete-time mixture survival model with a sample of 14,503 adolescents from the National Longitudinal Study of Adolescent to Adult Health (Add Health), the study identified four life transition patterns and found that early socioeconomic adversity shapes disrupted life transition patterns from adolescence to young adulthood...
February 2018: Social Science Research
Kirsten F Fox
This chapter provides a context for how colleges and universities can prepare students for career readiness by leveraging leadership development programs to further develop knowledge, skills, and competencies that translate to the changing world of work, particularly for graduates in transition to their first jobs.
March 2018: New Directions for Student Leadership
Yvonne Hoeve Ten, Saskia Kunnen, Jasperina Brouwer, Petrie F Roodbol
AIMS AND OBJECTIVES: To gain greater understanding of which personal and professional demands novice nurses are confronted with and what can be done to improve the transition from novice to professional staff nurse. BACKGROUND: Novice nurses are confronted with a lot of physical, emotional and intellectual changes in the role-transition process from student nurse to professional staff nurse, which are often related to feelings of confusion, uncertainty and stress...
February 15, 2018: Journal of Clinical Nursing
Connie R Shi, Vinod E Nambudiri
As the burdens of chronic disease rise in the United States, both undergraduate and graduate medical education must adapt to adequately equip future physicians with the skills to manage the increasingly complex health needs affecting the population. However, traditional models of undergraduate medical education (UME) have made focusing on chronic care education challenging. In this Invited Commentary, the authors advocate for strengthening UME based upon five approaches to engage trainees in learning about chronic care across both the preclinical and clinical phases of their education: (1) introducing chronic care in the preclinical years; (2) prioritizing chronic care education across all specialties; (3) maximizing the fourth year of medical school through a chronic care focus; (4) creating chronic disease-focused advanced clerkships; and (5) leveraging technology for education...
February 13, 2018: Academic Medicine: Journal of the Association of American Medical Colleges
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