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Aaron L Grant, Claire Temple-Oberle
OBJECTIVE: The purpose of this study is to determine the utility of self-assessment in microsurgical training using a previously validated rating scale. DESIGN: A prospective study of surgical residents taking a hands-on 5-day microsurgical training course. Learners completed multiple self-assessments of their technical skills using the University of Western Ontario Microsurgical Acquisition/Assessment instrument. Simultaneously, preceptors assessed the learners using the same scale...
October 17, 2016: Journal of Surgical Education
Charlene R Williams, Jacqueline E McLaughlin, Wendy C Cox, Greene Shepherd
Objective. To determine if student pharmacists' preferences towards experiential and rational thinking are associated with performance on advanced pharmacy practice experiences (APPEs) and whether thinking style preference changes following APPEs. Methods. The Rational Experiential Inventory (REI), a validated survey of thinking style, was administered to student pharmacists before starting APPEs and re-administered after completing APPEs. APPE grades were compared to initial REI scores. Results. Rational Experiential Inventory scores remained consistent before and after APPEs...
September 25, 2016: American Journal of Pharmaceutical Education
Laura L Bio, Brandon J Patterson, Sanchita Sen, Angela L Bingham, Jane F Bowen, Benjamin Ereshefsky, Laura A Siemianowski
Objective. To identify the temporal effect and factors associated with student pharmacist self-initiation of interventions during acute patient care advanced pharmacy practice experiences (APPE). Methods. During the APPE, student pharmacists at an academic medical center recorded their therapeutic interventions and who initiated the intervention throughout clinical rotations. At the end of the APPE student pharmacists completed a demographic survey. Results. Sixty-two student pharmacists were included. Factors associated with lower rates of self-initiated interventions were infectious diseases and pediatrics APPEs and an intention to pursue a postgraduate residency...
September 25, 2016: American Journal of Pharmaceutical Education
Bayan Sharif-Chan, Dipti Tankala, Christine Leong, Zubin Austin, Marisa Battistella
Objective. To compare peer teaching in a medical and a pharmacy clinical teaching unit and to provide suggestions for future research in pharmacy near-peer teaching. Methods. This exploratory observational study used principles of ethnographic methodology for data collection and analysis. Observations were collected in a large downtown teaching hospital. An average of 4-6 hours per day were spent observing a team of medical trainees from the Faculty (School) of Medicine in the general internal medicine (unit for two weeks, followed by a team of pharmacy trainees in an ambulatory hemodialysis (HD) unit for two weeks...
September 25, 2016: American Journal of Pharmaceutical Education
Mark Hochberg, Russell Berman, Jennifer Ogilvie, Sandra Yingling, Sabrina Lee, Martin Pusic, H Leon Pachter
BACKGROUND: The Liaison Committee on Medical Education requires midclerkship formative (low stakes) feedback to students regarding their clinical skills. Student self-assessment is not commonly incorporated into this evaluation. We sought to determine the feasibility of collecting and comparing student self-assessment with that of their preceptors using an iPad application. These student self-ratings and preceptor ratings are jointly created and reviewed as part of a face-to-face midclerkship feedback session...
September 20, 2016: American Journal of Surgery
Angel K Chen, Josette Rivera, Nicole Rotter, Emily Green, Susan Kools
With the shift towards interprofessional education to promote collaborative practice, clinical preceptors are increasingly working with trainees from various professions to provide patient care. It is unclear whether and how preceptors modify their existing precepting approach when working with trainees from other professions. There is little information on strategies for this type of precepting, and how preceptors may foster or impede interprofessional collaboration. The purpose of this qualitative description pilot study was to identify current methods preceptors use to teach trainees from other professions in the clinical setting, particularly advanced practice nursing and medical trainees, and to identify factors that support or impede this type of precepting...
September 28, 2016: Nurse Education in Practice
Stacey E Walker, Ashley B Thrasher, Stephanie M Mazerolle
CONTEXT:  Research is limited on the transition to practice of newly credentialed athletic trainers (ATs). Understanding this transition could provide insight to assist employers and professional programs in developing initiatives to enhance the transition. OBJECTIVE:  To explore newly credentialed ATs' experiences and feelings during their transition from student to autonomous practitioner. DESIGN:  Qualitative study. SETTING:  Individual phone interviews...
October 6, 2016: Journal of Athletic Training
Vidya Ramaswamy, Wilhelm Piskorowski, Mark Fitzgerald, Howard A Hamerink, Stephen Stefanac, Rachel Greene, Marilyn S Lantz
Since 2006, the University of Michigan School of Dentistry has used a 13-point measure of overall competence instrument to assess fourth-year dental students' end-rotation performance at community clinics. The aim of this study was to assess the reliability and validity of this instrument used by preceptors to rate students' overall competence during community-based dental education experiences. The measure was analyzed using performance ratings for all fourth-year DDS students in the graduating classes of 2012 and 2013 (combined n=201)...
October 2016: Journal of Dental Education
Melissa OʼConnor, Angelina Arcamone, Frances Amorim, Mary Beth Hoban, Regina M Boyd, Lauren Fowler, Theresa Marcelli, Jacalyn Smith, Kathleen Nassar, M Louise Fitzpatrick
Management and facilitation of care transitions from hospital to alternative settings requires skill and attention to avoid adverse events. Several interprofessional organizations and nurse leaders have called for the expansion and redesign of undergraduate nursing curricula to include care transitions. Yet there is little evidence describing how undergraduate baccalaureate nursing students are educated on this critical topic or how successful they are in improving student knowledge about care transitions. To address this gap, an in-classroom and clinical experience was implemented to prepare students to manage and facilitate care transitions from the hospital to alternative settings-including the home...
October 2016: Home Healthcare Now
Judith Egan, Eileen Helbig Toughill, Ann Painter, Rita Truex
Nurse managers and nursing faculty report, anecdotally, on their difficulty identifying nurses willing to precept new staff or students. To understand more about this topic, we queried home care nurses at a small agency on their perceived incentives and barriers to precepting, their preceptor status, generation of birth, and birth order. The purpose of this pilot study was to identify home care nurses' perceived incentives and barriers to becoming a preceptor. We also sought to examine possible relationships between preceptor status, generation of birth, and ordinal position of birth...
October 2016: Home Healthcare Now
Ragnhild Nyhagen, Anita Strøm
Education of critical care nurses in Norway consists of equal parts clinical practice and theoretical education. The purpose of this study was to investigate postgraduate students' perceptions of the one-on-one, bedside precepting they received during their critical care education. Two focus group interviews with students at a Norwegian university college were conducted, and a thematic cross-case analysis was done. The interviewees characterized high-quality precepting as precepting where proper precepting strategies are applied, right priorities in precepting are made, the preceptor possesses desirable qualities, and there is a good preceptor-student relationship...
September 15, 2016: Nurse Education in Practice
Xi Vivien Wu, Karin Enskär, Lay Hoon Pua, Doreen Gek Noi Heng, Wenru Wang
BACKGROUND: A major focus in nursing education is on the judgement of clinical performance, and it is a complex process due to the diverse nature of nursing practice. A holistic approach in assessment of competency is advocated. Difficulties in the development of valid and reliable assessment measures in nursing competency have resulted in the development of assessment instruments with an increase in face and content validity, but few studies have tested these instruments psychometrically...
2016: BMC Medical Education
Marleise McBean Graham, Jascinth Lindo, Venise D Bryan, Steve Weaver
The aim of this study is to determine the levels of stress among students in the Jamaican clinical setting and describe the perceived contributing factors to this stress. This cross-sectional study of 106secondyear students enrolled at 2 schools of nursing in Jamaica used a 30-item self-administered questionnaire to gather data on levels of stress and contributing factors. Participants were asked to rate the levels of stress experienced (scale: 0-5, where 5 was highest). Data were analyzed using Statistical Package for the Social Sciences® Version 19 for Windows®...
September 2016: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Carolyn Ziebert, Carol Klingbeil, Catherine A Schmitt, Alice V Stonek, Joan P Totka, Ashley Stelter, Rachel F Schiffman
This descriptive qualitative study explored data from debriefs of all newly hired nurses at 3, 6, and 12 months posthire during a newly designed transition-to-practice program at a pediatric hospital. Four major themes emerged: preceptors, education process, adaptation to the organization, and role transition. Supportive factors included staged orientation, limited preceptors, mentors, regular communication with leaders, and a culture of teamwork. Stressors included too many preceptors, mentorship needs, floating, communication challenges, and organizational changes...
September 2016: Journal for Nurses in Professional Development
Santiago de la Garza, Vania Phuoc, Steven Throneberry, Jennifer Blumenthal-Barby, Laurence McCullough, John Coverdale
OBJECTIVE: One objective was to identify and review studies on teaching medical ethics to psychiatry residents. In order to gain insights from other disciplines that have published research in this area, a second objective was to identify and review studies on teaching medical ethics to residents across all other specialties of training and on teaching medical students. METHODS: PubMed, EMBASE, and PsycINFO were searched for controlled trials on teaching medical ethics with quantitative outcomes...
September 19, 2016: Academic Psychiatry
Pilar Serrano-Gallardo, Mercedes Martínez-Marcos, Flora Espejo-Matorrales, Tiemi Arakawa, Gabriela Tavares Magnabosco, Ione Carvalho Pinto
OBJECTIVE: to identify the students' perception about the quality of clinical placements and asses the influence of the different tutoring processes in clinical learning. METHODS: analytical cross-sectional study on second and third year nursing students (n=122) about clinical learning in primary health care. The Clinical Placement Evaluation Tool and a synthetic index of attitudes and skills were computed to give scores to the clinical learning (scale 0-10). Univariate, bivariate and multivariate (multiple linear regression) analyses were performed...
July 11, 2016: Revista Latino-americana de Enfermagem
Eui Geum Oh, You Lee Yang, Jae Yong Yoo, Ji Yun Lim, Ji Hyun Sung
PURPOSE: The current challenges faced by nurses in providing high quality and evidence-based practice (EBP) supported care require profound changes in nursing education. To understand the changes needed to strengthen EBP education, the researchers examined EBP self-efficacy, course needs, barriers, and facilitators for academic faculty and clinical nurse preceptors to teach EBP in undergraduate nursing curricula. METHODS: For this study, mixed-method approach was used with survey data collected from 73 academic faculty members from 54 universities...
August 2016: Journal of Korean Academy of Nursing
Jann B Skelton, James A Owen
OBJECTIVES: The Community Pharmacy Residency Program (CPRP) Planning Committee convened to develop a vision and a strategic action plan for the advancement of community pharmacy residency training. Aligned with the profession's efforts to achieve provider status and expand access to care, the Future Vision and Action Plan for Community-based Residency Training will provide guidance, direction, and a strategic action plan for community-based residency training to ensure that the future needs of community-based pharmacist practitioners are met...
September 2016: Journal of the American Pharmacists Association: JAPhA
Stephanie Alimena, Judy Lewis
INTRODUCTION: Despite the widespread effects of sexual dysfunction on health, sexual problems are not routinely addressed by physicians. Attitudes toward sexual dysfunction screening have not yet been evaluated in medical students. AIM: To evaluate the frequency of screening for sexual dysfunction by medical students, their attitudes toward screening, and factors that influence whether medical students discuss sexual problems with patients. METHODS: A cross-sectional study was conducted by online questionnaire...
October 2016: Journal of Sexual Medicine
Ajit K Sachdeva
The critical role of continuing professional development (CPD) in supporting delivery of patient care of the highest quality and safety is receiving significant attention in the current era of monumental change. CPD is essential in efforts to ensure effectiveness of new models of health care delivery, improve outcomes and value in health care, address external regulations, and foster patient engagement. The unique features of CPD; the use of special mastery-based teaching, learning, and assessment methods, and other special interventions to promote excellence; and direct involvement of a variety of key stakeholders differentiate CPD from undergraduate medical education and graduate medical education...
2016: Journal of Continuing Education in the Health Professions
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