Journal articles on the topic 'Continuing Nursing Education Program Evaluation'
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Jho, Mi Young, and Miyoung Kim. "Development of the Program Evaluation Measurement of Continuing Nursing Education Programs." Journal of Korean Academy of Nursing 43, no. 2 (2013): 236. http://dx.doi.org/10.4040/jkan.2013.43.2.236.
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Doherty-Restrepo, Jennifer L., Brian J. Hughes, Gianluca Del Rossi, and William A. Pitney. "Evaluation Models for Continuing Education Program Efficacy: How Does Athletic Training Continuing Education Measure Up?" Athletic Training Education Journal 4, no. 3 (July 1, 2009): 117–24. http://dx.doi.org/10.4085/1947-380x-4.3.117.
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Objective: Although continuing education is required for athletic trainers (AT) to maintain their Board of Certification credential, little is known regarding its efficacy for advancing knowledge and improving patient care. Continuing professional education (CPE) is designed to provide professionals with important practical learning opportunities. The purpose of our literature review is to provide ATs with an understanding of the primary evaluation models for CPE programs and identify how athletic training compares to the current models. We then explicate how adult learning theories can influence both CPE program development and evaluation. Data Sources: We conducted a review of pertinent literature from 2005–2008 using the Cumulative Index to Nursing and Allied Health Literature (CINAHL) with the following search terms in various combinations: andragogy, adult education, continuing education, continuing professional education, lifelong learning, and evaluation. This search resulted in approximately 190 hits. Data Synthesis: We reviewed research studies that examined CPE effectiveness and the application of adult learning theories in program development. Our findings revealed that most CPE programs fail to assess acquisition or retention of knowledge in allied healthcare professions. To date, no studies in athletic training have investigated the extent to which CPE influences patient care. Conclusions/Recommendations: We suggest conducting learning outcome studies to examine how ATs acquire and retain CPE program content and then apply it to their professional practice. Furthermore, we recommend incorporating adult learning theory into all CPE practices, including conference planning.
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Dickinson, Glenda R., William L. Holzemer, and Elizabeth Nichols. "Evaluation of an Arthritis Continuing Education Program." Journal of Continuing Education in Nursing 16, no. 4 (July 1985): 127–31. http://dx.doi.org/10.3928/0022-0124-19850701-07.
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Connors, Helen R. "Impact Evaluation of a Statewide Continuing Education Program." Journal of Continuing Education in Nursing 20, no. 2 (March 1989): 64–69. http://dx.doi.org/10.3928/0022-0124-19890301-06.
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Sowell, Richard, Greg Seals, Barbara Wilson, and Carole Robinson. "Evaluation of an HIV/AIDS Continuing Education Program." Journal of Continuing Education in Nursing 29, no. 2 (March 1998): 85–93. http://dx.doi.org/10.3928/0022-0124-19980301-11.
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Borim, Bruna Cury, Ulisses A. Croti, Patricia C. Silveira, Carlos H. De Marchi, Airton C. Moscardini, Patricia Hickey, and Kathy Jenkins. "Development and Evaluation of a Continuing Education Program for Nursing Technicians at a Pediatric Cardiac Intensive Care Unit in a Developing Country." World Journal for Pediatric and Congenital Heart Surgery 8, no. 6 (November 2017): 694–98. http://dx.doi.org/10.1177/2150135117731724.
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Background: The nursing profession faces continuous transformations demonstrating the importance of professional continuing education to extend knowledge following technological development without impairing quality of care. Nursing assistants and technicians account for nearly 80% of nursing professionals in Brazil and are responsible for uninterrupted patient care. Extensive knowledge improvement is needed to achieve excellence in nursing care. The objective was to develop and evaluate a continuing education program for nursing technicians at a pediatric cardiac intensive care unit (PCICU) using a virtual learning environment entitled EDUCATE. Methods: From July to September 2015, a total of 24 nursing technicians working at the PCICU at a children’s hospital located in the northwestern region of São Paulo state (Brazil) fully participated in the continuing education program developed in a virtual learning environment using Wix platform, allowing access to video classes and pre- and post-training theoretical evaluation questionnaires outside the work environment. The evaluation tools recorded participants’ knowledge evolution, technological difficulties, educational, and overall rating. Results: Knowledge development was descriptively presented as positive in more than 66.7%. Content and training were considered “excellent” by most participants and 90% showed an interest in the use of technological resources. Technical difficulties were found and quickly resolved by 40% of participants including Internet access, login, and lack of technical expertise. Conclusion: The continuing education program using a virtual learning environment positively contributed to the improvement in theoretical knowledge of nursing technicians in PCICU.
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Dunker, Kimberly N. Silver, and Karen Manning. "Enhancing quality and safety in clinical teaching: Statewide live continuing education program for adjunct clinical nursing faculty." Journal of Nursing Education and Practice 8, no. 7 (March 9, 2018): 78. http://dx.doi.org/10.5430/jnep.v8n7p78.
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The nursing faculty shortage is being filled by adjunct clinical faculty with no classroom teaching experience. These novice faculty members must undergo a socialization and orientation process (onboarding), when transitioning into the academic environment. To support orientation, the Live Continuing Education Program for Adjunct Clinical Nursing Faculty (LCEP-ACNF), a competency-based 4.0-hour continuing education unit program for novice clinical faculty was used. In this study, the LCEP-ACNF was tested in a statewide sample of clinical faculty. For this mixed-methods study a convenience sample of faculty members (N = 312) from all nursing programs in one northeast state was recruited. All 312 participants completed pretest competency-based evaluation and a demographics sheet. Participants’ (N = 312; n = 162) posttest scores were significantly higher than their pretest scores (Z = 11.10, p < .01). Eight interviews were conducted and the themes emerged were, communication with other faculty members on clinical teaching, orientation strategies, student evaluation and feedback strategies, and mentorship issues for novice clinical faculty. Evaluation results for the LCEP-ACNF were overall positive, including the need for more continuing education offerings, mentorship, and teaching strategies. The results suggest an increased need for clinical faculty development and orientation, a need for developing the clinical coordinator role and mentorship for all novice clinical faculty. Lastly, the LCEP-ACNF should be offered twice a year, regionally and nationally.
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Hockenberry, Marilyn, Tadala Mulemba, Aisha Nedege, Kitsiso Madumetse, and Jennifer Higgins. "Distance-Based Education for Nurses Caring for Children With Cancer in Sub-Saharan Africa." Journal of Pediatric Oncology Nursing 37, no. 5 (July 13, 2020): 321–29. http://dx.doi.org/10.1177/1043454220938355.
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Nursing specialization in the care of children with cancer provides the foundation for implementing successful childhood cancer and blood disorder treatment programs throughout the world. Excellence in nursing education is at the center of all that is needed to maximize cures for children with cancer in low- and middle-income countries (LMIC). While the burden of childhood cancer care is the highest in LMIC, opportunities for continuing nursing education and specialization are extremely limited. Capacity-building programs using distance-based learning opportunities have been successful in sub-Saharan Africa and provide insight into successful, continuing professional development. The Global Hematology-Oncology Pediatric Excellence (HOPE) program part of Texas Children’s Hospital in Houston, Texas, has developed and implemented a distance-based training program designed for nurses working in sub-Saharan Africa. Following a needs assessment, Global HOPE developed a program using both the Moodle (modular object-oriented dynamic learning environment) distance-based learning platform and computer notebooks that hold the course content. The program teaches basic principles of nursing care for a child with cancer and has been implemented in Malawi, Uganda, and Botswana. Courses are taught using a modular approach and core competencies are established for each module. Frequent teaching sessions using Zoom and WhatsApp reinforce independent learning experiences. Formal course evaluation includes written pre- and posttests, self-competency assessments, and simulated checkoffs on essential pediatric oncology nursing competencies. The success of this distance-based learning program emphasizes the importance of formal training for nurses in LMIC to become full-time specialists in pediatric oncology nursing.
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Karaman, Selcuk, Sevda Kucuk, and Melike Aydemir. "Evaluation of an online continuing education program from the perspective of new graduate nurses." Nurse Education Today 34, no. 5 (May 2014): 836–41. http://dx.doi.org/10.1016/j.nedt.2013.09.006.
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Horiuchi, Shigeko, Yukari Yaju, Miki Koyo, Yumi Sakyo, and Kazuhiro Nakayama. "Evaluation of a web-based graduate continuing nursing education program in Japan: A randomized controlled trial." Nurse Education Today 29, no. 2 (February 2009): 140–49. http://dx.doi.org/10.1016/j.nedt.2008.08.009.
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Jho, Mi Young. "A Study on the Educational Operation Status and Program Quality Evaluation in Continuing Nursing Education Providers." Korean Data Analysis Society 22, no. 6 (December 30, 2020): 2457–74. http://dx.doi.org/10.37727/jkdas.2020.22.6.2457.
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Hash, Kristina M., Marla Berg-Weger, Daniel B. Stewart, and David P. Elliott. "Social Work’s Participation in the Geriatric Education Centers Educational Evaluation: A Brief Report." Journal of Applied Gerontology 38, no. 3 (November 29, 2016): 406–11. http://dx.doi.org/10.1177/0733464816681151.
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This study was conducted to determine the level and types of participation of social workers in the activities of the Geriatric Education Centers (GECs). Through an online survey of GECs, the level of participation of social work professionals was compared with those in dentistry, nursing, medicine, and pharmacy, during the years 2010 to 2014. Thirty-one percent (14) of the 45 GECs completed the survey. The results found increases in participation for both social workers and nurses for both GEC activities and involvement in leadership positions within the centers. The GECs also identified caregiver and provider education and continuing education as activities in which social workers have had an increased interest in recent years. Implications from this study can inform the programming efforts of the new Geriatric Workforce Enhancement Program (GWEP) and other geriatric education programs.
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Hockenberry, Marilyn, Tadala Mulemba, Aisha Nedege, Kitsiso Madumetse, and Jennifer Higgins. "Improving Care for Children With Cancer in Sub-Saharan Africa Through Distance-Based Nursing Education." JCO Global Oncology 6, Supplement_1 (July 2020): 31. http://dx.doi.org/10.1200/go.20.26000.
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PURPOSE Nursing specialization in the care of children with cancer provides the foundation for implementing successful pediatric oncology treatment programs throughout the world. Whereas the burden of childhood cancer care is highest in low- and middle-income countries (LMICs), opportunities for continuing nursing specialization are extremely limited. The Global HOPE Initiative, part of Texas Children’s Hospital in Houston, TX, has developed and implemented a distance-based training program for nurses working in sub-Saharan Africa. METHODS After a needs assessment, the program was developed using the Internet-based, open-sourced education platform, MOODLE. MOODLE is an acronym for Modular Object-Oriented Dynamic Learning Environment, an online learning management system that provides custom learning environments. As Internet access can be difficult at the clinical sites, computer tablets are provided with all educational materials downloaded from the MOODLE learning site. Courses are taught using a modular approach and core competencies established for each module. Zoom and WhatsApp technologies are used for shared learning discussions. A Project ECHO (Extension for Community Healthcare Outcomes) for Global HOPE Nursing was implemented monthly to support the growth of the distance-based learning network. RESULTS This distance-based education program teaches the principles of nursing care for a child with cancer and has been implemented in Malawi, Uganda, and Botswana, where 35 nurses are now enrolled. Formal course evaluation includes written pre- and post-tests and simulated checkoffs on essential pediatric oncology nursing competencies, such as chemotherapy administration. Sixteen nurses have completed the program in the first year and significant improvement in knowledge, self-competency, and skills was found. CONCLUSION The success of this distance-based learning program emphasizes the importance of formal training for nurses in LMICs to become full-time specialists in pediatric oncology nursing. Education programs that build capacity to develop specialists in pediatric oncology nursing are essential to improve global cure rates for children with cancer in LMICs.
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Brenner, Rouven, Verena Witzig-Brändli, Janine Vetsch, and Myrta Kohler. "Nursing Interventions Focusing on Self-efficacy for Patients With Multiple Sclerosis in Rehabilitation: A Systematic Review." International Journal of MS Care 24, no. 4 (July 1, 2022): 189–98. http://dx.doi.org/10.7224/1537-2073.2021-166.
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CE INFORMATION ACTIVITY AVAILABLE ONLINE: To access the article and evaluation online, go to https://www.highmarksce.com/mscare. TARGET AUDIENCE: The target audience for this activity is nursing professionals, advanced practice clinicians, physicians, rehabilitation professionals, mental health professionals, social workers, and other health care providers involved in the management of patients with multiple sclerosis (MS). LEARNING OBJECTIVES: Distinguish between the concepts of self-management and self-efficacy and effectively apply them in the promotion of rehabilitation care for patients with MS. Select best instruments to measure patients’ self-management skills which can improve selection of intervention factors (theory, satisfaction, duration) necessary in the development and refinement of effective self-management interventions. ACCREDITATION: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Intellisphere, LLC. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the health care team. This activity was planned by and for the healthcare team, and learners will receive .5 Interprofessional Continuing Education (IPCE) credit for learning and change. NURSES: The CMSC designates this enduring material for .5 contact hour of nursing continuing professional development (NCPD) (none in the area of pharmacology). PHYSICIANS: The CMSC designates this journal-based activity for a maximum of .5 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. PSYCHOLOGISTS: This activity is awarded .5 CE credits. SOCIAL WORKERS: As a Jointly Accredited Organization, the CMSC is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The CMSC maintains responsibility for this course. Social workers completing this course receive .5 continuing education credits. DISCLOSURES: It is the policy of the Consortium of Multiple Sclerosis Centers to mitigate all relevant financial disclosures from planners, faculty, and other persons that can affect the content of this CE activity. For this activity, all relevant disclosures have been mitigated. Francois Bethoux, MD, editor in chief of the International Journal of MS Care (IJMSC), and planner for this activity has disclosed no relevant financial relationships. Alissa Mary Willis, MD, associate editor of IJMSC, has disclosed no relevant financial relationships. Authors Rouven Brenner, MScN; Verena Witzig-Brändli, MScN; Janine Vetsch, PhD; and Myrta Kohler, PhD, have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Intellisphere, LLC who are in a position to influence content have disclosed no relevant financial relationships. Laurie Scudder, DNP, NP, continuing education director CMSC, has served as a planner and reviewer for this activity. She has disclosed no relevant financial relationships. METHOD OF PARTICIPATION: Release Date: July 1, 2022; Valid for Credit through: July 1, 2023 In order to receive CE credit, participants must: 1) Review the continuing education information, including learning objectives and author disclosures.2) Study the educational content.3) Complete the posttest and evaluation, which are available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation. There is no fee to participate in this activity. DISCLOSURE OF UNLABELED USE: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Intellisphere, LLC do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Intellisphere, LLC. DISCLAIMER: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Cho, Moo. "Development and Evaluation of an Education Program Based on Whole Brain Model for Novice Nurses." Journal of Korean Academic Society of Nursing Education 26, no. 1 (February 28, 2020): 36–46. http://dx.doi.org/10.5977/jkasne.2020.26.1.36.
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Purpose: This study was conducted to develop and implement an education program based on the Whole Brain Model for novice nurses, and to evaluate its effects on work performance, interpersonal skills and self-efficacy. Methods: A pretest-posttest quasi-experimental design was used with an experimental group (n=20) and a control group (n=21). The experimental group participated in an education program based on the Whole Brain Model for seven sessions over 4 weeks. An independent t-test, χ2-test, and Mann-Whitney U test were performed to analyze the data. Results: There were statistically significant differences in work performance (p=.015), interpersonal skills (p=.014) and self-efficacy (p=.021) between the experimental and the control group. Conclusion: This program was an effective learning strategy to enhance nursing competence for novice nurses. The novice nurses who participated this program were able to reflect deeply on themselves, improve interpersonal skills, and induce whole-brain integrated thinking in learning how to solve the problems caused by changes in patient conditions that can be experienced in clinical practice. Therefore, this program can be recommended for regular continuing education for novice nurses.
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Xelegati, Rosicler, and Yolanda Dora Martinez Évora. "Development of a virtual learning environment addressing adverse events in nursing." Revista Latino-Americana de Enfermagem 19, no. 5 (October 2011): 1181–87. http://dx.doi.org/10.1590/s0104-11692011000500016.
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The authors have developed a Virtual Learning Environment (VLE) addressing the management of adverse events to promote continuing education for nurses, including the following themes: pressure ulcer, medication errors, phlebitis, fall, and loss of nasogastroenteral probes. The pedagogical framework was grounded on the information processing theory and this applied study used the Computer Assisted Instruction (CAI) model to develop the program. The environment was developed with HTML language through Microsoft Office Word 2003®. The authors developed evaluation exercises in each module through the Hot Potatoes program, version 6.0 for Windows. The conclusion is that the methodology utilized was appropriate for achieving the proposed objectives. In the future, the authors will assess the developed product and verify the possibility of using it in nursing services.
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Francke, Anneke L., Huda Huijer Abu-Saad, and Mieke Grypdonck. "Pain Assessment and Management in Surgical Cancer Patients: Pilot and Evaluation of a Continuing Education Program." Journal of Continuing Education in Nursing 26, no. 5 (September 1995): 214–18. http://dx.doi.org/10.3928/0022-0124-19950901-07.
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Swetlik, Carol, Riley Bove, and Marisa McGinley. "Clinical and Research Applications of the Electronic Medical Record in Multiple Sclerosis: A Narrative Review of Current Uses and Future Applications." International Journal of MS Care 24, no. 6 (November 1, 2022): 287–94. http://dx.doi.org/10.7224/1537-2073.2022-066.
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CE INFORMATION ACTIVITY AVAILABLE ONLINE: To access the article and evaluation online, go to https://www.highmarksce.com/mscare. TARGET AUDIENCE: The target audience for this activity is physicians, advanced practice clinicians, nursing professionals, pharmacists, mental health professionals, social workers, and other health care providers involved in the research and management of patients with multiple sclerosis (MS). LEARNING OBJECTIVES: Characterize existing EMR platforms designed specifically for care of people with MS. Describe relevant variables that are captured in the EMR that allow identification of EMR-based cohorts of people with MS. ACCREDITATION: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Intellisphere, LLC. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. This activity was planned by and for the healthcare team, and learners will receive .5 Interprofessional Continuing Education (IPCE) credit for learning and change. PHYSICIANS: Physicians: The CMSC designates this journal-based activity for a maximum of .5 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. NURSES: The CMSC designates this enduring material for .5 contact hour of nursing continuing professional development (NCPD) (none in the area of pharmacology). PHARMACISTS: This knowledge-based activity (UAN JA4008165-9999-22-033-H01-P) qualifies for (.5) contact hour (.05 CEUs) of continuing pharmacy education credit. PSYCHOLOGISTS: This activity is awarded 0.5 CE credits. SOCIAL WORKERS: As a Jointly Accredited Organization, the CMSC is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The CMSC maintains responsibility for this course. Social workers completing this course receive .5 continuing education credits. DISCLOSURES: It is the policy of the Consortium of Multiple Sclerosis Centers to mitigate all relevant financial disclosures from planners, faculty, and other persons that can affect the content of this CE activity. For this activity, all relevant disclosures have been mitigated. Francois Bethoux, MD, editor in chief of the International Journal of MS Care (IJMSC), has served as physician planner for this activity. He has disclosed no relevant relationships. Alissa Mary Willis, MD, associate editor of IJMSC, has disclosed no relevant relationships. Authors Carol Swetlik, MD, Riley Bove, MD, and Marisa McGinley, DO, have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Intellisphere, LLC who are in a position to influence content have disclosed no relevant financial relationships. Laurie Scudder, DNP, NP, continuing education director CMSC, has served as a planner and reviewer for this activity. She has disclosed no relevant financial relationships. METHOD OF PARTICIPATION: Release Date: November 1, 2022; Valid for Credit through: November 1, 2023. In order to receive CE credit, participants must: 1) Review the continuing education information, including learning objectives and author disclosures.2) Study the educational content.3) Complete the evaluation, which is available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation. There is no fee to participate in this activity. DISCLOSURE OF UNLABELED USE: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Intellisphere, LLC do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Intellisphere, LLC. DISCLAIMER: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Yeaw, Evelyn M. J. "A Theoretical Model Based on Evaluation Theories and Application to Continuing Education Programs in Nursing." Journal of Continuing Education in Nursing 18, no. 4 (July 1987): 123–28. http://dx.doi.org/10.3928/0022-0124-19870701-06.
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Lynch, Sharon, Sara Baker, Suzanne Hunt, Amanda Thuringer, Yasir Jassam, and Jared Bruce. "The Impact of COVID-19 on the Lives of Individuals With Multiple Sclerosis: 1 Year Into the Pandemic." International Journal of MS Care 24, no. 3 (May 1, 2022): 139–44. http://dx.doi.org/10.7224/1537-2073.2021-099.
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CE INFORMATION ACTIVITY AVAILABLE ONLINE: To access the article and evaluation online, go to https://www.highmarksce.com/mscare. TARGET AUDIENCE: The target audience for this activity is physicians, advanced practice clinicians, nursing professionals, mental health professionals, social workers, and other health care providers involved in the management of patients with multiple sclerosis (MS). LEARNING OBJECTIVES: Compare early-pandemic national and international research assessing the emotional, social, and economic status of patients with MS with the current study of a cohort of patients at the University of Kansas Medical Center MS Clinic 1 year into the COVID pandemic. Characterize and describe the ways the COVID pandemic affected this cohort of patients with MS. ACCREDITATION: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Intellisphere, LLC. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the health care team. This activity was planned by and for the health care team, and learners will receive .5 Interprofessional Continuing Education (IPCE) credit for learning and change. PHYSICIANS: The CMSC designates this journal-based activity for a maximum of .5 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. NURSES: The CMSC designates this enduring material for .5 contact hour of nursing continuing professional development (NCPD) (none in the area of pharmacology). PSYCHOLOGISTS: This activity is awarded .5 CE credits. SOCIAL WORKERS: As a Jointly Accredited Organization, the CMSC is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The CMSC maintains responsibility for this course. Social workers completing this course receive .5 continuing education credits. DISCLOSURES: Francois Bethoux, MD, Editor in Chief of the International Journal of MS Care (IJMSC), and Alissa Mary Willis, MD, Associate Editor of IJMSC, have disclosed no relevant financial relationships. Authors Yasir Jassam, MBChB, MRCP (UK), Sharon Lynch; MD; Sara Baker, MA; Suzanne Hunt, MS; Amanda Thuringer, DO; and Jared Bruce, PhD have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Intellisphere, LLC who are in a position to influence content have disclosed no relevant financial relationships. Laurie Scudder, DNP, NP, Continuing Education Director CMSC, has served as a planner and reviewer for this activity. She has disclosed no relevant financial relationships. METHOD OF PARTICIPATION: Release Date: May 1, 2022; Valid for Credit through: May 1, 2023 In order to receive CE credit, participants must: 1) Review the continuing education information, including learning objectives and author disclosures.2) Study the educational content.3) Complete the post-test and evaluation, which are available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation. There is no fee to participate in this activity. DISCLOSURE OF UNLABELED USE: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Intellisphere, LLC do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Intellisphere, LLC. DISCLAIMER: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Tyszka, Emily E., Nina Bozinov, and Farren B. S. Briggs. "Characterizing Relationships Between Cognitive, Mental, and Physical Health and Physical Activity Levels in Persons With Multiple Sclerosis." International Journal of MS Care 24, no. 5 (September 1, 2022): 242–49. http://dx.doi.org/10.7224/1537-2073.2021-108.
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CE INFORMATION ACTIVITY AVAILABLE ONLINE: To access the article and evaluation online, go to https://www.highmarksce.com/mscare. TARGET AUDIENCE: The target audience for this activity is physicians, advanced practice clinicians, nursing professionals, mental health professionals, rehabilitation professionals, and other health care providers involved in the management of patients with multiple sclerosis (MS). LEARNING OBJECTIVES: After completing this activity, the learner should be able to describe the attributes associated with engagement in physical activity in persons with MS across multiple definitions of physical activity. ACCREDITATION: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Intellisphere, LLC. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. This activity was planned by and for the healthcare team, and learners will receive 0.75 Interprofessional Continuing Education (IPCE) credit for learning and change. PHYSICIANS: The CMSC designates this journal-based activity for a maximum of 0.75 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. NURSES: The CMSC designates this enduring material for 0.75 contact hour of nursing continuing professional development (NCPD) (none in the area of pharmacology). PSYCHOLOGISTS: This activity is awarded 0.75 CE credits. SOCIAL WORKERS: As a Jointly Accredited Organization, the CMSC is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. Social workers completing this course receive 0.75 continuing education general credits. DISCLOSURES: It is the policy of the Consortium of Multiple Sclerosis Centers to mitigate all relevant financial disclosures from planners, faculty, and other persons that can affect the content of this CE activity. For this activity, all relevant disclosures have been mitigated. Francois Bethoux, MD, editor in chief of the International Journal of MS Care (IJMSC), has served as physician planner for this activity. He has disclosed no relevant financial relationships. Alissa Mary Willis, MD, associate editor of IJMSC, has disclosed no relevant financial relationships. Authors Nina Bozinov, MD MS, Farren B. S. Briggs, PhD, ScM, and Emily E. Tyszka, MPH, have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Intellisphere, LLC who are in a position to influence content have disclosed no relevant financial relationships. Laurie Scudder, DNP, NP, continuing education director CMSC, has served as a planner and reviewer for this activity. She has disclosed no relevant financial relationships. METHOD OF PARTICIPATION: Release Date: September 1, 2022; Valid for Credit through: September 1, 2023 In order to receive CE credit, participants must: 1) Review the continuing education information, including learning objectives and author disclosures.2) Study the educational content.3) Complete the evaluation, which is available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation. There is no fee to participate in this activity. DISCLOSURE OF UNLABELED USE: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Intellisphere, LLC do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Intellisphere, LLC. DISCLAIMER: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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O’Mahony, Julia, Ruth Ann Marrie, Audrey Laporte, and Adalsteinn Brown. "Addressing Health-Related Quality of Life Among Children With Multiple Sclerosis." International Journal of MS Care 25, no. 1 (January 1, 2023): 35–42. http://dx.doi.org/10.7224/1537-2073.2022-017.
Full textAbstract:
CE INFORMATION ACTIVITY AVAILABLE ONLINE: To access the article and evaluation online, go to https://www.highmarksce.com/mscare. TARGET AUDIENCE: The target audience for this activity is physicians, advanced practice clinicians, nursing professionals, mental health professionals, social workers, and other health care providers involved in the management of patients with multiple sclerosis (MS). LEARNING OBJECTIVES: Describe the three theories discussed and characterize their overlap with usual care in order to implement changes to improve health-related quality of life in children with MS. Describe how recommendations derived from these theories may improve the health-related quality of life of children with MS and their parents by strengthening self-concept, hope, and knowledge. ACCREDITATION: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Intellisphere, LLC. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. This activity was planned by and for the healthcare team, and learners will receive .75 Interprofessional Continuing Education (IPCE) credit for learning and change. PHYSICIANS: The CMSC designates this journal-based activity for a maximum of .75 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. NURSES: The CMSC designates this enduring material for .75 contact hour of nursing continuing professional development (NCPD) (none in the area of pharmacology). PSYCHOLOGISTS: This activity is awarded .75 CE credits. SOCIAL WORKERS: As a Jointly Accredited Organization, the CMSC is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The CMSC maintains responsibility for this course. Social workers completing this course receive .75 continuing education credits. DISCLOSURES: It is the policy of the Consortium of Multiple Sclerosis Centers to mitigate all relevant financial disclosures from planners, faculty, and other persons that can affect the content of this CE activity. For this activity, all relevant disclosures have been mitigated. Francois Bethoux, MD, editor in chief of the International Journal of MS Care (IJMSC), has served as physician planner for this activity. He has disclosed no relevant relationships. Alissa Mary Willis, MD, associate editor of IJMSC, has disclosed no relevant relationships. Authors Julia O’Mahony, PhD; Ruth Ann Marrie, MD, PhD; Audrey Laporte, PhD; and Adalsteinn Brown, DPhil, have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Intellisphere, LLC who are in a position to influence content have disclosed no relevant financial relationships. Laurie Scudder, DNP, NP, continuing education director CMSC, has served as a planner and reviewer for this activity. She has disclosed no relevant financial relationships. METHOD OF PARTICIPATION: Release Date: January 1, 2023; Valid for Credit through: January 1, 2024. To receive CE credit, participants must: (1) Review the continuing education information, including learning objectives and author disclosures.(2) Study the educational content.(3) Complete the evaluation, which is available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation. There is no fee to participate in this activity. DISCLOSURE OF UNLABELED USE: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Intellisphere, LLC do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Intellisphere, LLC. DISCLAIMER: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Malekshahi, Farideh, Jafar Rezaian, Shirzad Fallahi, and Mohammad Almasian. "Nurses’ Viewpoints on Implementation of Continuing Education Programs at Hospitals." Journal of Medicine 20, no. 2 (June 27, 2019): 80–86. http://dx.doi.org/10.3329/jom.v20i2.42007.
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Background: Continuing education programs (CEP) are among the most common methods of bringing the medical staff, especially the nurses, up-to-date. Evaluation of the implementation of CEP is needed to optimize such programs and to eliminate any faults. This study aimed to identify the viewpoints of the nurses about CEP in 2015.
Materials & methods: The study was carried out on all the 750 nurses working in the hospitals of the Lorestan province using the census method. From among these 750 nurses, 537 were included in the study. The data collection instrument was a researcher-designed self-administered questionnaire including demographic information and some questions regarding the necessity of CEP, obstacles to the implementation and the methods of implementation of such programs.
Results: The findings showed that 42.6% of the participants considered it very important that CEP be implemented. 48.8% of the participants considered the presentation of educational materials on compact disks (CDs) as the most appropriate method. 53.1% considered a time interval of once a month in the mornings for the implementation of the CEP as appropriate.
Conclusions: According to results, continuing education plays an important role in nursing, and the continuation of such educational programs as well as improving their quality is highly necessary
J MEDICINE JUL 2019; 20 (2) : 80-86
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Jang, Seon Mi, Sinwoo Hwang, Yoomi Jung, and Eunyoung Jung. "Educational needs of severe trauma treatment simulation based on mixed reality: Applying focus group interviews to military hospital nurses." Journal of Korean Academic Society of Nursing Education 27, no. 4 (November 30, 2021): 423–35. http://dx.doi.org/10.5977/jkasne.2021.27.4.423.
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Purpose: The purpose of this study is to identify the educational needs of a severe trauma treatment simulation program based on mixed reality which combines element of both virtual reality and augmented reality.Methods: Focus group interviews were conducted with ten military hospital nurses on February 4 and 5, 2021. The collected data were analyzed using a qualitative content analysis. As a framework for data analysis, the educational needs were clustered into the following four categories: teaching contents, teaching methods, teaching evaluation, and teaching environment.Results: The educational needs for each category that emerged were as follows: three subcategories including “realistic education reflecting actual clinical practice” and “motivating education” for teaching contents; five subcategories including “team-based education,” “repeated education that acts as embodied learning,” and “stepwise education” for teaching methods; six subcategories including “debriefing through video conferences,” “team evaluation and evaluator in charge of the team,” “combination of knowledge and practice evaluation” for teaching evaluation; six subcategories including “securing safety,” “similar settings to real clinical environments,” “securing of convenience and accessibility for learners,” and “operating as continuing education” for teaching environment.Conclusion: The findings of this study can provide a guide for the development and operation of a severe trauma treatment simulation program based on mixed reality. Moreover, it suggests that research to identify the educational needs of various learners should be conducted.
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Haddad, Mariana Tavares Chafic, Vera Maria Sabóia, and Geilsa Soraia Cavalcanti Valente. "The importance of assessing the nutritional status of clients as the focus of continuing education in nursing actions." Revista de Enfermagem UFPE on line 5, no. 4 (May 31, 2011): 939. http://dx.doi.org/10.5205/reuol.1302-9310-1-le.0504201112.
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ABSTRACTObjective: to know the nursing actions developed in the Internal Core of Regulation (ICR) from Antonio Pedro University Hospital - Universidade Federal Fluminense, regarding the nutritional status of clients; to discuss about the impact of nutritional changes in treatment and rehabilitation of clients; to suggest the possibility of institutionalize the evaluation of nutritional status in this hospital sector, through a program of continuing education with the nursing staff. Method: this is a qualitative, descriptive study, report study, in which the data were collected through non-participatory observation and semi-structured interview. The research protocol was submitted to the Ethics Committee of the hospital and approved under CAAE No. 258-09. Results: the nutritional status of patients is not part of the evaluation made by nursing staff of the ICR. Conclusions: continuing education could contribute to improving the practice of professional nursing, to care for the patient as a unique being, respecting their biopsychosocial needs, limitations and their general welfare. Descriptors: nutritional assessment; education, nursing; health education; health promotion; nutritional status; vital signs. RESUMOObjetivo: conhecer as ações de enfermagem desenvolvidas no Núcleo Interno de Regulação (NIR) do Hospital Universitário Antonio Pedro – Universidade Federal Fluminense, no que tange a condição nutricional dos clientes; discutir sobre o impacto das alterações nutricionais no tratamento e recuperação dos clientes; sugerir a possibilidade de institucionalização da avaliação do estado nutricional neste setor do hospital, por meio de um programa de educação permanente com a equipe de enfermagem. Método: trata-se de uma pesquisa qualitativa, descritiva, do tipo estudo de caso, na qual os dados foram coletados por meio de observação não participativa e entrevista semiestruturada. O protocolo de pesquisa foi submetido ao Comitê de Ética do próprio hospital, aprovado sob CAAE nº 258-09. Resultados: os resultados demonstraram que o estado nutricional dos pacientes não faz parte da avaliação realizada pela equipe de enfermagem do NIR. Conclusão: a educação permanente poderá contribuir para o aprimoramento da prática profissional de enfermagem, no sentido de cuidar do paciente como um ser único, respeitando suas necessidades biopsicossociais, limitações e seu bem-estar geral. Descritores: avaliação nutricional; educação em enfermagem; educação em saúde; promoção da saúde; estado nutricional; sinais vitais. RESUMENObjetivo: conocer las acciones de enfermería realizadas en la División de Reglamento Interno del Hospital Universitario Antonio Pedro en la Universidad Federal Fluminense, en relación al estado nutricional de los clientes; analizar el impacto de los cambios nutricionales en los tratamientos y rehabilitación de los clientes; sugerir la posibilidad de institucionalizar la evaluación del estado nutricional en el sector hospitalario, a través de un programa de educación continua con el personal de enfermería. Método: se trata de un análisis cualitativo, descriptivo, el estudio de caso, en que los datos fueron recolectados a través de la observación no participativa y la entrevista semi-estructurada. El protocolo de investigación fue presentado al Comité de Ética del hospital, aprobado en virtud del CAEE no. 258/09. Resultados: los resultados mostraron que el estado nutricional de los pacientes no es parte de la evaluación realizada por el personal de enfermería de la División de Reglamento Interno. Conclusión: la educación continua puede contribuir a mejorar la práctica de la enfermería profesional, a la asistencia para el paciente como un ser único, respetando sus necesidades biopsicosociales, limitaciones y su realidad, con miras a su bienestar general. Descriptores: evaluación nutricional; educación en enfermería; educación continua; promoción de la salud; estado nutricional; signos vitales.
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Masiyati, Eti, Hanny Handiyani, and Nurdiana Nurdiana. "Pendidikan berkelanjutan nonformal bagi kepala ruangan di rumah sakit X di Jakarta." Holistik Jurnal Kesehatan 14, no. 3 (October 1, 2020): 409–19. http://dx.doi.org/10.33024/hjk.v14i3.3171.
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Continuing nurse education among head nurses as a factor of health care quality at hospital X in JakartaBackground: The head of the room as a line manager nurse plays an important role in the Health and Nursing Service which is rapidly changing. The head of the room in carrying out his role and function is inseparable from the management process, including applying attention to material resources and human resources of nursing, so the head of the room must have supporting competencies in carrying out their duties.Purpose: Data obtained through interviews, observations, Focus Group Discussion (FGD) and surveys in the form of questionnaires. Data analysis is intended to diagnose problems and formulate solutions.Results: The formulation of the problem obtained is not yet optimal continuing education programs for the head of the room. Problem solving in the form of activities using the action research approach that is by applying curriculum-based training methods that are prepared in accordance with the competency standards of the head of the room. The action research was carried out within 3 months, from October to December 2019. The results of this action research showed an increase in knowledge from the head of the room. Evaluation through pre and post test about the training material that has been given. The mean score of pre and post test participants increased from an average of 53.88 to 80.36 or an increase of 26.48 points.Conclusion: The continuing education program for a head nurse has not been realized and in solving problems in the form of activities using the action research approach method has not been optimally implemented and arranged in accordance with the competency standards of the head of the room. It is recommended that the hospital management be able to evaluate nursing resources, especially for each a head nurse and provide opportunities to participate in continuing education and can improve quality patient care according to current technological advances. Keywords: Continuing education; Nurse manager; Competence, Head Nurse; TrainingPendahuluan: Kepala ruangan sebagai perawat manajer lini berperan penting dalam Pelayanan Kesehatan dan Keperawatan yang sangat cepat mengalami perubahan. Kepala ruangan dalam menjalankan peran dan fungsinya tidak terlepas dari proses manajemen, termasuk menerapkan perhatian kepada sumber daya material maupun sumber daya manusia keperawatan, sehingga kepala ruangan harus memiliki kompetensi yang mendukung dalam melaksanakan tugasnya.Tujuan: Mengidentifikasi penerapan fungsi manajemen sumber daya manusia di bagian keperawatanMetode: Data diperoleh melalui wawancara, observasi, Focus Group Discussion (FGD) dan Survei dalam bentuk kuesioner. Analisis data lebih ditujukan untuk mendiagnosa masalah dan merumuskan metode pemecahannya.Hasil: Belum optimalnya program pendidikan berkelanjutan bagi kepala ruangan. Penyelesaian masalah berupa Kegiatan dengan menggunakan metode pendekatan action research yaitu dengan menerapkan metode pelatihan berbasis kurikulum yang disusun sesuai dengan standar kompetensi kepala ruangan. Action research ini dilaksanakan dalam waktu 3 bulan yaitu pada bulan Oktober sampai Desember 2019. Hasil dari action research ini menunjukkan peningkatan pengetahuan dari kepala ruangan. Evaluasi melalui pre dan post test tentang materi pelatihan yang sudah diberikan. Nilai rata-rata pre dan post test peserta meningkat dari rata-rata 53.88 menjadi 80.36 atau meningkat 26.48 poin.Simpulan: Program pendidikan berkelanjutan bagi kepala ruangan belum terealisasi dan dalam penyelesaian masalah berupa kegiatan dengan menggunakan metode pendekatan action research belum optimal diterapkan dan disusun sesuai dengan standar kompetensi kepala ruangan. Disarankan kepada Manajemen rumah sakit supaya dapat mengevaluasi sumber daya keperawatan khususnya pada setiap kepala ruangan dan memberikan kesempatan untuk mengikuti pendidikan berkelanjutan dan dapat meningkatkan pelayanan pasien yang berkualitas sesuai kemajuan teknologi saat ini.
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Moehead, Anne, Kathryn DeSouza, Karen Walsh, and Sabrina W. Pit. "A Web-Based Dementia Education Program and its Application to an Australian Web-Based Dementia Care Competency and Training Network: Integrative Systematic Review." Journal of Medical Internet Research 22, no. 1 (January 22, 2020): e16808. http://dx.doi.org/10.2196/16808.
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Background Dementia education that meets quality and safety standards is paramount to ensure a highly skilled dementia care workforce. Web-based education provides a flexible and cost-effective medium. To be successful, Web-based education must contain features that promote learning and support knowledge translation into practice. The Dementia Care Competency and Training Network (DCC&TN) has developed an innovative Web-based program that promotes improvement of the attitudes, knowledge, skills, behavior, and practice of clinicians, regardless of their work setting, in order to improve the quality of life for people living with dementia. Objective This review aims to (1) determine the key features that are associated with an effective and functional Web-based education program—an effective and functional Web-based program is defined as one that measures results, is accessible, is user friendly, and translates into clinical practice—and (2) determine how these features correlate with the DCC&TN. Methods Six electronic databases—Medline, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), AusHealth, Nursing@Ovid, and Google Scholar—were searched for articles published between 2009 and 2018 using the following keywords: Education, Distance, Continuing, Learning, Online, Web-Based, Internet, Dementia, Program Evaluation, Validation Studies, Outcome and Process Assessment Healthcare, Nursing, Assisted Instruction, and Facilitated. The Critical Appraisal Skills Programme (CASP) and Kirkpatrick’s model for the evaluation of training were used to ensure quality and rigor of the analysis. Results A total of 46 studies met the inclusion criteria. In total, 14 key features were associated with an effective Web-based learning environment, which enabled the environment to be as follows: self-directed, individualized, interactive, multimodal, flexible, accessible, consistent, cost-effective, measurable with respect to participant satisfaction, equitable, facilitated, nurturing of critical thinking and reflection, supportive of creating a learning community, and translated into practice. These features were further categorized into five subgroups: applicability, attractiveness, functionality, learner interaction, and implementation into practice. Literature frequently cites Kirkpatrick’s four-level model of evaluation and application in the review of education and training; however, few studies appeared to integrate all four levels of Kirkpatrick’s model. Features were then correlated against the DCC&TN, with an encouraging connection found between these features and their inclusion within the content and structure of the DCC&TN. Conclusions A total of 14 key features were identified that support an effective and functional Web-based learning environment. Few studies incorporated Kirkpatrick’s salient elements of the model—reaction, learning, behavior, and results—in their evaluation and clinical application. It could, therefore, be considered prudent to include Kirkpatrick’s levels of training evaluation within studies of dementia training. There were few studies that evaluated Web-based dementia education programs, with even fewer reporting evidence that Web-based training could increase staff confidence, knowledge, skills, and attitudes toward people with dementia and be sustainable over time. The DCC&TN appeared to contain the majority of key features and is one of the few programs inclusive of hospital, community, and residential care settings. The 14 key features can potentially enhance and complement future development of online training programs for health sciences education and beyond. The DCC&TN model could potentially be used as a template for future developers and evaluators of Web-based dementia training.
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Suwarno and Darunee Jongudomkarn. "FILM PENDEK ALAT PENGKAJIAN KESEHATAN KELUARGA KHON KAEN UNIVERSITY." MEDIA ILMU KESEHATAN 5, no. 2 (November 9, 2019): 113–18. http://dx.doi.org/10.30989/mik.v5i2.154.
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Background:Family health care in family nursing is focused on a holistic health care view. A holistic health carewill be achieved if the family health nursing care is properly executed. The continuing education is appropriate to increase the family health assessment application and understanding. It consists of training programs, which might take advantage of a video as a learning media.
Objective:The objective of the study was to produce the KKU FHA tool short movie based on the 3 phases; pre-production, production and post-production.
Methods:Five nursing educators reviewed the video and evaluateit with a form in a Likert scale.
Result: This video was in MOV format, sized1.12 GB, the picture size was 1280x720, codec H.264, AAC, length of time was 16.53 minutes and could be opened in smartphone andcomputer. The mean score of the evaluation form was 3.6 for the quality of sound and 4.8 for the benefit of the video. The total mean score was 45.8 out of55.
Conclusion:The KKU FHA tool short video was appropriate and could be implemented ina try-out or a training program, and couldalsobe developed and improvedto achieve the best quality of sound and picture.
Keywords: Family health assessment, KKU FHA Tool, training, short movie
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Suwarno, Suwarno, and DaruneeJongudomkarn Jongudomkarn. "FILM PENDEK ALAT PENGKAJIAN KESEHATAN KELUARGA KHON KAEN UNIVERSITY." Media Ilmu Kesehatan 5, no. 2 (August 3, 2016): 113–18. http://dx.doi.org/10.30989/mik.v5i2.59.
Full textAbstract:
Background:Family health care in family nursing is focused on a holistic health care view. A holistic health carewill be achieved if the family health nursing care is properly executed. The continuing education is appropriate to increase the family health assessment application and understanding. It consists of training programs, which might take advantage of a video as a learning media.
Objective:The objective of the study was to produce the KKU FHA tool short movie based on the 3 phases; pre-production, production and post-production.
Methods:Five nursing educators reviewed the video and evaluateit with a form in a Likert scale.
Result: This video was in MOV format, sized1.12 GB, the picture size was 1280x720, codec H.264, AAC,
length of time was 16.53 minutes and could be opened in smartphone andcomputer. The mean score of the evaluation form was 3.6 for the quality of sound and 4.8 for the benefit of the video. The total mean score was 45.8 out of55.
Conclusion:The KKU FHA tool short video was appropriate and could be implemented ina try-out or a training program, and couldalsobe developed and improvedto achieve the best quality of sound and picture.
Keywords: family health assessment, KKU FHA Tool, training, short movie
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Ghosh, Amit. "Continuous professional development for physicians." MedUNAB 16, no. 2 (July 31, 2013): 71–76. http://dx.doi.org/10.29375/01237047.2083.
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Maintenance of professional competence remains an exercise of permament learning and an essential requirement for evidence –based medical practice. Physicians attend continuing professional development (CPD) programs to acquire new knowledge. Often CPD programs remain the main source for updates of information. CPD organizers have a considerable responsibility in determining appropriate curriculum for their conferences. Organizing an effective CPD activity often requires understanding of the principles of adult education. Prior to deciding on the curriculum for a CPD, course organizers should conduct needs assessment of physicians. CPD planners should create activities that would consistently improve physician competence. CPD sessions that are interactive, using multiple methods of instructions for small groups of physicians from a single specialty are more likely to change physician knowledge and behavior. The effectiveness of a CPD program should be evaluated at a level beyond measuring physician satisfaction. CPD planners should incorporate methods to determine the course attendees’ improvement of knowledge, skills and attitudes during the CPD activities. Pre and post conference evaluations of physicians using multiple choice questions may form a useful method of assessment.
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Fatiyah, Fatiyah, Rr Tutik Sri Hariyati, and Rusdiyansyah Rusdiyansyah. "Optimalisasi Pendidikan Keperawatan Berkelanjutan Melalui Implementasi Diskusi Refleksi Kasus (DRK)." Jurnal Keperawatan Silampari 5, no. 2 (April 10, 2022): 878–86. http://dx.doi.org/10.31539/jks.v5i2.3513.
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This study aims to improve the ability to evaluate the results of reforming agents in implementing the Case Reflection Discussion program. The method used is a pilot study method using a problem-solving approach—the results of the problem identification need to be optimized for the implementation of CRD. Problem-solving begins with the preparation of guidelines and SOPs on CRD. The performance of CRD was piloted in 4 rooms; the results of the progress evaluation obtained after participating in CRD were nurses stated that CRD helped increase knowledge, critical thinking skills, spurring work according to standards and as a solution in solving problems in service. In conclusion, the implementation of CRD requires support from hospital management in the form of structuring the system and providing motivation and facilities. The performance of CRD needs to be supported and carried out through tiered supervision from the team leader, head of the room to the head of the nursing field.
Keywords: Case Reflection Discussion (CRD), Continuing Nursing Education (CNE)
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Hartung, Daniel M., Kirbee A. Johnston, Jessina C. McGregor, and Dennis N. Bourdette. "Characteristics of Prescription Drug Use Among Individuals With Multiple Sclerosis in the US Medicare Population." International Journal of MS Care 24, no. 2 (March 1, 2022): 90–97. http://dx.doi.org/10.7224/1537-2073.2021-062.
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CE Information Activity Available Online: To access the article and evaluation online, go to https://www.highmarksce.com/mscare. Target Audience: The target audience for this activity is physicians, advanced practice clinicians, nursing professionals, pharmacists, and other health care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: Recognize the frequency of utilization of non-DMT medications by MS patients and integrate questions about their use into patient history. Characterize and be mindful of the out-of-pocket cost burden of DMT and non-DMT medication use in patients with MS. Accreditation Statement: In support of improving patient care, this activity has been planned and implemented by The Consortium of Multiple Sclerosis Centers (CMSC) and Intellisphere, LLC. CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the health care team. This activity was planned by and for the health care team, and learners will receive 0.5 Interprofessional Continuing Education (IPCE) credit for learning and change. For Physicians: The Consortium of Multiple Sclerosis Centers designates this journal-based activity for a maximum of 0.5 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. For Nurses: This activity is awarded 0.5 contact hours of nursing continuing professional development (NCPD) (0.5 of these credits are in the area of pharmacology). For Pharmacists: This knowledge-based activity (UAN JA4008165-9999-22-020-H01-P) qualifies for 0.5 contact hours (0.05 CEUs) of continuing pharmacy education credit. For Physician Assistants: The Consortium of Multiple Sclerosis Centers has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credit for activities planned in accordance with AAPA CME Criteria. This activity is designated for 0.5 AAPA Category 1 CME credits. Approval is valid until April 1, 2023. PAs should only claim credit commensurate with the extent of their participation. It is the policy of the Consortium of Multiple Sclerosis Centers to mitigate all relevant financial disclosures from planners, faculty, and other persons that can affect the content of this CE activity. For this activity, all relevant disclosures have been mitigated. Disclosures: Francois Bethoux, MD, editor in chief of the International Journal of MS Care (IJMSC), has served as Physician Planner for this activity. He has disclosed no relevant financial relationships. Alissa Mary Willis, MD, Associate Editor of IJMSC, has disclosed no relevant financial relationships. Daniel Hartung, PharmD, MPH, consults for the National Multiple Sclerosis Society and Sandoz Pharmaceuticals. Leorah Freeman, MD, PhD, has served as a consultant for Genentech, Celgene/Bristol Myers Squibb, EMD Serono, TG Therapeutics, and Novartis; and has received grant/program support from EMD Serono and Genentech. The staff at IJMSC, CMSC, and Intellisphere, LLC who are in a position to influence content have disclosed no relevant financial relationships. Laurie Scudder, DNP, NP, Continuing Education Director CMSC, has served as a planner and reviewer for this activity. She has disclosed no relevant financial relationships. Method of Participation: Release Date: April 1, 2022; Valid for Credit through: April 1, 2023 In order to receive CE credit, participants must: (1) Review the continuing education information, including learning objectives and author disclosures.(2) Study the educational content.(3) Complete the evaluation, which is available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation. There is no fee to participate in this activity. Disclosure of Unlabeled Use: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Intellisphere, LLC do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Intellisphere, LLC. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Wolf, Margret S. "Changes in Leadership Styles as a Function of a Four-Day Leadership Training Institute for Nurse Managers: A Perspective on Continuing Education Program Evaluation." Journal of Continuing Education in Nursing 27, no. 6 (November 1996): 245–52. http://dx.doi.org/10.3928/0022-0124-19961101-04.
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Herring, Tracy E., Lindsey M. Knowles, and Kevin N. Alschuler. "Outdoor Adventure Programs for Persons with Multiple Sclerosis." International Journal of MS Care 23, no. 4 (July 1, 2021): 186–92. http://dx.doi.org/10.7224/1537-2073.2020-066.
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CME/CNE Information Activity Available Online: To access the article, post-test, and evaluation online, go to https://www.highmarksce.com/mscare. Target Audience: The target audience for this activity is physicians, physician assistants, nursing professionals, rehabilitation professionals, mental health care clinicians, and other health care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: 1) Describe the potential benefits of outdoor adventure programs as well as the similarities and differences between outdoor adventure programs and established nonpharmacologic treatments for mood, function, and quality of life in MS. 2) Describe future directions for research on outdoor adventure programs tailored to individuals with MS. Accreditation Statement: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Delaware Media Group. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. Physician Credit: The CMSC designates this journal-based activity for a maximum of 0.75 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurse Credit: The CMSC designates this enduring material for 0.75 contact hour (none in the area of pharmacology). Disclosures: Francois Bethoux, MD, Editor in Chief of the International Journal of MS Care (IJMSC), has served as Physician Planner for this activity. He has disclosed relationships with Springer Publishing (royalty), Qr8 (receipt of intellectual property rights/patent holder), Biogen (receipt of intellectual property rights/patent holder, speakers’ bureau), GW Pharmaceuticals (consulting fee), MedRhythms (consulting fee, contracted research), Genentech (consulting fee), Helius Medical Technologies (consulting fee), Osmotica (consulting fee), Ipsen (consulting fee), and Adamas Pharmaceuticals (contracted research). Laurie Scudder, DNP, NP, has served as Reviewer for this activity. She has disclosed no relevant financial relationships. Tracy E. Herring, PhD, has disclosed no relevant financial relationships. Lindsey M. Knowles, PhD, has disclosed no relevant financial relationships. Kevin N. Alschuler, PhD, has disclosed no relevant financial relationships. The peer reviewers for IJMSC have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Delaware Media Group who are in a position to influence content have disclosed no relevant financial relationships. Note: Financial relationships may have changed in the interval between listing these disclosures and publication of the article. Method of Participation: Release Date: August 1, 2021 Valid for Credit Through: August 1, 2022 In order to receive CME/CNE credit, participants must: 1) Review the continuing education information, including learning objectives and author disclosures.2) Study the educational content.3) Complete the post-test and evaluation, which are available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation and the post-test with a passing score of >70%. The post-test may be retaken if necessary. There is no fee to participate in this activity. Disclosure of Unlabeled Use: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Delaware Media Group do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Delaware Media Group. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Al Dandan, Hawra B., Susan Coote, and Doreen McClurg. "Prevalence of Lower Urinary Tract Symptoms in People with Multiple Sclerosis." International Journal of MS Care 22, no. 2 (March 1, 2020): 91–99. http://dx.doi.org/10.7224/1537-2073.2019-030.
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CME/CNE Information Activity Available Online: To access the article, post-test, and evaluation online, go to http://www.cmscscholar.org. Target Audience: The target audience for this activity is physicians, physician assistants, nursing professionals, and other health care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: 1) Describe the most prevalent lower urinary tract symptoms (LUTSs) and LUTS types in the general MS population according to International Continence Society (ICS) classification. 2) Identify limitations in the current evidence base and recommendations for conducting significant future studies. Accreditation Statement: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Delaware Media Group. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. Physician Credit: The CMSC designates this journal-based activity for a maximum of 1.5 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurse Credit: The CMSC designates this enduring material for 1.5 contact hours (none in the area of pharmacology). Disclosures: Francois Bethoux, MD, Editor in Chief of the International Journal of MS Care (IJMSC), has served as Physician Planner for this activity. He has disclosed relationships with Springer Publishing (royalty), Qr8 (receipt of intellectual property rights/patent holder), Biogen (receipt of intellectual property rights/patent holder, speakers’ bureau), GW Pharma (consulting fee), and Adamas Pharmaceuticals (contracted research). Laurie Scudder, DNP, NP, has served as Reviewer for this activity. She has disclosed no relevant financial relationships. Hawra B. Al Dandan, PT, M App Mngt (Health), has disclosed no relevant financial relationships. Susan Coote, PT, PhD, has disclosed a relationship with Novartis (fees for non-CME/CE services received directly from a commercial interest [contractor to deliver telerehabilitation as part of patient support program]). Doreen McClurg, PT, PhD, has disclosed no relevant financial relationships. The peer reviewers for IJMSC have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Delaware Media Group who are in a position to influence content have disclosed no relevant financial relationships. Note: Financial relationships may have changed in the interval between listing these disclosures and publication of the article. Method of Participation: Release Date: April 1, 2020 Valid for Credit Through: April 1, 2021 In order to receive CME/CNE credit, participants must: 1) Review the continuing education information, including learning objectives and author disclosures. 2) Study the educational content. 3) Complete the post-test and evaluation, which are available at http://www.cmscscholar.org Statements of Credit are awarded upon successful completion of the post-test with a passing score of >70% and the evaluation. There is no fee to participate in this activity. Disclosure of Unlabeled Use: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. CMSC and Delaware Media Group do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of CMSC or Delaware Media Group. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health-care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Young, Susan, and Kristina Lu. "Educational interventions to increase cultural competence for nursing students." International Journal of Organization Theory & Behavior 21, no. 2 (June 11, 2018): 85–97. http://dx.doi.org/10.1108/ijotb-03-2018-0026.
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Purpose The purpose of this paper is to analyze the study results conducted at a four-year university in Hawaii investigating the impact of providing nursing students with an educational intervention session aimed at improving cultural competence. Design/methodology/approach A descriptive-correlational research method was used to examine the correlations between a control group and experimental group using pre-and post-tests. The t-test for equality of means and Levene’s test for equality of variances were conducted for statistical analysis on pre-and post-test scores. In addition, a power analysis was conducted due to the small sample size. Findings The control group receiving no intervention scored lower on the post-test in overall competency by five points, while the experimental group increased their post-score by five points after receiving the intervention; however, this increase did not change the overall cultural competence score. The results indicate that the educational intervention of a two-hour didactic, discussion and presentation did not provide as robust as what was needed to increase domain scores for the experimental group. Further, the domains of awareness, skill, knowledge, encounter and desire cannot be taught by instruction alone and should be reinforced over time. Research limitations/implications The study was a convenience sample and limited by the small sample size. The sample may not be representative of all senior nursing students. The study is limited to one school of nursing in Hawaii; the results may not be generalized to other populations. Practical implications This research provides a foundation for future curriculum development and the evaluation of nursing programs. For instance, incorporating a value-added instructional project on cultural competence into each nursing class would increase cultural competence awareness and knowledge. Social implications This study also emphasizes the necessity of education in cultural competence for all health professionals, which has implications for improving quality, patient satisfaction and increased health outcomes. Originality/value This research is unique to examining and applying an educational intervention on cultural competence for nursing students in Hawaii. This research sheds light on studying the importance of culture competence for nursing students and other health professionals. This is not a skill that can be taught in one class or only even a single immersion experience and should be acquired over time where continuing education and encounters are necessary in order to become culturally competent; this will enable health professionals to provide meaningful and appropriate care to patients.
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Bucher, Sherri L., Peter Cardellichio, Naomi Muinga, Jackie K. Patterson, Anu Thukral, Ashok K. Deorari, Santorino Data, Rachel Umoren, and Saptarshi Purkayastha. "Digital Health Innovations, Tools, and Resources to Support Helping Babies Survive Programs." Pediatrics 146, Supplement_2 (October 1, 2020): S165—S182. http://dx.doi.org/10.1542/peds.2020-016915i.
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The Helping Babies Survive (HBS) initiative features a suite of evidence-based curricula and simulation-based training programs designed to provide health workers in low- and middle-income countries (LMICs) with the knowledge, skills, and competencies to prevent, recognize, and manage leading causes of newborn morbidity and mortality. Global scale-up of HBS initiatives has been rapid. As HBS initiatives rolled out across LMIC settings, numerous bottlenecks, gaps, and barriers to the effective, consistent dissemination and implementation of the programs, across both the pre- and in-service continuums, emerged. Within the first decade of expansive scale-up of HBS programs, mobile phone ownership and access to cellular networks have also concomitantly surged in LMICs. In this article, we describe a number of HBS digital health innovations and resources that have been developed from 2010 to 2020 to support education and training, data collection for monitoring and evaluation, clinical decision support, and quality improvement. Helping Babies Survive partners and stakeholders can potentially integrate the described digital tools with HBS dissemination and implementation efforts in a myriad of ways to support low-dose high-frequency skills practice, in-person refresher courses, continuing medical and nursing education, on-the-job training, or peer-to-peer learning, and strengthen data collection for key newborn care and quality improvement indicators and outcomes. Thoughtful integration of purpose-built digital health tools, innovations, and resources may assist HBS practitioners to more effectively disseminate and implement newborn care programs in LMICs, and facilitate progress toward the achievement of Sustainable Development Goal health goals, targets, and objectives.
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BOOTH, SARA, MORAG FARQUHAR, MARJOLEIN GYSELS, CLAUDIA BAUSEWEIN, and IRENE J. HIGGINSON. "The impact of a breathlessness intervention service (BIS) on the lives of patients with intractable dyspnea: A qualitative phase 1 study." Palliative and Supportive Care 4, no. 3 (September 2006): 287–93. http://dx.doi.org/10.1017/s1478951506060366.
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Objective:Disabling breathlessness is the most common symptom of advanced cardiopulmonary disease. It is usually intractable, even when patients receive maximal medical therapy for their underlying condition. A pilot study was undertaken to evaluate a newly formed palliative Breathlessness Intervention Service (BIS).Methods:The methodology followed the Medical Research Council's Framework for the Evaluation of Complex Interventions (Phase I). Qualitative interviews were completed with patients and relatives who had used the service and clinicians who had referred to it. The focus of the interviews was the participants' experience of using BIS.Results:Patients valued the positive educational approach taken to breathlessness, emphasizing what was possible rather than what had been lost. Non-pharmacological strategies, especially the hand-held fan and exercises, were rated very helpful and new to patients. Participants reiterated that breathlessness was frightening and isolating, exacerbating the disability it caused: the easy access to advice and flexibility of BIS helped to alleviate this. Participants wanted a written record of the advice given. Carers welcomed the focus on their needs. Clinicians valued sharing the management of patients with an intractable problem.Significance of results:This Phase I study has helped to remodel the service rapidly by uncovering the aspects of BIS that users find most valuable and areas that need change or improvement. The BIS needs to provide written information, to reinforce and extend contacts with other agencies to build on support it already provides for patients and carers, and extend its flexibility and accessibility. Providing a “drop-in” service and continuing education after the initial program of contacts is completed could be a useful service development, warranting further evaluation. A qualitative methodology involving service users and referrers can help to shape service development rapidly.
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&NA;. "CONTINUING EDUCATION PROGRAM." Advances in Nursing Science 9, no. 4 (July 1987): 78. http://dx.doi.org/10.1097/00012272-198707000-00021.
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Kako, Mayumi, Karen Hammad, Satoko Mitani, and Paul Arbon. "Existing Approaches to Chemical, Biological, Radiological, and Nuclear (CBRN) Education and Training for Health Professionals: Findings from an Integrative Literature Review." Prehospital and Disaster Medicine 33, no. 2 (February 19, 2018): 182–90. http://dx.doi.org/10.1017/s1049023x18000043.
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AbstractObjectivesThis review was conducted to explore the literature to determine the availability, content, and evaluation of existing chemical, biological, radiological, and nuclear (CBRN) education programs for health professionals.MethodsAn integrative review of the international literature describing disaster education for CBRN (2004-2016) was conducted. The following relevant databases were searched: Proquest, Pubmed, Science Direct, Scopus, Journals @ OVID, Google Scholar, Medline, and Ichuschi ver. 5 (Japanese database for health professionals). The search terms used were: “disaster,” “chemical,” “biological,” “radiological,” “nuclear,” “CBRN,” “health professional education,” and “method.” The following Medical Subject Headings (MeSH) terms, “education,” “nursing,” “continuing,” “disasters,” “disaster planning,” and “bioterrorism,” were used wherever possible and appropriate. The retrieved articles were narratively analyzed according to availability, content, and method. The content was thematically analyzed to provide an overview of the core content of the training.ResultsThe literature search identified 619 potentially relevant articles for this study. Duplicates (n=104) were removed and 87 articles were identified for title review. In total, 67 articles were discarded, yielding 20 articles for all-text review, following 11 studies were retained for analysis, including one Japanese study. All articles published in English were from the USA, apart from the two studies located in Japan and Sweden. The most typical content in the selected literature was CBRN theory (n=11), followed by studies based on incident command (n=8), decontamination (n=7), disaster management (n=7), triage (n=7), personal protective equipment (PPE) use (n = 5), and post-training briefing (n=3).ConclusionWhile the CBRN training course requires the participants to gain specific skills and knowledge, proposed training courses should be effectively constructed to include approaches such as scenario-based simulations, depending on the participants’ needs.KakoM, HammadK, MitaniS, ArbonP. Existing approaches to chemical, biological, radiological, and nuclear (CBRN) education and training for health professionals: findings from an integrative literature review. Prehosp Disaster Med. 2018;33(2):182–190.
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Othaganont, Pranom. "Continuing Education Nursing Program in Thailand." Journal of Continuing Education in Nursing 25, no. 3 (May 1994): 133–34. http://dx.doi.org/10.3928/0022-0124-19940501-12.
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Anonymous. "Continuing education program initiated." Journal of Psychosocial Nursing and Mental Health Services 34, no. 9 (September 1996): 9. http://dx.doi.org/10.3928/0279-3695-19960901-10.
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Tachtsoglou, K., M. Lera, Ch Iliadis, A. Frantzana, and L. Kourkouta. "Evaluation of continuous nursing education." Progress in Health Sciences 2 (December 24, 2019): 37–42. http://dx.doi.org/10.5604/01.3001.0013.7223.
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<b>Introduction:</b> Continuing nursing education and the practice of newly acquired skills in clinical practice consist of increasingly important tools for improving patients’ care in today's health environment. <br><b>Purpose:</b> The purpose of this review study is to delve into the evaluation of continuing nursing education and its outcomes along with the educator’s role and obligations. <br><b>Materials and Methods:</b> A review of Greek and international literature was carried out, focusing on views regarding continuing nursing education and lifelong learning. The material of the study consisted of articles on the topic, found in Greek and international databases such as: Google Scholar, Mednet, Pubmed, Medline and the Hellenic Academic Libraries Association (HEAL-Link). <br><b>Results:</b> Evaluation of continuing nursing education is an integral part of improving the quality of educational activities. This assessment designates whether nurses meet the desired learning outcomes and provides feedback on ways to improve educational experiences that ultimately improve patient care. <br><b>Conclusions:</b> The final results of continuing nursing education activities should be aimed at improving nursing professional practice, and therefore, the care provided to patients by nurses.
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Donohue-Porter, Patricia, Maryann O. Forbes, Jane H. White, and Steven L. Baumann. "Transforming Nursing Education and the Formation of Students." Nursing Science Quarterly 30, no. 2 (March 24, 2017): 134–42. http://dx.doi.org/10.1177/0894318417693287.
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Transforming nursing education is a current focus across the country, the result of recent national reports that have made significant contributions for evaluating and changing curricula and ways students are taught. However, the need to ground these strategies for change within our discipline’s ontological foundation through nursing theory must be addressed. The purpose of this article is to use Parse’s Humanbecoming Paradigm to provide educators with exemplars of discipline-specific theory-based changes across educational levels. The exemplars are situated within the important tensions that educators face today in undergraduate, advanced practice, and doctoral programs. Conclusions are drawn regarding continuing efforts to ensure that nurse educators incorporate discipline-relevant theories when transforming nursing education.
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Moore, Pamela V., and Judy Short. "Planning a Continuing Education Program." AAOHN Journal 42, no. 9 (September 1994): 430–34. http://dx.doi.org/10.1177/216507999404200904.
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YOUSUF, SHADIA, KHAIRIA NASSER, and JENNY LITTLEWOOD. "Evaluation of a Nursing Continuing Education Programme." Journal of King Abdulaziz University-Medical Sciences 8, no. 1 (2000): 77–89. http://dx.doi.org/10.4197/med.8-1.8.
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Moran, Violet, and Joan Ramsey Wilk. "Continuing Education Approval Program: Interrater Reliability." Journal of Continuing Education in Nursing 18, no. 2 (March 1987): 44–46. http://dx.doi.org/10.3928/0022-0124-19870301-04.
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Chakraborty, Nirmalya, Baxi Neeraj Prasad Sinha, S. Haque Nizamie, Vinod Kumar Sinha, Sayeed Akhtar, Jyoti Beck, and B. Binha. "Effectiveness of Continuing Nursing Education Program in Child Psychiatry." Journal of Child and Adolescent Psychiatric Nursing 19, no. 1 (February 2006): 21–28. http://dx.doi.org/10.1111/j.1744-6171.2006.00039.x.
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Silver Dunker, Kimberly, and Karen Manning. "Live Continuing Education Program for Adjunct Clinical Nursing Faculty." Nursing Education Perspectives 39, no. 1 (2018): 16–18. http://dx.doi.org/10.1097/01.nep.0000000000000248.
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Holzemer, William L. "Evaluation Methods in Continuing Education." Journal of Continuing Education in Nursing 19, no. 4 (July 1988): 148–57. http://dx.doi.org/10.3928/0022-0124-19880701-04.
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