Relevant bibliographies by topics / Medicine, Nursing and Health Curriculum and Pedagogy

Academic literature on the topic 'Medicine, Nursing and Health Curriculum and Pedagogy'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Medicine, Nursing and Health Curriculum and Pedagogy"

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Byfield, Carlene A., and Franca Ferrari-Bridgers. "Collaborative practices and Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex, and Asexual and/or Ally (LGBTQIA+) care in clinical nursing education." Journal of Nursing Education and Practice 12, no. 11 (July 11, 2022): 51. http://dx.doi.org/10.5430/jnep.v12n11p51.

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Collaborative practices are used by inter-professional healthcare teams to solve complex health problems. Nursing programs, however, rarely offer students collaborative practice experiences in their curricula due to content saturation. In this study, we demonstrate how collaborative practices can be successfully embedded into existing undergraduate clinical courses through innovative pedagogy to solve health problems. “Students Working in Interdisciplinary Groups” (SWIG) was the pedagogical practice used to facilitate a collaborative practice between nursing and communication students. The complex health problem regarded the education gap between healthcare workers and the delivery of care to patients identified as LGBTQIA+. The students’ collaboration resulted in the creation of an educational video to instruct future nurses in LGBTQIA+ delivery of care. We assessed the effectiveness of the collaborative experience and the impact of the educational video on students. The positive assessment outcomes confirm the importance of integrating collaborative practices into nursing courses to foster students’ professional development.
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Trail, Juliet Jennifer, and Tim Cunningham. "The Compassionate University." Journal of Perspectives in Applied Academic Practice 6, no. 3 (September 12, 2018): 49–56. http://dx.doi.org/10.14297/jpaap.v6i3.358.

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Over the past decade, the University of Virginia has been experiencing a culture change towards becoming a more contemplative and compassionate institution. The leaders of this change seek, ultimately, to enhance and influence every aspect of the mission and community of this large, prestigious public institution. Of course, multi-layered and pervasive culture change does not occur instantaneously. Rather, the establishment in 2009 of the UVA School of Nursing’s Compassionate Care Initiative, followed by the launch in 2012 of the pan-university UVA Contemplative Sciences Center have led to an array of targeted initiatives that incorporate both the health system – consisting of the School of Nursing, School of Medicine, and the UVA Medical Center – and the university’s academic division, consisting of nine additional schools as well as the ancillary units that support the wider university. This article provides a set of detailed examples of efforts implemented by these two centers in support of a culture change towards more compassionate teaching, research, patient care, and service. Examples will include: supporting compassion and self-care through retreats in the School of Nursing and research assessing the impact of this and additional co-curricular programming via cross-sectional survey of nurses discussion of student, faculty and clinical Ambassadors who serve as compassion mentors across the UVA Health System consideration of contemplative pedagogy within the UVA undergraduate course Mindfulness & Compassion: Towards Living Fully, Personally & Professionally discussion of pan-university co-curricular programming serving the university community that seeks to create impact at an institution-wide level. The impact and outcomes of each example will be considered, individually and as part of a larger shift towards creating a compassionate, contemplative university for the modern era.
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Sarvimäki, Anneli. "Toward a caring curriculum: A new pedagogy for nursing." Scandinavian Journal of Caring Sciences 6, no. 1 (March 1992): 22. http://dx.doi.org/10.1111/j.1471-6712.1992.tb00118.x.

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Chesser-Smyth, Patricia. "Creating a Caring Science Curriculum: an Emancipatory Pedagogy for Nursing." Nurse Education in Practice 13, no. 5 (September 2013): e15. http://dx.doi.org/10.1016/j.nepr.2013.02.010.

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Rosenberger, Kelly D., Heidi Olson, Martin MacDowell, and Valerie Gruss. "Using IPEC pedagogy to transform the future rural advanced practice nursing workforce." Journal of Nursing Education and Practice 11, no. 10 (May 26, 2021): 1. http://dx.doi.org/10.5430/jnep.v11n10p1.

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Objective: The number of primary care providers has not kept pace with the increasing number of underserved rural populations placing unprecedented demands on the healthcare system and the gap is expected to widen with shortages projected to increase across the United States. Given the urgent need to grow and expand the number of trained diverse primary care providers in rural communities, an innovative sustainable program was implemented to recruit and train diverse rural advanced practice nurses. Building on the successful rural medical and rural pharmacy educational programs at the UIC Health Sciences Campus in Rockford, a rural nursing program with interprofessional curriculum was designed and refined to enable nursing students along with two other professions to develop appreciation, insight, and knowledge of rural healthcare and health disparities in a variety of rural settings as part of an interprofessional team.Methods: A mixed-methods program evaluation approach utilized both quantitative and qualitative data to evaluate program satisfaction and inform ongoing program refinement.Results: Students indicated positive responses to this interprofessional course of study. Continued development and refinement of the curriculum is planned to train the future rural healthcare workforce.Conclusions: Students from three health sciences colleges benefitted from the IPEC program with confirmed satisfaction in interprofessional rural education and collaborative practice. The addition of a rural nursing program merits continuation with modification and expansion to prepare the future rural interprofessional healthcare workforce.
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D'Souza, Prima Jenevive Jyothi, Anil Raj Assariparambil, G. Muthamilselvi, Veena M. Joseph, and Linu Sara George. "Pandemic Pedagogy: Perception of Nursing students’: A cross-sectional study." F1000Research 11 (July 27, 2022): 398. http://dx.doi.org/10.12688/f1000research.109789.2.

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Coronavirus disease 2019 pandemic impacted across the globe disrupting all sectors including the higher education universities. Nursing institutions faced various challenges due to the pandemic restrictions, of which the abrupt shift of implementing the curriculum to online mode posed a major challenge to both the teachers and the students. To assess nursing students' perception of pandemic pedagogy and the challenges faced in remote teaching-learning, this cross-sectional survey was conducted among 982 undergraduate nursing students from three Deemed to be University nursing institutions of Southern India. Institutional Ethics Committee approval (IEC 444/2020), permission from the heads of the institutions and study participant’s consent was obtained. Data was collected using an online survey questionnaire which had three domains, including student-related (19 items), teacher-related(5 items), and physical learning environment-related factors (11 items). The reliability was established using Cronbach’s Alpha (0.86). Explored the favouring, hindering factors and challenges faced during the emergency remote instruction with open-ended items. The overall mean score of perceptions on pandemic pedagogy was 89.03±10.03. Sixty-three percent of students had a total perception score above 87 which indicates that they preferred remote learning (synchronous) during the pandemic whereas 45% preferred face-to-face classes. There was a significant difference in the total perception scores and the years of study( F (3, 978) = 4.96, p = 0.002). The factors favouring remote learning were, an opportunity to view the recorded classes even after the live classes’ (n=165), and ‘more time to spend for learning activities’ (n=152). Factors that hindered the learning or the challenges faced were poor network connectivity (n=451), and lack of opportunity for group study (n=326). Students favoured remote learning during the pandemic; however, there were several challenges. The educational institutions need to prepare themselves to overcome this and focus on a blended learning curriculum.
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D’SOUZA, Mrs Prima Jenevive Jyothi, Anil Raj Assariparambil, Dr G. MUTHAMILSELVI, Dr Veena M. JOSEPH, and Dr Linu Sara GEORGE. "Pandemic Pedagogy: Perception of Nursing students’: A cross-sectional study." F1000Research 11 (April 6, 2022): 398. http://dx.doi.org/10.12688/f1000research.109789.1.

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Coronavirus disease 2019 pandemic impacted across the globe disrupting all sectors including the higher education universities. Nursing institutions faced various challenges due to the pandemic restrictions, of which the abrupt shift of implementing the curriculum to online mode posed a major challenge to both the teachers and the students. To assess nursing students' perception of pandemic pedagogy and the challenges faced in online teaching-learning, this cross-sectional survey was conducted among 982 undergraduate nursing students from three Deemed to be University nursing institutions of Southern India. Institutional Ethics Committee approval (IEC 444/2020), permission from the heads of the institutions and study participant’s consent was obtained. Data was collected using an online survey questionnaire which had three domains, including student-related (19 items), teacher-related(5 items), and physical learning environment-related factors (11 items). The reliability was established using Cronbach’s Alpha (0.86). Explored the favouring, hindering factors and challenges faced during the emergency remote teaching with open-ended items. The overall mean score of perceptions on pandemic pedagogy was 89.03±10.03. Sixty-three percent of students had a total perception score above 87 which indicates that they preferred online learning during the pandemic whereas 45% preferred classroom learning. There was a significant difference in the total perception scores and the years of study( F (3, 978) = 4.96, p = 0.002). The factors favouring online learning were, an opportunity to view the recorded classes even after the live classes’ (n=165), and ‘more time to spend for learning activities’ (n=152). Factors that hindered the learning or the challenges faced were poor network connectivity (n=451), and lack of opportunity for group study (n=326). Students favoured online learning during the pandemic; however, there were several challenges. The educational institutions need to prepare themselves to overcome this and focus on a blended learning curriculum.
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Cutbush, Stacey, Deborah Gibbs, Kathleen Krieger, Monique Clinton-Sherrod, and Shari Miller. "Implementers’ Perspectives on Fidelity of Implementation." Health Promotion Practice 18, no. 2 (October 22, 2016): 275–82. http://dx.doi.org/10.1177/1524839916672815.

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Fidelity of implementation is an essential factor in realizing outcomes of evidence-based interventions. Yet perspectives vary on the degree to which fidelity is necessary or desirable, implementers may receive limited guidance on fidelity, and research on implementers’ understanding and operationalization of fidelity is lacking. We conducted key informant interviews with 20 individuals who implemented an evidence-based teen dating violence prevention curriculum in seven sites. Interviews addressed how implementers defined fidelity and the adaptations they made in implementing the curriculum. Although all implementers reported delivering the curriculum with fidelity, their definitions of fidelity varied. Most defined fidelity in terms of adherence to the published curriculum, although definitions sometimes allowed modifications of pedagogy or adding or subtracting materials. A smaller group of implementers defined fidelity in terms of their perceptions of the curriculum’s core messages. All implementers described variations from the published curriculum, which were frequently inconsistent with their own definitions of fidelity. Implementers committed to the value of implementation with fidelity may need support in its definition and application. Developers can support implementers by communicating program theory in terms that implementers will understand, clarifying expectations for fidelity and allowable adaptations, and codifying lessons learned from previous implementation.
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Alfrey, Laura, and Justen O’Connor. "Critical pedagogy and curriculum transformation in Secondary Health and Physical Education." Physical Education and Sport Pedagogy 25, no. 3 (March 16, 2020): 288–302. http://dx.doi.org/10.1080/17408989.2020.1741536.

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Riley, Joan B., and Edilma L. Yearwood. "The Effect of a Pedagogy of Curriculum Infusion on Nursing Student Well-Being and Intent to Improve the Quality of Nursing Care." Archives of Psychiatric Nursing 26, no. 5 (October 2012): 364–73. http://dx.doi.org/10.1016/j.apnu.2012.06.004.

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Dissertations / Theses on the topic "Medicine, Nursing and Health Curriculum and Pedagogy"

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Mallo, Ryan Seth. "Dying to Be a Man| A Mixed Methods Study Implementing Men's Health Promotion and the Psychology of Masculinity in Graduate Primary Care Curriculum." Thesis, Northwest Nazarene University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10933610.

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The health outcomes of men are significantly worse, when compared to their female counterpart, for the top 15 leading causes of death nationwide. At this time, men are not actively engaged in the healthcare system and didactic and clinical education does not adequately prepare providers to care for men or understand the psychology of masculinity. As of 2016 there were no primary care programs or medical schools that incorporated a specific course in men’s health promotion or the psychology of masculinity within their curriculum. This research study implemented one curricular module on the content of men’s health promotion and the psychology of masculinity. The researcher sought to understand what aspects of men’s primary healthcare and masculinity were taught within Primary Care Providers (PCP) didactic and clinical studies, what PCPs state was lacking from their curriculum, and how that translates to their ability to practice clinically. The research took place at six separate universities throughout the United States. Using a five-point Likert scaled survey, quantitative data was collected from students in six universities after they participated in a single module on men’s health promotion and masculinity. One month after students at the six universities went through the intervention, a second quantitative, five-point Likert Scale survey was collected that sought to determine what information from the module was applicable in their clinical education and settings after going through the intervention. The researcher then conducted six, qualitative, semi-structured, open-ended interviews with students who responded favorably to such an interview in quantitative evaluations through Qualtrics. Data analysis was completed through Wilcoxon Signed Rank Testing. Cohen’s d effect size was utilized to understand the significance of effect size within the data. Students in primary care agree that lack of timely healthcare, on behalf of men, is a stressor on the healthcare system and 100% of students agree they would welcome more content in their didactic education on men’s health promotion and the psychology of masculinity. Similarly, 94.5% of respondent’s state there is a need for primary care students to learn how to engage men in primary preventive care with 77% of respondents requesting more gender specific training. Students that went through the educational endeavor found value in the content delivered with 83.4% of participants stating they planned to make changes in their practice as a result of going through the educational module. Quantitative findings revealed that less than 20% of those surveyed are consistently utilizing evidence based interventions noted in literature to recruit and retain men into primary preventive care. Qualitative interviews noted that participants found themselves unconsciously unaware of their limitations in caring for men in the primary care setting, but fully aware that diverse and holistic care improves patient outcomes. Qualitative respondents also expressed a desire to grow professionally and a willingness to engage in pioneering practices that would equip them to deliver excellence in care.

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LaBine, Nancy L. "Teaching the Spiritual Dimension of Nursing Care: A Survey of Associate Degree Nursing Programs in the Southeast United States." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2615.

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Spirituality is a subject which is often neglected in nursing education. The purpose of this study was to determine associate degree nursing faculty’s perception of their ability to teach the spiritual dimension in the delivery of nursing care. The study explored whether faculty have received training related to spiritual care, how and where nursing programs integrate spirituality education into the curriculum, nursing faculty’s understanding of the terms spirituality and spiritual care, and faculty members perception of whether they receive sufficient support and guidance in teaching related to spirituality and spiritual care. Survey research was used in this study. The participants were recruited from publicly funded associate degree nursing programs in the southeast who are accredited by the Accrediting Commission for Education in Nursing (ACEN). The number of faculty participants was 206. The Spirituality and Spiritual Care Rating Scale (SSCRS,) (McSherry & Jamieson, 2011) was used to explore nursing faculties’ understanding of the terms spirituality and spiritual care. The findings showed that participants had very strong beliefs about spirituality and its intrinsic value to patients. The Spiritual Care Content Scale (SCCS; Lemmer, 2002) explored what content was taught in nursing programs, the content most often covered included (a) the influence of cultural beliefs on spiritual care (77.9%), (b) spiritual needs of the dying and their families (76.2%), (c) the assessment of spiritual needs (71.3%), and (d) active listening as a means of spiritual care (66.2%). Integration of spirituality education into the nursing curriculum was also, addressed. Not surprisingly, lecture was the main method for teaching the spiritual dimension, followed by discussions, clinical and reading assignments, nursing models, role play and guest speakers. The final question sought faculty member’s perception of whether they receive sufficient support and guidance in teaching related to spirituality and spiritual care. The majority of the faculty said no (84.1%, n=146). These findings support the literature regarding the lack of perceived training and support for nurses related to the spiritual dimension and the need for greater integration of spirituality and spiritual care in the nursing curriculum. Providing guidelines for the provision of spiritual care and continued research in this area is warranted.
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Singer, Shannon Gail. "Curriculum Analysis of Content Related to Rural Nursing in Baccalaureate and Associate Degree Nursing Programs in Texas." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332016/.

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The purpose of this study is to determine the extent to which rural nursing content is included in the curricula of baccalaureate and associate degree nursing programs in Texas. Additional purposes include determining the association between the emphasis on rural nursing content perceived by curricular chairpersons as ideal and current content emphasis, examining the difference in rural nursing emphasis between the two program levels, determining variables predictive of rural nursing emphasis and determining efforts to recruit students from rural areas. Data were collected by means of a mailed questionnaire developed by the investigator. Statistical analyses of these data were then conducted. Major findings include the determination of current and perceived ideal emphasis of rural nursing content, the difference in rural nursing emphasis between baccalaureate and associate degree nursing schools in Texas, the association between perceived ideal and actual content emphasis, those variables which are predictive of rural nursing emphasis in undergraduate curricula in Texas and the recruitment efforts from rural areas made by each level of program.
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Saud, Haris, and Ruth Chen. "The Effect of Competency-Based Education on Medical and Nursing Students' Academic Performance, Technical Skill Development, and Overall Satisfaction and Preparedness for Future Practice: An Integrative Literature Review." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/ijhse/vol5/iss1/3.

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Purpose: This article provides an integrative review of competency-based education (CBE) in medical and nursing programs and examines the effect of CBE on students’ academic performance, technical skill development, and overall satisfaction and preparedness for future practice. Background: In recent decades, CBE has increasingly been discussed in medical and nursing education programs. The impact of the CBE curriculum on learning outcomes including academic performance, technical skill development, overall satisfaction, and preparedness for future practice has not been fully elucidated. Method: A review of the literature was conducted, and multiple databases were searched for studies that analyzed the impact of CBE on learning outcomes in medical and nursing program learners. Results: The overall trends in feedback showed that CBE was well-received by students, with high satisfaction scores reported. CBE was also shown to be equally or more effective than the traditional didactic model in developing students’ competencies and improving academic and clinical performance. Conclusion: Our comprehensive review of the literature suggests that competency-based education can be an effective framework that potentially outperforms traditional educational approaches on outcome measures related to clinical knowledge, technical skill, and/or clinical judgement.
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Parent, Florence. "Déterminants éducationnels et facteurs favorables à une meilleure adéquation entre formation et compétences attendues des professionnels de la santé dans les organisations de santé en Afrique: étude sur la gestion et le développement des ressources humaines en santé." Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210866.

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La problématique des ressources humaines est complexe. Elle a donc besoin de cadres conceptuels pour décoder la réalité et cerner les limites de ses actions. La présentation d'un cadre théorique qui questionne les niveaux d'adéquation entre formation et compétences attendues des professionnels de la santé (à la fois dans le champ de la santé et dans celui de l'éducation) est l’aboutissement d'une réflexion sur la formation appréhendée comme voie d’accès à l’innovation, elle-même levier de changement dans la gestion des ressources humaines en santé. La démarche systémique appliquée à cette problématique et dans plusieurs contextes permet une action cohérente aux niveaux national, régional et local, tout en respectant la complexité de l’ensemble ainsi que les contraintes relatives aux mécanismes des marchés internationaux. L'importance du processus et de l'ensemble des acteurs concernés par le changement est analysée, mettant en évidence plus particulièrement la nécessité d’une appropriation, dès le départ, d’un cadre de référence et de sa mise en œuvre par les enseignants et les équipes de directions aux différents niveaux institutionnels.

L’adéquation des programmes à leurs contextes d’application et le renforcement des compétences des professionnels sont les questions centrales posées par cette recherche à travers la mise en œuvre de l’approche par compétences et des pédagogies actives. Les finalités sont celles de la mise en évidence des mécanismes, facteurs et visions nécessaires à l'amélioration de la formation des professionnels de santé et la promotion d’un « enseignement – apprentissage » favorable à l'intégration des principes d’actions de promotion et d'éducation à la santé. Ces finalités sont au centre des résultats recherchés dans ces vastes chantiers. Elles réclament un travail de fond sur la question du sens des apprentissages, dont la mise en réseau avec des centres de formation et d'expertise, ainsi que le développement de l'autonomie d'une masse critique de professionnels de santé. Parmi ces derniers, les infirmier(ère)s de première ligne sont responsables dans de nombreux contextes de plus de 80 % de l'offre de services. L'application de cette approche sur plusieurs terrains d'actions viendra renforcer les cadres théoriques et la méthodologie proposés.

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Cette thèse est articulée de manière à présenter des articles sur la formation et la gestion des ressources humaines en santé dans un ensemble cohérent. Certaines redondances dans la présentation des contextes et des méthodes sont de ce fait inévitables. Chacune des parties commence par une introduction et un cadrage qui devraient permettre de se situer quant aux objectifs et aux contenus spécifiques de la partie concernée. Un débat peut ouvrir une partie tout comme une discussion peut la clore. Dans un souci de lisibilité, un lexique propre à cette thèse est donné en annexe, plus particulièrement aux champs de la pédagogie (annexe 1) et de la santé publique (annexe 2). Les mots et concepts qui se trouvent dans ce lexique sont soulignés la première fois qu’ils sont rencontrés dans le texte (à l’exception des articles).


Doctorat en Sciences de la santé publique
info:eu-repo/semantics/nonPublished

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Lundberg, Chris, and Fredrik Kataja. "Socialpsykiatrins tillblivelse och fortlevnad : Att lära av historien kring vårdbemötande." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36874.

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Bakgrund. Innan dess att svensk psykiatri genomgick övergripande förändringar genomsyrades mentalhälsovården av olika psykologiska teorier vilka sedermera kom till att utgöra väsentliga beståndsdelar inom den “vårdkulturella revolutionens” fundament. Detta utmynnade därefter i svensk socialpsykiatris tillblivelse varigenom dessa försöksverksamheters väl fungerande praxis och kunskaper till synes har glömts bort genom åren. Metod. När, varför och hur har det gått från att vårdgivare/klient-relationen tidigare har betraktats vara “god” till att i dessa dagar te sig “avhumaniserad”? Hur var denna relation förr, hur är den i dag och hur kan den förslagsvis göras bättre framöver? För att kunna besvara detta tas en närmare blick, genom manifest kvalitativ innehållsanalys med konventionell (induktiv) ansats, på svensk hälso- och sjukvård emellan åren 1960–1980 såväl som en om än konkretiserad djupdykning ned i 1970-talets “nya psykiatri” och socialpsykiatriska försöksverksamheter. Resultat. Vägarna till utformandet av en vårdvärnande relation emellan vårdgivare och klient återfinns inom vårdgivarens bemötande och tillvägagångsätt gentemot klienten. Vad som fordras är en tillitsfull atmosfär och att bådadera parterna upprätthåller kontinuerlig kontakt (Gustafsson, 2010) vari tid bistår med goda förutsättningar i utformningen av funktionella tillika utvecklande allianser (Topor & Denhov, 2012). För att brukarinflytande skall fungera under förebyggande arbete, i led om att i största möjliga mån ta uti klienters problematik, krävs ett krispsykoterapeutiskt förhållningssätt och vetskap om psykisk kris genom vilka genuin närvaro uppnås (Cullberg, 1974). Forskning visar även tydligt att vad som behövs vid vårdbemötande är genuin närvaro, medmänsklig förståelse och rak kommunikation: att inte bara se människan, utan även att förstå vad just denna kris innebär för just denna individ såväl som att klientens beteende sett till sin helhet och vad som inte uttrycks säger så mycket mer än vad ord kan någonsin beskriva. Slutsats. Empirin antyder att aktuell forskning anmärker vad som fungerar bra och mindre bra, om inte alls, i relation till vårdbemötande är för all del bra. Men vad om nordisk socialpsykiatris pionjärer såsom Berggren, Cullberg och Haugsgjerd? Aktuell forskning refererar inte till någondera och deras arv tycks vara bortglömt. Så vad om all den kunskap och insikt som förvärvades och införlivades vid tidigare försöksverksamheter såsom Cullbergs kristeori och krispsykoterapi? Aktuell forskning refererar heller inte till någotdera och alltsammans tycks ha gått i stöpet. Vad som däremot framgår är att deras visioner tillämpades med mycket goda resultat vid bland annat Nackaprojektet tillika att sagda teori och psykoterapi tycks ha runnit ut i sanden efter verksamhetens nedläggning. Psykologin och psykiatrin, till syvende och sist, rör sig i ett gränsland emellan vetenskap och humaniora däri de, i samvaro med etisk kodex om att all behandling skall vila på “vetenskap och beprövad erfarenhet”, samexisterar i led om att med fumliga försök fånga livets komplexiteter. Men vart någonstans bör gränsdragningen gå emellan “vetenskaplig professionalitet” och “personlig inlevelse” när man möter någon med psykisk ohälsa, en medmänniska i psykisk kris?
Background. Prior to the undertaking of radical changes in Swedish psychiatry, various psychological theories permeated mental healthcare that would subsequently become essential components at the very heart of the “care-cultural revolution.” This subsequently resulted in the creation of Swedish social psychiatry through which trial establishments’ well-functioning praxis and knowledge have, so it seems, been forgotten over the years. Method. How, when and why has it gone from the fact that the caregiver/client-relationship has previously been considered as “good” to in these days feel as though it has become “dehumanized”? How was this relationship in the past, how is it as of today, and how can it be made better for the future? In order to answer this, a closer look, through manifest qualitative content analysis with conventional (inductive) approach, is taken on Swedish health care throughout the 1960s–1980s as well as an elaborate deep dive down into the “new psychiatry” of the 1970s and social psychiatric trial establishments. Result. The paths to the formation of a care-ensuring relationship between caregiver and client are found within caregivers’ attitude and approach towards their clients. What is required is a trusting atmosphere and that both parties maintain continuous contact (Gustafsson, 2010) wherein time provides good conditions in the formation of functional and developing alliances (Topor & Denhov, 2012). In order for user influence to function during preventive work, in line with addressing clients’ problems as much as possible, a crisis psychotherapeutic approach and knowledge of mental crisis is required through which genuine presence is achi-eved (Cullberg, 1974). Research also clearly shows that what is needed during care meetings is genuine presence, compassionate understanding, and straightforward communication: not only to see the person, but also to understand what this particular crisis means for this particular individual as well as that his or her behavior in itself and what is not being expressed says so much more than words can ever describe. Conclusion. Empirical data suggests that current research remarks on what works well and less well, if not at all, in relation to care treatment is certainly good. But what about the pioneers of Nordic social psychiatry like Berggren, Cullberg, and Haugsgjerd? Current research refers to neither and their legacies seem to have been forgotten. So, what about all the know-ledge and insight that was acquired and incorporated in previous experimental activities such as Cullberg's crisis theory and crisis psychotherapy? Current research refers, likewise, to neither and everything seems to have gone down the drain. What is clear, however, is that their visions were applied with very good results in, amongst other things, the Nacka Project as well as that said theory and psychotherapy seem to have faded away following the trial establishment’s closure. Psychology and psychiatry, ultimately, move in a borderland between science and the humanities wherein they, in conjunction with the code of ethics that all treatment is to be based on “science and proven experience,” coexist in line with fumble attempts to capture life’s complexities. But where exactly should the line be drawn between “scientific professionalism” and “personal insight” when meeting someone with mental ill-health, a fellow human being in a mental crisis?
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(9829490), Kerry Reid-Searl. "The experiences of final year nursing students in administering medications: Shifting levels of supervision." Thesis, 2008. https://figshare.com/articles/thesis/The_experiences_of_final_year_nursing_students_in_administering_medications_Shifting_levels_of_supervision/13417301.

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Background - Unintended medication errors made by health care professionals continue to be a major concern in hospitals, medical centres and aged care facilities throughout Australia. Nurses play a vital role in preventing errors so consequently undergraduate nursing students are taught that to administer medications safely they must adhere to specific protocols and be personally supervised by a registered nurse. While safety measures may be reinforced to students, previous studies have not explained what occurs when students actually administer medications to patients in the clinical setting. Aim - This thesis reports on a study aimed at identifying the experiences of final year undergraduate nursing students in administering medications. Research Design - A grounded theory approach using constant comparative analysis was undertaken to develop a substantive theory to explain this process. A sample of 28 final year nursing students from an Australian university provided the data to permit the development of the theory. Findings - This study identified that supervision was central to the medication administrationexperiences of students. Students were confronted with registered nurses who presented or provided them with shifting levels of supervision when administering medications to patients. Shifting levels included the registered nurse; being near, being over or being absent. The shifting levels failed to meet the supportive supervision required of students and created internal conflict for them. Students responded to the conflict through a process of Contingent Reasoning. Contingent Reasoning involved students making a decision and then actioning behaviour which could be categorized into one of three levels. At level one the student would do whatever was asked of them, at level two they would negotiate so as to come to some agreement with the registered nurse and at level three they would refuse to administer medications unless personal supervision was available. The reasoning was driven by a desire of the student to get through meaning, to pass the clinical placement. However, in an effort to get through students were willing to accept levels of supervision from registered nurses that were less than ideal. In turn this influenced medication errors as reported by students. Conclusion - In unveiling the substantive theory it became apparent that the central issue of shifting levels of supervision and students responses to this has significant implications for safe medication administration practices of undergraduate nursing students when undertaking clinical placements in health care facilities throughout Australia. Ultimately patient safety is at risk because inappropriately supervised undergraduate nursing students can make medication errors.
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(9818663), Gopi Mcleod. "The use of critical reflection to foster reflective practice in student osteopaths." Thesis, 2016. https://figshare.com/articles/thesis/The_use_of_critical_reflection_to_foster_reflective_practice_in_student_osteopaths/13443059.

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Reflection and reflective practice, have gained increasing importance in health practitioner education. This has led to the inclusion of reflection in the documentation of capabilities for health practitioners. Despite a growing literature and interest in reflective practice, it remains unclear how reflection facilitates the development of reflective health practitioners. Using a longitudinal qualitative case-study design, this research investigated the impact of embedding a pedagogical intervention of reflective learning across four years of the five-year osteopathic course at an Australian university. The aim was to understand how a cohort of student osteopaths used reflection to develop reflective practice and why reflection was important to these students during their preregistration education. Multiple qualitative data sets of student written reflections and focus group and interview transcripts were analysed using a validated level-of-reflection measurement scale and a thematic analysis approach. The key findings which also have implications for other health practitioner courses, are threefold: (1) sustained and repeated use of reflection enhances the development of critical reflective practice more effectively than brief, single course exposure; (2) students engaging with reflection require dedicated support, including access to professional counselling; and (3) an early introduction to and positive reinforcement of the benefits of reflective learning engenders an enculturation of the legitimacy of reflective practice as essential learning for health professionals. This research is the first to examine reflective practice in osteopathy and proposes a model of reflective practice in osteopathy. The use of reflection to facilitate the development of reflective practice in health practitioner education is supported with recommendations for future research in academic and workplace settings.
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(9823931), Lorraine Oliveri. "Student perceptions of a blended learning approach to paramedic education." Thesis, 2020. https://figshare.com/articles/thesis/Student_perceptions_of_a_blended_learning_approach_to_paramedic_education/13406084.

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Distance education has been used in various forms since the 1800s. The progression of distance education has seen the paper-based system replaced by modern computing technology for a more effective approach. CQUniversity has a long history of offering distance education across a wide range of disciplines. The Bachelor of Paramedic Science is one of the health-related undergraduate courses offered by distance since 2011. At the time, CQUniversity was the only Australian university that offered an entire pre-employment undergraduate course in paramedicine in a distance mode. Currently, there remain only two universities offering a distance course. Rather than using a standard approach of on-campus lectures and tutorials, CQUniversity uses a blended learning mode which incorporates online (distance) and face-to-face components to the unit. A student enrolled in the blended mode of study views all lectures and resources through a learning management system in an online environment at a time and in a place that suits the student’s personal circumstances. In addition to the online management system, blended learning students travel to a university campus to attend an intensive teaching block known as a residential school for several days during the study term. The residential school activities include tutorials to learn and practise clinical skills, simulated paramedic scenarios and practical assessments. This research is concerned with the perceptions of the end user of this non-traditional blended learning approach to paramedic education, the students undertaking the ‘Foundations of Paramedic Clinical Practice’ unit. The unit is the first of the clinical units in the undergraduate course and teaches basic patient care assessments and life-saving skills and procedures. It is essential students can gain the knowledge and skills in this unit as it provides an integral foundation for more advanced skills and procedures later in the course.
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(13108475), Elizabeth M. McDonald. "The life experience of the nurse preceptor: A hermeneutic phenomenological study." Thesis, 1999. https://figshare.com/articles/thesis/The_life_experience_of_the_nurse_preceptor_A_hermeneutic_phenomenological_study/20327337.

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 The aim of this qualitative research project is to develop insight into and an interpretation of, the lived experiences of preceptors in clinical preceptorship programs for undergraduate nursing students. A framework based on hermeneutic phenomenology has been selected as the methodology to facilitate this research process. In depth interview technique is used for data generation from four selected preceptors from the same health care agency. Information shared by these preceptors is analysed within the hermeneutic framework. Evolving theme generation is documented and discussed with a view to enhanced insight into the phenomenon. Nurse educators, nurse managers, preceptors and students may use findings from this study to stimulate satisfying preceptorship experiences in an environment of collaborative nursing education. Other benefits relate to enhanced preceptor, preparation professional leadership programs that will engender positive professional attitudes and improved abilities of preceptors.  

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Books on the topic "Medicine, Nursing and Health Curriculum and Pedagogy"

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R, Shade Bruce, ed. Mosby's EMT-intermediate textbook for the 1985 National Standard Curriculum. St. Louis, Mo: Elsevier/Mosby, 2007.

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T, Elliot A., ed. Health physics. Cambridge: Cambridge UniversityPress, 1996.

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McCormick, Andrew K. Health physics. Cheltenham, [Eng.]: Stanley Thornes, 1989.

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Medicine, Institute of Medicine (U S. ). Committee on Curriculum Development in Environmental. Environmental medicine: Integrating a missing element into medical education. Washington, D.C: National Academy Press, 1995.

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Steve, Parker. Human body: An inside look at you. London: Franklin Watts,, 1996.

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Stoy, Walt A. Mosby's EMT-basic textbook. St. Louis, Mo: Mosby Lifeline, 1996.

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Stoy, Walt A. Mosby's EMT-basic textbook. 2nd ed. St. Louis, Mo: Mosby Lifeline, 2005.

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Sanders, Pete. AIDS. Edited by Myers Steve and Edmonds Alex. London: Gloucester, 1996.

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Sanders, Pete. AIDS. London: Gloucester Press, 1989.

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American Association of Occupational Health Nurses (AAOHN). Fundamentals of Occupational and Environmental Health Nursing: AAOHN Core Curriculum 5th Edition. American Association of Occupational Health Nurses, 2022.

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Book chapters on the topic "Medicine, Nursing and Health Curriculum and Pedagogy"

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Reeves, Thomas C., and Patricia M. Reeves. "Enhancing Clinical Education for Healthcare Professionals through Innovative Pedagogy, Advanced Technologies, and Design Research." In Technology Integration in Higher Education, 132–42. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-147-8.ch010.

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Clinical education is a major component of higher education programs for healthcare professionals in fields such as medicine, nursing, pharmacy, public health, and social work. The increasing complexity of performance in these fields demands new approaches to clinical education and training. The reform of clinical education in colleges and universities must be driven first and foremost by innovative pedagogy (e.g., authentic tasks and case-based learning models) rather than advanced technologies alone (e.g., 3D immersive simulations and social networking tools). The overall transformation of clinical education and training would be best guided by a design research approach.
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Rose'Meyer, Roselyn, and Indu Singh. "Digital Technologies for Teaching for Allied Healthcare Students and Future Directions." In Emerging Technologies and Work-Integrated Learning Experiences in Allied Health Education, 301–17. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3850-9.ch014.

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Digital technologies are an integral component of the allied healthcare curricula, including dental technology, physiotherapy, pharmacy, nutrition, nursing, and laboratory medicine. Various digital technologies are implemented for the education of allied healthcare students. They have been used for curriculum design, engaging and facilitating the understanding of fundamental concepts in various disciplines, the development of active learning strategies, and designing critical thinking and clinical reasoning education. Online digital atlases and libraries provide flexible resources as study tools for students in the classroom and on industry placement. Adaptive digital learning, communication technologies, and virtual reality for teaching have become an essential component of the allied healthcare education. As students develop skills for their profession, the digital technologies have provided a platform for the documentation of their competencies and progress through industry placement, allowing academic staff to chart their progress and employers to assess the graduate competencies.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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