Academic literature on the topic 'Medicine, Nursing and Health Curriculum and Pedagogy'
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Journal articles on the topic "Medicine, Nursing and Health Curriculum and Pedagogy"
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.
Full textTrail, 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.
Full textSarvimäki, 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.
Full textChesser-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.
Full textRosenberger, 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.
Full textD'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.
Full textD’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.
Full textCutbush, 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.
Full textAlfrey, 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.
Full textRiley, 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.
Full textDissertations / Theses on the topic "Medicine, Nursing and Health Curriculum and Pedagogy"
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.
Full textThe 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.
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.
Full textSinger, 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/.
Full textSaud, 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.
Full textParent, 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.
Full textL’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
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.
Full textBackground. 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?
(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.
Full text(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.
Full text(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.
Full text(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.
Full textThe 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.
Books on the topic "Medicine, Nursing and Health Curriculum and Pedagogy"
R, Shade Bruce, ed. Mosby's EMT-intermediate textbook for the 1985 National Standard Curriculum. St. Louis, Mo: Elsevier/Mosby, 2007.
Find full textT, Elliot A., ed. Health physics. Cambridge: Cambridge UniversityPress, 1996.
Find full textMcCormick, Andrew K. Health physics. Cheltenham, [Eng.]: Stanley Thornes, 1989.
Find full textMedicine, 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.
Find full textSteve, Parker. Human body: An inside look at you. London: Franklin Watts,, 1996.
Find full textStoy, Walt A. Mosby's EMT-basic textbook. St. Louis, Mo: Mosby Lifeline, 1996.
Find full textStoy, Walt A. Mosby's EMT-basic textbook. 2nd ed. St. Louis, Mo: Mosby Lifeline, 2005.
Find full textSanders, Pete. AIDS. Edited by Myers Steve and Edmonds Alex. London: Gloucester, 1996.
Find full textSanders, Pete. AIDS. London: Gloucester Press, 1989.
Find full textAmerican 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.
Find full textBook chapters on the topic "Medicine, Nursing and Health Curriculum and Pedagogy"
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.
Full textRose'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.
Full textLee, 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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