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Journal articles on the topic "Nurses In-service training Bahrain"
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Kaya, Hülya, Burçin Işik, and Figen Çalişkan. "Metaphors used by in-service training nurses for in-service training nurses in Turkey." Journal of Advanced Nursing 69, no. 2 (April 26, 2012): 404–14. http://dx.doi.org/10.1111/j.1365-2648.2012.06019.x.
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Sankar, Jhuma, Nandini Vijayakanthi, M. Jeeva Sankar, and Nandkishore Dubey. "Knowledge and Skill Retention of In-Service versus Preservice Nursing Professionals following an Informal Training Program in Pediatric Cardiopulmonary Resuscitation: A Repeated-Measures Quasiexperimental Study." BioMed Research International 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/403415.
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Our objective was to compare the impact of a training program in pediatric cardiopulmonary resuscitation (CPR) on the knowledge and skills of in-service and preservice nurses at prespecified time points. This repeated-measures quasiexperimental study was conducted in the pediatric emergency and ICU of a tertiary care teaching hospital between January and March 2011. We assessed the baseline knowledge and skills of nursing staff (in-service nurses) and final year undergraduate nursing students (preservice nurses) using a validated questionnaire and a skill checklist, respectively. The participants were then trained on pediatric CPR using standard guidelines. The knowledge and skills were reassessed immediately after training and at 6 weeks after training. A total of 74 participants—28 in-service and 46 preservice professionals—were enrolled. At initial assessment, in-service nurses were found to have insignificant higher mean knowledge scores (6.6 versus 5.8,P=0.08) while the preservice nurses had significantly higher skill scores (6.5 versus 3.2,P<0.001). Immediately after training, the scores improved in both groups. At 6 weeks however, we observed a nonuniform decline in performance in both groups—in-service nurses performing better in knowledge test (10.5 versus 9.1,P=0.01) and the preservice nurses performing better in skill test (9.8 versus 7.4,P<0.001). Thus, knowledge and skills of in-service and preservice nurses in pediatric CPR improved with training. In comparison to preservice nurses, the in-service nurses seemed to retain knowledge better with time than skills.
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Busubaia, Toqa Jameel, and Catherine S. O’Neill. "Preceptorship vs. clinical models of learning: The experiences of Bahraini nursing students." Clinical Nursing Studies 6, no. 2 (December 13, 2017): 27. http://dx.doi.org/10.5430/cns.v6n2p27.
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Background: Different models of teaching and learning are used to produce competent skilled clinical nurses. Some are traditional clinical teaching methods while others are grounded in preceptorship principles of mentoring. Knowledge regarding student nurses’ experiences of preceptorship and its meaning for them can enhance the understanding of stakeholders in academia and practice to the needs of senior nursing students’ and can offer them guidance to construct a more efficient approach to clinical teaching.Objective: The aim of the study was to explore the lived experiences of senior student nurses of preceptorship, while on clinical placements , with the objectives of describing their experiences and their relations with preceptors and also to illustrate the factors that facilitated or hindered the clinical learning process.Methods: A phenomenological hermeneutical inquiry was utilized. Data collection was conducted using semi-structured interviews with ten purposively chosen senior nursing students. Smith’s Interpretative Phenomenological Analysis (IPA) was used as a framework for data analysis.Results: Students’ lived experiences of preceptorship were mainly positive. Three main themes were identified: (1) Role Model Identification; (2) Team Integration; (3) Interpersonal Professional and Structural Challenges. The findings showed that preceptor relationships shaped the acquisition of skills and knowledge of student nurses’ during their clinical placements.Conclusions: The findings illustrate the importance of collaboration between the academy and practice in providing support for student nurses and their preceptors. In addition, careful selection, comprehensive training and rewards for preceptors can enhance and facilitate student nurses’ learning.
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Sayar, A. Rahman. "The Reality of In-service Training for Physical Education Teachers in The Kingdom of Bahrain." Journal of Educational & Psychological Sciences 05, no. 04 (December 4, 2004): 9–37. http://dx.doi.org/10.12785/jeps/050401.
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Dubik, Stephen Dajaan, Ernestina Yirkyio, and Kingsley E. Ebenezer. "Breastfeeding in Primary Healthcare Setting: Evaluation of Nurses and Midwives Competencies, Training, Barriers and Satisfaction of Breastfeeding Educational Experiences in Northern Ghana." Clinical Medicine Insights: Pediatrics 15 (January 2021): 117955652110107. http://dx.doi.org/10.1177/11795565211010704.
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Background: Breastfeeding education is critical in improving healthcare professionals’ competencies in providing breastfeeding care to mothers. We evaluated breastfeeding competencies, training, barriers and satisfaction of breastfeeding educational experiences among nurses and midwives in the Sagnarigu Municipality, Ghana. Methods: This cross-sectional study included nurses and midwives providing maternal and child health services at various primary healthcare facilities in Sagnarigu Municipality. Results: Nurses and midwives had higher pre-service breastfeeding training than in-service training with a mean training score of 10.0 and 5.2, respectively. Nurses and midwives who had both pre-service and in-service training had better satisfaction score ( P = .003), positive attitudes ( P = .016) and higher confidence level about breastfeeding ( P = .007). Approximately, 80% of the nurses and midwives reported that they need further training/updating on breastfeeding while 40% reported clinical/professional practice as the significant contributor to their breastfeeding counselling competencies. Mean satisfaction score correlated positively with confidence levels about breastfeeding counselling ( r = .224, P = .022) and pre-service training ( r = .342, P < .001); confidence levels about breastfeeding counselling also correlated positively with attitudes towards breastfeeding counselling ( r = .348, P < .001). Commonly reported barriers to breastfeeding counselling were mother’s poor compliance with breastfeeding recommendations, too much workload, inadequate time and materials for breastfeeding counselling. Conclusion: Nurses and midwives in this study felt confident about breastfeeding counselling, had positive attitudes towards breastfeeding counselling and generally, satisfied with their breastfeeding educational experiences. Despite nurses and midwives agreeing that breastfeeding counselling is integral in their professional practice, their role in providing breastfeeding counselling is hindered by individual and health systems barriers.
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СЕРИКБАЕВ, М. А., Г. С. БАЗАРБЕКОВА, С. А. МАМЫРБЕКОВА, А. С. КУДАРОВА, А. Б. КУМАР, and А. З. КУСАИНОВ. "PRACTICE-ORIENTED APPROACH TO NURSE TRAINING IN PULMONOLOGY SERVICE." Farmaciâ Kazahstana, no. 2 (June 14, 2022): 126–33. http://dx.doi.org/10.53511/pharmkaz.2022.74.55.018.
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Медсестры находятся на переднем фронте лечения хронических заболеваний и во многих ситуациях являются основным поставщиком медицинских услуг. Хронические пульмонологические заболевания являются состояниями, неблагоприятно влияющими на качество жизни человека. Доступны эффективные методы лечения, но распространенные ошибки при управлении хронической обструктивной болезни легких и бронхиальной астмы усугубляют проблему борьбы с болезнью. Цель исследования: обсуждение объема функций практикующих медицинских сестер в ведении пациентов с хронической обструктивной болезни легких с особым акцентом на вопросы, касающиеся практико-ориентированного подхода подготовки медсестер в пульмонологической службе. Материалы и методы: Для достижения цели был проведен поиск научных публикаций в период с 2003 по 2022 годы в базах данных PubMed и Web of Science. Для системного обзора по нашим критериям отбора изучены 58 статьи. Были применены метод информационного поиска по библиографическим ссылкам и метод контент анализа. Результаты: Результаты указывают на важность практико-ориентированной подготовки медицинских сестер и будущих медицинских сестер, создания и продвижения мер, способствующих их непрерывному профессиональному развитию и содействия их участию в процессах принятия самостоятельных решений. Nurses are at the forefront of chronic disease management and are the primary health care provider in many settings. Chronic pulmonary diseases are conditions that adversely affect the quality of human life. Effective treatments are available, but common mistakes in the management of chronic obstructive pulmonary disease and asthma exacerbate the problem of controlling the disease. Objective: To discuss the scope of roles of practicing nurses in the management of patients with chronic obstructive pulmonary disease, with particular emphasis on issues related to the practice-oriented approach of training nurses in the pulmonology service. Material and method: To achieve the goal, a search was made for scientific publications in the period from 2003 to 2022 in the PubMed and Web of Science databases. For a systematic review, 58 articles were studied according to our selection criteria. The method of information retrieval using bibliographic references and the method of content analysis were applied. Results: The results point to the importance of practice-oriented training of nurses and future nurses, creating and promoting measures that promote their continuing professional development and facilitate their participation in independent decision-making processes.
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Jarrett, C., P. Wainwright, and L. Lewis. "Education and training of practice nurses." Journal of Telemedicine and Telecare 3, no. 1_suppl (June 1997): 40–42. http://dx.doi.org/10.1258/1357633971930319.
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Seventeen nurses in eight rural general practices participated in a distance education project. Low-cost videoconferencing equipment was assessed for its suitability in two training sessions, concerning asthma and travel immunization. The intended learning outcomes were reached and although initially apprehensive, the nurses quickly became accustomed to the medium. Videoconferencing has now become an accepted part of in-service training. Technical reliability remains the most important problem.
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Milne, Derek. "A Review of the In-service Training of Nurses in Behaviour Therapy." Behavioural Psychotherapy 13, no. 2 (April 1985): 120–31. http://dx.doi.org/10.1017/s0141347300010077.
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This article presents an examination of 17 empirical studies of the in-service training of psychiatric and mental handicap nurses in behaviour therapy. Particular attention is given to subject characteristics, training methods, course content and evaluation. It is concluded that the integrity of both independent and dependent variables in this literature is suspect, and that it may therefore be premature to consider abandoning nurse training as a vehicle of institutional change. In contrast, what is needed are more systematic investigations, especially those which relate training interventions to institutional constraints, since both variables appear to be necessary conditions for successful innovations in patient care.
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Hawi, Hussein, and Suad Khudhair. "Assessment of Nurse's Practices toward Care of Neonates with Hypoglycemia at Neonatal Intensive Care Unit in Al-Nasiriya City." Kufa Journal for Nursing Sciences 11, no. 1 (June 27, 2021): 1–6. http://dx.doi.org/10.36321/kjns.vi20211.441.
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Background: The present study aims to assess Nurse's practices toward care of neonates with hypoglycemia at neonatal intensive care unit in Al-Nasiriya City and find out the relationship between nurse's practices and their socio-demographic characteristics including: (gender, age, level of education, marital status, their years of service in nursing, years of service in NICU, and number of training session related to the subject).
Aims of the study: To asses nurse's practices toward care of neonates with hypoglycemia and to determine the Relationship between Some Demographic Variable Such as ((gender, age, level of education, marital status, their years of service in nursing, years of service in NICU, and number of training session related to the subject).
Methodology: A descriptive design used in the present study established was for a period from 1th \ September \ 2020 to 30th \ march \ 2021. The study was conducted on non-probability (purposive sample) of 40 nurses working at neonatal intensive care units in Al-Nasiriya city. A questionnaire format for the research purpose and composed of two part the first part including socio-demographic characteristics the second part including check list of nurses practice toward neonatal hypoglycemia. The reliability of the questionnaire was determined through a pilot study and the validity through a panel of (12) experts. The data were described statistically and analyzed through the use of descriptive and inferential statistical analysis approaches which are applied by using SPSS version 22.0.
Results: The results of the present study showed that (52.5%) of nurses at age (26-30) years. Regarding to nurses gender, all of them are females. Regarding to educational level, (42.5%) of nurses have nursing bachelor graduated. Also result about years of service of nurses, (77.5% & 100%) of nurses has (1-5) years of service in nursing and in NICU respectively. Regarding to participating in training session related to hypoglycemia in neonate, (17.5% & 2.5%) of nurses have participate in (1-2 &3-4) training session. According to the finding of the nurses' practice at the test the nurses have low level of practice toward neonatal hypoglycemia. Nurses indicated that the level mean of the score, there is low level of assessment of 40 (100%) at level (1-1.66) the mean of score and standard deviation are (1.25±0.087).
Conclusion: The study showed that low nurses’ level of practice toward neonatal hypoglycemia during study.
Recommendations: Nurses' training session on how to care for a neonate with hypoglycemia. Follow-up and evaluation of nurses' neonatal care practices in the NICU.
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Safaeifard, Neda, Hossein Namdar Areshtanab, Fariborz Roshangar, Hossein Ebrahim, Hossein Karimi Moonaghi, and Raheleh Janani. "Preferred Learning Styles of Nurses in In-Service Training Courses in Tabriz University of Medical Sciences." Acta Facultatis Medicae Naissensis 36, no. 1 (March 1, 2019): 69–78. http://dx.doi.org/10.2478/afmnai-2019-0007.
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Summary Generally, progress, productivity and success of any organization depends on the skills and knowledge of their manpower. Thus, better and more accurate training programs in organizations will lead to their growth and efficiency will be eventually achieved. Due to the many advances in the field of medicine, nurses are the backbone of activities in organizations of medical sciences and patient’s affairs. For this purpose, in-service training courses for employees are the most important courses in nursing. This study was conducted at the University of Medical Sciences (Tabriz-Iran) aiming to determine the preferred learning styles of nurses in in-service training courses. In this cross-sectional study, all nurses working in medical and educational centers in a university in the North West of Iran were randomly selected. To collect data, a two-part questionnaire of Kolb’s demographic and social information was used. Data was analyzed by using descriptive and analytical statistics SPSS version 17 software. A total of 470 nurses with an average age of 36.46 ± 5.77 were studied. There was a significant correlation between preferred learning styles of nurses with nursing position, employment status, and income level. There was no a significant statistical relationship between the preferred learning style of nurses with age, work experience and experience in the center. The present study shows that the highest percentage of Kolb’s learning style is related to the preferential converging learning style (57.8%). This study aimed to determine the preferred learning styles of nurse’s in-service training courses in Tabriz University of Medical Sciences. The results of the study showed that converging and assimilating styles were the preferred learning ones among the majority of nurses; these styles are effective and interpreted according to their profession requiring a lot of information and knowledge. Due to the dominance of converging learning style among nurses, it is recommended to use appropriate teaching methods tailored to the style including the use of diagrams, presentations, lectures and self-learning with enjoyable materials.
Dissertations / Theses on the topic "Nurses In-service training Bahrain"
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Tembe, Elias Ogutuh Azariah 1952. "CROSS TRAINING FOR SERVICE OPERATIONS: A COMPARATIVE CASE STUDY OF HOSPITALS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291284.
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Letlape, Herman Rankele. "The exploration of in-service training needs of psychiatric nurses / Herman Rankele Letlape." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8451.
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New research findings, changes in legislation and the use of information technology in nursing,
requires continuous in-service training of psychiatric nurses (Booyens, 2004:381; Muller,
2004:294) to cope with, reflect on, evaluate and modify their clinical practice based on emerging
knowledge (Cowen et al.,2009:2; Polit & Beck, 2006:4). Many studies have been conducted on
the importance of in-service training, and authors agree that in-service training improves the
quality of nursing care. However few studies on in-service in South Africa and psychiatric
nursing science have been conducted, of which the last study conducted on psychiatric nursing
science in South Africa was 1986 (Nel, 1986:1-125). Personal observations found that some
psychiatric hospitals in Gauteng do not conduct in-service training at all and informal
discussions held with nursing managers highlighted that when in-service training programmes
are compiled that are poorly followed, and it is unclear what the needs of psychiatric nurses are
in terms of in-service training to keep them updated and empowered to perform to the best of
their ability.
The objectives of the study were to explore and describe the needs and benefits of in-service
training for psychiatric nurses in a specific psychiatric hospital in Gauteng and to formulate
recommendations for in-service training for psychiatric nurses in this hospital.
The research project followed a qualitative, explorative, descriptive and contextual approach.
Six focus group interviews were conducted and relevant data obtained. The findings of this
research included seven main themes, namely the need for in-service training, career
advantages, social advantages, physical advantages, psychological advantages of in-service
training, recommendations regarding in-service training and factors that hinder in-service
training. These findings were enriched with direct quotations from the transcriptions as
verbalized by psychiatric nurses during focus group discussions. The findings were compared
with available relevant literature for confirmation.
Recommendations were formulated for nursing education, nursing research and nursing
practice that focus on in-service training for psychiatric nurses.Thesis (MCur)--North-West University, Potchefstroom Campus, 2012
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Deines, Elaine Scibelli. "DETERRENTS TO PARTICIPATION IN PROFESSIONAL CONTINUING EDUCATION (MANDATORY NURSES INSERVICE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275381.
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Devlin, Anne. "Nurses' constructions of learning in work : exploring the process and potential of work-based learning within an NHS 'Community of Practice'." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708810.
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Hyslop, Alan. "Modelling of expert nurses' pressure sore risk assessment skills as an expert system for in-service training." Thesis, University of Glasgow, 1988. http://theses.gla.ac.uk/2932/.
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In the nursing literature to date there have been no reported applications of `cognitive simulation' nor of intelligent Computer Assisted Learning. In Chapter 1 of this thesis a critical review of existing nurse education by computer is used to establish a framework within which to explore the possibility of simulation of thinking processes of nurses on computer. One conclusion from this review which is offered concerns the importance of firstly undertaking reliable study of nursing cognition. The crucial issue is that an understanding must be gained of how expert nurses mentally represent their patients in order that a valid model might be constructed on computer. The construction of a valid computer based cognitive model proves to be an undertaking which occupies the remainder of this thesis. The approach has been to gradually raise the specificity of analysis of the knowledge base of expert and proficient nurses while seeking concurrently to evaluate validity of the findings. Reported in Chapter 2, therefore, are the several experimental stages of a knowledge acquisition project which begins the process of constructing this knowledge base. Discussed firstly is the choice of the skill domain to be studied - pressure sore risk assessment. Subsequently, the method of eliciting from nurses top-level and micro-level descriptors of patients is set out. This account of knowledge acquisition ends with scrutiny of the performance of nurse subjects who performed a comprehensive simulated patient assessment task in order that two groups might be established - one Expert and one Proficient with respect to the nursing task. In Chapter 3, an extensive analysis of the data provided by the simulated assessment experiment is undertaken. This analysis, as the most central phase of the project, proceeds by degrees. Hence, the aim is to `explain' progressively more of the measured cognitive behaviour of the Expert nurses while incorporating the most powerful explanations into a developing cognitive model. More specifically, explanations are sought of the role of `higher' cognition, of whether attribute importance is a feature of cognition, of the point at which a decision can be made, and of the process of deciding between competing patient judgements. Interesting findings included several reliable differences which were found to exist between the cognition of subjects deemed to be proficient and those taken as expert. In the final part of this thesis, Chapter 4, a more formal evaluation of the computer based cognitive model which was constructed and predictions made by it was undertaken. The first phase involved analysis in terms of process and product of decision making of the cognitive model in comparison to two alternative models; one derived from Discriminant Function Analysis and the other from Automated Rule Induction. The cognitive model was found to most closely approximate to the process of decision making of the human subjects and also to perform most accurately with a test set of unseen patients. The second phase reports some experimental support for the prediction made by the model that nurses represent their patients around action-related `care concepts' rather than in terms of diagnostic categories based on superficial features. The thesis concludes by offering some general conclusions and recommendations for further research.
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Bradshaw, Beverley. "An evaluation of a workshop on pain assessment and management for nurses." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1149.
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The purpose of this study was to assess nurses’ knowledge of pain assessment and management, examine what change occurred immediately following a pain assessment and management workshop and examine whether any changes were retained one month later. Chin and Benne’s theory of change provided the theoretical framework for this study. Their approach to planned change involves assessing the existing structure, formulating and implementing a plan to change that structure, then evaluating the change. The following hypothesis was formulated for investigation: That nurses’ knowledge of pain assessment and management would increase after a workshop on the subject and be retained over one month. Based on the assumption that nurses’ demographic characteristics can influence their styles of learning and ability to disseminate knowledge, this study also examined whether changes in nurses’ knowledge were related to their demographic characteristics. To analyse this, the following were examined in relation to nurses’ knowledge of pain assessment and management: age, years of nursing, area of employment, level of practice, level of education and previous education in pain management. The design for this study was a one-group pretest-posttest-follow-up design. The subjects were 67 Registered and State Enrolled Nurses from country hospitals in Western Australia, involved in direct patient care, who voluntarily attended a pain assessment and management workshop. A questionnaire was adapted by the researcher and an expert nurse to measure nurses' knowledge. The results of the study support the main hypothesis that the workshop significantly increased nurses' pain assessment and management knowledge (ᵽ < .001), and that this knowledge was retained one month later. The remaining hypotheses related to demographic characteristics were not supported by this study (p > .05) with the following exceptions: Level Two Clinical Nurses (CNs) had more knowledge on the pretest, gained and retained more knowledge on the posttest and follow-up test than State Enrolled Nurses (ENs). Level One Registered Nurses (RNs) retained more knowledge on the follow-up test than ENs. In this study, each item on the questionnaire was analysed for each test. The value of this analysis was that it served to highlight where there was acceptance of or resistance to change in nurses' knowledge of pain assessment and management. Although generalisation of these results is inappropriate due to the convenience sample used, they support the opinion that a one day educational workshop can improve nurses' knowledge of pain assessment and management, and embrace the need for continued education related to this subject. An implication for nursing practice is that when nurses are prepared to learn new knowledge and change outdated concepts with the aim of improving patient care, this knowledge can be gained in relatively short courses of study.
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Gillard, Elizabeth K. "An analysis of the nurse internship program at Naval Medical Center San Diego." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FGillard.pdf.
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Fadana, Fundiswa Pearl. "Experiences of undergraduate nursing students during their experiential learning in Boland Overberg healthcare facilities." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2972.
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Thesis (Master of Nursing)--Cape Peninsula University of Technology, 2019Nursing is a practice-based discipline, which makes experiential learning an important part of nursing education. The main purpose of experiential learning is to give students an opportunity to transfer theory into practice. It also equips the undergraduate student nurse with the skills and knowledge needed to provide high-quality care based on patients'/clients' needs and to produce competent and confident decision makers who are ready to accept personal and professional accountability. Experiential learning is accomplished by placing the undergraduate nursing students within a clinical learning environment. The success of the nursing programmes depends on appropriate clinical experience. The purpose of this research was to explore and describe the experiences of undergraduate nursing students during experiential learning in healthcare facilities at the Boland Overberg Campus in the Western Cape. A qualitative, exploratory, descriptive design was applied. Data collection was done using focus-group interviews to ascertain the undergraduate student nurses' experiences during clinical practice in healthcare facilities in the Boland Overberg area. Thirty-eight undergraduate nursing students from Boland Campus were selected, using purposive sampling. The ethical principles relevant to this study were observed. Colaizzi's method of coding and thematic content analysis were used to interpret the data. The results of this study revealed that students were not satisfied with the clinical learning environment, which was not conducive to their learning. The students were not supported and supervised by the registered nurses in the facilities. This resulted in a lack of theory and practice integration. Furthermore, the results revealed that the students faced challenges during clinical practice. One of the most challenging factors was negative staff attitudes. It was evident that even though being in clinical settings was sometimes very challenging and frightening, there were also joyful moments. Seeing the patient recover gave students satisfaction and a reason to return the next day.
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Smith, Bridget. "An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/893.
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Nursing lecturers are faced with the challenge to adapt their teaching styles and attitudes to accommodate the new nursing student that enters the nursing field. These students have expectations and demands which differ highly from past students. Another challenge for lecturers is the demands of a nursing curriculum. The students that commenced with the four year course during 2005 at the Port Elizabeth Nursing Campus experienced negativity with regards to their training. The objectives of the study are to explore and describe the training experiences of the fourth year student nurses of the Port Elizabeth Nursing Campus and to co-construct guidelines to assist nursing lecturers to gauge the understanding of students during their four years of nursing training. The participants used for the study were all fourth year nursing students. They had positive and negative experiences of their training during the four years. The negative experiences related to the demands of the curriculum, lecturers’ poor subject knowledge and insufficient material resources needed for their studies. Regardless of the negativity experienced, students encountered positivity with regards to lecturers’ attitudes. The researcher focused on a qualitative study using an explorative, descriptive, contextual and phenomenological approach. A semi-structured approach was adopted to obtain data. Once consent was obtained from the relevant authorities, four fourth year nursing students were interviewed. The interviews were conducted by an independent role-player within the Department of Health to ensure an unbiased approach. Guba’s model was used to assess trustworthiness and data was analysed. Ethical considerations were ensured throughout the research process. Themes and sub-themes were identified. Based on the research findings, guidelines were co-constructed to assist nursing lecturers to better understand nursing students during their training. The findings of the study will be brought to the attention of nursing lecturers and management personnel of the campus. It was concluded that nursing students need to be consulted on issues concerning their training and development before implementation, and that they be respected and cared for as students based on their human rights.
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Milligan, Mary. "Enrolled nurses' experiences of conversion to first level." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/404.
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The study focuses on enrolled nurses' experiences of conversion and altered perceptions of self and others as they progress through a conversion course to first level. The experience involves a cultural transition that requires questioning of traditionally held values and adoption of a critical stance to professional practice. The transition mirrors current tensions within nursing as the prevalent direction of professionalisation in recent years has influenced the need for individual accountability that has implications for the self-regulation of practice. Thirty enrolled nurses participated in the study and were interviewed on three occasions as they progressed through specific parts of a conversion course. A grounded theory approach was utilised and important findings emerged in relation to the nature of learning from practice, the influence of gender and class on perceptions of academic ability and occupational standing and the development of self-agency through critical reflection. The findings challenge predominant scientific values within professional nurse education and support the validity of a situated learning approach for this group of experienced nurses. It is contended that, if opportunities for professional development and education are to be genuinely accessible, the diverse needs influencing learner participation must be considered. The main recommendations include the provision of accessible, experiential learning conversion courses for enrolled nurses and the development of a facilitative approach to professional development within nurse education.
Books on the topic "Nurses In-service training Bahrain"
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Alberta. Alberta Health. Job Enhancement Advisory Committee. Job enhancement Advisory Committee, getting results 2: Progress report. Edmonton, Alta: Alberta Health, 1993.
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Bould, Jackie. Mentoring in medicine: The practical guide. Leeds: CCDU Training and Consultancy, University of Leeds, 1996.
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Is this you nurse?: The making of a nurse in the 1950s. Dereham: Larks, 1994.
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Congreso de Enfermeras "Alternativas para el Ejercicio Profesional" (1st 1989 Escuela Nacional de Estudios Profesionales Zaragoza). I Congreso de Enfermeras "Alternativas para el Ejercicio Profesional": Memorias, noviembre 23, 24 y 25, 1989. [Mexico City]: Universidad Nacional Autónoma de México, Escuela Nacional de Estudios Profesionales Zaragoza, 1989.
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Northeastern Ontario Telehealth Network Inc. Continuing Education Programs: Spring Session - 1986. Sudbury, Ont: [s.n.]., 1986.
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Sharma, Bharati. Health policy processes in Gujarat: A case study of the policy for independent nurse practitioners in midwifery. Ahmedabad: Indian Institute of Management, Ahmedabad, 2012.
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Storey, Les. Utilising national occupational standards as a complement to nursing curricula: A collaborative project for the NHS Executive : executive summary. (London): Department of Health, 1995.
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Storey, Les. Utilising national occupational standards as a complement to nursing curricula: (final report) : a collaborative project. (London): Department of Health, 1995.
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Health, Nigeria Federal Ministry of. National curriculum on reproductive health for nurses/midwives, Nigeria. Abuja: Federal Ministry of Health, 2001.
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Sharma, Bharati. The role of the district public health nurses: A study from Gujarat. Ahmedabad: Indian Institute of Management, 2010.
Find full textBook chapters on the topic "Nurses In-service training Bahrain"
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Tartaglia, Riccardo. "Brief Story of a Clinical Risk Manager." In Textbook of Patient Safety and Clinical Risk Management, 19–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59403-9_2.
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AbstractThis chapter briefly describes the experience of a doctor who worked for over 15 years as a clinical risk manager in a regional health service. The chapter describes the phases of a project that started with the establishment and organization of a structure dedicated to patient safety and the creation of a network of doctors and nurses with the function of managing clinical risk. The project was therefore developed through the training of health workers and the creation of a reporting system for adverse events. The first results obtained and the criticalities experienced in the relationship with the political-administrative apparatus are reported. In Italy, this experience has contributed to the enactment in 2017 of an important law on the patient safety that has established centers for the management of health risk and the patient safety in every Italian region and has laid the foundations to further improve the quality of care in the Italian health service.
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Knezevic, Bojana, Roman Andrzej Lewandowski, Anatoliy Goncharuk, and Maja Vajagic. "Studying the Impact of Human Resources on the Efficiency of Healthcare Systems and Person-Centred Care." In Intelligent Systems for Sustainable Person-Centered Healthcare, 145–64. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79353-1_8.
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AbstractWe explore the alternative explanation for barriers and facilitators for implementation of PCC evolving from human resources through the lenses of institutional theory. We have deepened the explanation by adding the perspective of different institutional logics, which shows that the physician's resistance or nurses’ support may originate from the differences in institutional logics. Working with patients by applying person-centered principles places new demands on health professionals. It is widely agreed that education and training are very important for the clarification on the roles of professionals in the person-centred care. PCC education programs were designed to be delivered through informal training, continued medical education, leadership development and training through mentors’ system. Managers, on the other hand, may support the implementation of PCC, but their motivation may be less oriented to increase of service quality, than gaining higher external legitimacy of the organization and increase organizational access to external resources. Therefore, managers may not implement sufficient control and motivational mechanisms for healthcare professionals for following PCC routines and make them slip back into ‘usual care’ or lose interest, knowledge or commitment. As the psychological state of medical staff can determine the duration and success of the treatment and care, therefore they should be properly motivated. In this chapter we show comparative research study in Ukraine and Poland. The methodology of this study selected a list of motivators for medical staff in both countries. The results of this study brought the main findings that may be useful for reforming inefficient healthcare systems.
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Clay, Daniel L., and T. David Elkin. "Training in Pediatric Psychosocial Hematology/Oncology." In Comprehensive Handbook of Childhood Cancer and Sickle Cell Disease. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195169850.003.0038.
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As evidenced by the chapters in this book, psychosocial hematology/oncology (hem/onc) presents a wide array of complex problems and issues for the patients, their families, and the health care team. Because the diseases are unpredictable and often life-threatening, treating the whole child effectively requires a multidisciplinary team of health care professionals working in concert to address the physical, emotional, and spiritual needs of affected families. Working effectively on such a team requires specialized training to manage disease-specific issues such as pain, complexities of multidisciplinary work, and the stress resulting from working with severe and sometimes terminal illnesses. In general, there are many complex roles for psychosocial service providers in the delivery of health care (Brown et al., 2002), and for these reasons, the roles in the hem/onc setting can be even more important and complex. The purposes of this chapter are to (a) describe the phases of training, (b) discuss issues that have an impact on the training process, and (c) describe key content areas in which training is necessary to reach an acceptable level of competence for working in the area of psychosocial hem/onc. Although the team members consist of various health care professionals and subspecialties such as physicians, nurses, dieticians, psychologists, and social workers, this chapter focuses on graduate and postdoctoral training of psychosocial service providers such as psychologists, social workers, and counselors. However, many of the issues we discuss also apply to training in the other professions at both the preservice and postgraduate levels. This chapter consists of two main sections: the first section deals with the process of training, and the second addresses the content of specialized training in hem/onc. The first section begins with a detailed description of training that incorporates a developmental model of knowledge and skill acquisition. We then discuss current trends that have a direct impact on the implementation of training methods and the settings in which clinical training takes place. The second section includes a description of several content areas specific to the needs of patients and health care staff working in hem/onc. These areas address specific knowledge and skill domains and the methods by which these domains can be integrated into the training model.
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Mohsen Al-Wadi, Dr Hasan. "Is it Training or Professional Development? Towards an Alternative Approach in Professional Growth for EFL/ESL Teachers." In Innovations in Educational Leadership and Continuous Teachers' Professional Development, 161–80. CSMFL Publications, 2020. http://dx.doi.org/10.46679/isbn978819484832508.
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Teacher education nowadays enjoys a high priority for officials and decision makers within the education sector in general and the field of English language teaching in specific. The understanding and determination of the main elements that constitute a particular teacher education programme for language teachers, such as the approach, structure and content is fundamental when designing any teacher education programme for novice language teachers to be qualified to perform sufficiently in the profession. This paper presents a critical review of the main approaches in the in-service programmes as a one type of the teacher education programmes in relation to the main concepts ―training‖, ―development‖ and ―education‖, with a special reference to the reality of teacher education programme for English language teachers in the Kingdom of Bahrain. The paper also offers an alternative approach with its elements for English language teachers‖ training and development.
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Al-Mahdi, Osama, Marloes de Munnik, Beatrix Henkel, Luke Meinen, and Marissa Green. "Professional Learning Communities: Reflections on Cases in Bahrain, Oman and the United Arab Emirates." In Development of Innovative Pedagogical Practices for a Modern Learning Experience, 51–96. CSMFL Publications, 2021. http://dx.doi.org/10.46679/978819484836303.
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This chapter explores the different definitions and, characteristics of international and regional research on a professional learning community (PLC) approach. The chapter discusses models of professional development that are used in international educational systems then it reflects on possible ways for adopting these models in the educational context in Bahrain, Oman and The United Arab Emirates. A focus on the educational context in the countries is included with recommendations for the implications thereof on policy and practice. This chapter has two parts: the first is a literature review that synthesizes key ideas, research, and results in the field of PLCs. The chapter thereby is connecting to ideas from a socio-material practice perspective in the field of workplace learning. This results in a focus on professional responsibility, accountability and experience. The second part includes two detailed cases that illustrate how PLCs are translated into learning and teaching practice in two private schools in Bahrain and Oman, and a third case reflecting on PLC initiatives in The United Arab Emirates. The chapter recommends promoting a PLC approach in educational systems in the Gulf Council Countries (GCC) and globally by focusing on the following practical implementations: expanding its use in pre- and in-service teacher training programs, adapting PLCs’ best international practices to the localized educational context, preparing school principals to lead PLCs in their schools, providing human and financial support to these communities, and working on changing school cultures to become more collaborative by using initiatives such as coaching. A shortage of studies about PLCs, specifically in the GCC region, may lead to a limited spread of improved professional teaching practices applied in GCC schools and the wider network of schools associated with GCC schools. This chapter highlights the importance of a PLC approach and provides examples of how this approach is being used. We suggest that other practitioners, school leaders and researchers may benefit by embracing a PLC approach for increased professional teaching practice, subsequent learner success and improved organizational education outcomes.
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Kininger, Rachel, Brandon K. Schultz, and Judith R. Harrison. "Who Are the School Mental Health Professionals?" In School Mental Health Services for Adolescents, edited by Judith R. Harrison, Brandon K. Schultz, and Steven W. Evans, 24–42. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780199352517.003.0002.
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This chapter from School Mental Health Services for Adolescents provides an overview of the professionals most often at the forefront of school mental health service delivery, including teachers, school counselors, school psychologists, school social workers, and school nurses. It explores the training these professionals typically receive, as outlined by the relevant professional accrediting bodies, and discusses the roles these professionals assume in schools. The chapter also explores how those roles have evolved in recent years in relation to expanded school mental health (ESMH) efforts. It is clear that school mental health practitioners have training comparable to their community-based counterparts, but this capability is routinely underutilized in practice.
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Hlamalani Mboweni, Sheillah, and Lufuno Makhado. "Perspective Chapter: Enhancing the Nurse-Initiated Management of Antiretroviral Therapy Training and Implementation - A Conceptual Framework." In Health and Educational Success - Recent Perspectives [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.107982.
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Task shifting of nurse-initiated management of antiretroviral therapy (NIMART) rather than doctors is crucial to meet the increasing demand for antiretroviral therapy (ART) in primary health care in low and middle-income countries with limited healthcare resources. This chapter will furnish cooperation between the NIMART conceptual framework, National Department of Health policies and guidelines, and empirical findings regarding the management of ART and tuberculosis (TB) in South Africa and globally through pre-service and in-service training and continuous professional development (CPD). It will also include regulations and WHO guidelines on task shifting, application in a healthcare setting, the HIV continuum of care use in identifying gaps, and the development of appropriate interventions to improve patients and population health outcomes. The training and health care systems or structural challenges or barriers and strategies or enablers to enhance effective training and implementation, including the role and responsibilities of NIMART nurses, will be explored and discussed in detail. The focus will mostly be on the primary health care (PHC) setting as the first level of care and entry into the healthcare system to decentralize healthcare services and facilitate access to HIV services by the community.
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Grandón, Katiuska Lidice Reynaldos, and Lissette Alejandra Avilés Reinoso. "Social Responsibility of Healthcare Organizations and the Role of the Nurse." In Handbook of Research on Social Entrepreneurship and Solidarity Economics, 453–74. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0097-1.ch022.
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Exploring the concept of Corporate Social Responsibility (CSR) implies a must for holistic and regulatory approaches to business ethics. Professionals, executives and employees must demonstrate ethical-based behavior in healthcare. So, the first commitment of the nurse must be caring patients, as without caring them, nurses lose their professional identity. As a result, universities should support the teaching of ethics, while stimulating CSR and values derived from practical training. Experience shows that the methodology of “service learning” seeks to promote the committed participation of students in the teaching-learning process, while delivering a quality service to the community. Correctly inserted into an experience-based pedagogical frame, ethics strengthens critical thinking, problem solving, and encourages solidarity.
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Brooks, Jane. "Reasserting work, space and gender boundaries at the end of the Second World War." In Negotiating nursing, 168–98. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781526119063.003.0006.
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The chapter considers the civilian world into which the Q.A.s returned at the end of the war and explores the options they faced. It begins with the immediate aftermath of war and the opportunities for interesting and worthwhile work that would only exacerbate the nursing sisters’ difficulties on demobilisation. This is followed by a consideration of the return to Britain and the options open for professional practice. The chapter argues that for some the option of interesting work remained, either in the colonial service or the military. However the main professional opening for returning nurses was the crisis ridden civilian hospital system that wanted and recruited cheap, malleable workers; this was not an attractive choice for demobbed nursing sisters. The chapter argues that despite nursing being a female dominated profession, the ideology that encouraged women to return to the home in the aftermath of war had significant ramifications for demobilised nurses. The social structure precluded married women from working outside the home and funds for postgraduate training available to returning male doctors were not offered to nurses. As the chapter maintains, most nursing sisters married, leaving the profession without their considerable talents and new ways of practicing.
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McDonagh, Theresa A. "Quality improvement in heart failure." In Oxford Textbook of Heart Failure, edited by Andrew L. Clark, Roy S. Gardner, and Theresa A. McDonagh, 833–38. Oxford University Press, 2022. http://dx.doi.org/10.1093/med/9780198766223.003.0067.
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This chapter explores quality improvement in heart failure. Over the last thirty years, much progress has been made in the diagnosis and treatment of heart failure. Yet registries repeatedly show that uptake of known disease-modifying therapies is far short of the benchmarks set by clinical trials; and real-world outcomes are much poorer than those seen in the clinical trials. This led healthcare professionals to start focusing on quality improvement in heart failure to try and translate evidence-based-medicine for heart failure into improved outcomes for patients. Quality improvement initiatives to date include setting standards of care for heart failure; implementing multi-professional heart failure care; specialization and training for heart failure healthcare professionals; and auditing and benchmarking. An ideal heart failure service should include specialist heart failure cardiologists and nurses, function across sectors of care, incorporate heart failure clinics, and adhere to common guidelines. Ultimately, the goal of heart failure services and quality improvement programmes is to ensure that wherever patients with heart failure begins their health care journey, they see the correct people to make an accurate and timely diagnosis, instigate the most appropriate investigations to ascertain the aetiology, and facilitate the introduction of evidence-based therapy, for all patients and not just a selected few.
Conference papers on the topic "Nurses In-service training Bahrain"
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Su, Ying, and Jeffrey Soar. "The status of training and education in information and communication technology of Chinese nurses: A hospital survey." In 2010 7th International Conference on Service Systems and Service Management (ICSSSM 2010). IEEE, 2010. http://dx.doi.org/10.1109/icsssm.2010.5530182.
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Kasimatis, Katerina, Vasiliki Kontogianni, Andreas Moutsios-Rentzos, and Varvara Rozou. "IDENTIFYING THE EFFECTIVE TEACHER: THE CONCEPTIONS OF PRE-SERVICE ASSISTANT NURSES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end027.
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In this paper, we focus on the conceptions of effective teaching that pre-service assistant nurses hold about effective and ineffective teaching during their training in Public Vocational Training Institutes (DIEK) in Greece. We focused on three aspects of teaching effectiveness: 1) The model of Patrick and Smart (1998), who identified three groups of effective teacher characteristics includes; respect for students, ability to challenge students, organisation and presentation skills; 2) Considering the hands-on teaching experiences of pre-service assistant nurses, we explored their conceptions about teaching effectiveness in problem-based learning educational settings, based on Mayo, Donnelly, Nash and Schwartz (1993), who investigated, amongst others enthusiasm, active interaction and providing feedback. 3) The communicational aspect of teaching effectiveness, drawing upon the work of McCroskey and Richmond (1990) about socio-communicative styles, who identified two dimensions of interpersonal communication; namely assertiveness and responsiveness. All three aspects were explicitly investigated for both effective and ineffective teaching. A three-section (in line with the three-faceted conceptualisation of teaching effectiveness), 56 Likert-type items, questionnaire was completed by 125 students. Our analyses allowed us to identify which aspects of teaching characterise the effective teacher and which are present both in the effective and the ineffective teacher.
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Nemeth, Christopher, Adam Amos-Binks, Gregory Rule, Dawn Laufersweiler, Natalie Keeney, Yuliya Pinevich, and Vitaly Herasevich. "Real Time Battlefield Casualty Care Decision Support." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002112.
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Tactical combat casualty care (TCCC) involves care for casualties in armed conflict from one’s own service (e.g., U.S. Marine Corps), other services (i.e., U.S. Army, Air Force,), allied forces, adversaries, and civilians. To minimize injury and preserve life, medics perform TCCC which includes casualty retrieval, stabilization and documentation, transport, triage, and treatment. In future scenarios, delays in evacuation are expected to require extended care including prolonged field care (PFC) over hours to days, increasing the potential for complications such as bloodstream infection (sepsis). Most medics have only simple equipment and essential medications and will need assistance at point of care to make decisions on how to treat more complex cases and perform procedures in an austere setting.We describe a project for the Defense Health Agency (DHA) over 3 years to develop and evaluate the Trauma Triage Treatment and Training Decision Support (4TDS), a real-time decision support system (DSS) to monitor casualty health. The operating 4TDS prototype uses the Samsung smart phone and tablet certified for use in the Department of Defense (DoD) Nett Warrior program. Connection to a simple VitalTag (Pacific Northwest National Laboratory, Richland, WA) vital signs monitor placed on a casualty at point of injury (PoI) will stream patient data including heart rate, respiration rate, peripheral oxygen saturation (SpO2), and diastolic and systolic blood pressure. Nurses, technicians, and physicians can use the tablet to display an expanded data set including lab values while providing care at a Battalion Aid Station (BAS) and Field Hospital (FH).4TDS includes a Machine Learning (ML) model to indicate shock probability, risk of internal hemorrhage, and probability of the need for a massive transfusion. The shock model was trained on Mayo Clinic Intensive Care Unit (ICU) patient data, then evaluated in a 6-month “silent test” comparing shock prediction with actual clinician diagnoses. The model only uses 6 vital signs, which is suited to battlefield care, while other published results include lab tests (e.g., lactate), and produces a Receiver Operator Characteristic Curve (ROC) of 0.83 for shock detection. The model only decreases by 0.05 90 minutes, identifying shock probability well before its onset. Medic reviews indicate a 30-minute advanced warning would be more than sufficient to initiate treatment.Medics who provide PFC may need to perform life-critical procedures such as shock management, cricothyroidotomy intubation, and transfusion that may not have been used for an extended period. 4TDS includes refresher training in how to perform such a procedure, as well as whether to perform the procedure. Usability assessments with healthcare providers from the Army, Navy, and Air Force at Joint Base San Antonio, TX have demonstrated 4TDS and its capabilities align with TCCC practice. This work is supported by the US Army Medical Research and Materiel Command under Contract No. W81XWH‐15‐9‐0001.
Reports on the topic "Nurses In-service training Bahrain"
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Patron, Maria Carmela, and Marilou P. Costello. The DMPA service provider: Profile, problems and prospects, August 1995. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1024.
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This report presents the results of interviews conducted with 60 trained DMPA service providers from seven of the ten local government units (LGUs) covered by Phase I of the Philippine Department of Health's DMPA Reintroduction Program. DMPA, or Depot-medroxyprogesterone acetate, is an injectable contraceptive commonly known as Depo-Provera. The interviews were undertaken as part of the DMPA Monitoring and Follow-up Studies sponsored by the Population Council under the Asia and Near East Operations Research and Technical Assistance (ANE OR/TA) Project. While the monitoring study and the follow-up survey focused on DMPA users and dropouts, this study centered on the service provider. The DMPA Reintroduction Program was launched by the DOH in April 1994 by the Philippine Bureau of Food and Drugs. The program aims to reintroduce DMPA into the Philippine Family Planning Program through training local-level doctors, nurses, and midwives as service providers, and providing free DMPA services in selected public health facilities.
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Proceedings of the workshop on integrating reproductive tract infection case management in LGU health centers. Population Council, 1997. http://dx.doi.org/10.31899/rh1997.1003.
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This report documents the proceedings of a training workshop on reproductive tract infection (RTI) case management for physicians, nurses, and midwives in selected health centers of the Philippines. The training started with presentation of focus group discussion results emphasizing existing beliefs and perceptions of the community regarding RTIs. The results of the situation analysis served as an eye opener for many in that clients with RTI-related symptoms were found to be rather rare and not systematically managed in the health clinics. Many providers report that since they are not trained to handle such cases, they refer whoever comes with symptoms to the hospital or to private practitioners. The open forum sessions revealed preconceived notions and initial confusion regarding RTI management held by service providers. Participants were trained in history taking, physical examination, and management of RTIs. To guide service providers on giving appropriate messages to the client and the community, sessions on integrated RTI/FP counseling and community awareness were included. Training of service providers in RTI management is the first of several components of the RTI integration study.
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Improving the counseling and medical care of postabortion patients in Egypt. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1026.
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This pilot study conducted in Cairo and Minya examined the effects of improving the medical care and counseling of post-abortion patients in Egypt. A pre-test/post-test, no control group study design was used to measure the effects of an intervention that upgraded physicians' clinical and interpersonal communication skills for the care of post-abortion patients, including counseling and family planning (FP). The study's surveys utilized direct interviews with staff working in the OB/GYN wards, structured observations of treatment procedures and counseling of post-abortion patients, and interviews with patients prior to discharge. Changes in the clinical management of post-abortion patients were introduced through a five-day training program in each hospital for senior staff, who then trained junior colleagues individually. Training for nurses and other paramedical personnel was also provided. Results demonstrate that the use of vacuum aspiration for treating post-abortion patients offers significant potential benefits for women, service providers, and the health care system. As this report states, the challenge now is to consolidate the experience gained from this study and develop a larger-scale introduction program in Egypt for the use of vacuum aspiration, combined with minimal pain-control medication and improved counseling.
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Honduras: Postpartum and postabortion patients want family planning. Population Council, 2001. http://dx.doi.org/10.31899/rh2001.1014.
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Approximately half of deliveries in Honduras take place in hospitals, however hospitals rarely offer family planning (FP) services to postpartum or postabortion patients. In 1999, the Honduran Ministry of Health and the Population Council began a two-year project to expand access to FP counseling and methods following childbirth or treatment for incomplete abortion. The intervention built upon a previous Population Council project that showed that 30 percent of women hospitalized for a delivery or an abortion-related complication were interested in adopting an FP method prior to discharge. In all five hospitals participating in the study, delivery was the principal reason for admission. Admission for abortion complications was also relatively common. The intervention consisted of training all staff members assisting postpartum and postabortion women in FP service promotion and counseling; training 65 physicians and nurses in contraceptive methodology; providing FP methods, equipment, and educational aids; and supervising activities. As detailed in this brief, when providers were trained to provide FP counseling and methods to postpartum and postabortion women, the proportion of women receiving this information doubled and the proportion who received a method tripled.