Journal articles: 'Practice confidence'

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Hamilton, P., and R. Proops. "Confidence in child protection practice." BMJ 337, jul28 2 (July 28, 2008): a1063. http://dx.doi.org/10.1136/bmj.a1063.

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Dietrich, Karl, Elizabeth Hutchinson, and Miranda D. Lu. "Advanced Primary Care Orthopedics: Bridging the Gap in Musculoskeletal Education." Family Medicine 52, no. 6 (June 5, 2020): 444–47. http://dx.doi.org/10.22454/fammed.2020.362716.

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Background and Objectives: Musculoskeletal problems are common in primary care, yet many family physicians lack confidence and competence in this area. The Advanced Primary Care Orthopedics (APCO) course utilizes hands-on physical exam instruction, interactive cases, and intentional repetition to teach anatomy, a standardized exam, and important diagnoses. This study assesses the effectiveness of APCO in improving musculoskeletal exam knowledge and confidence. Methods: APCO is a 1.5-day course taught annually to family medicine residents. A 1-day course has also been conducted as a preconference workshop targeting faculty physicians. Participants completed pre- and postcourse assessments to evaluate their knowledge and confidence with the musculoskeletal exam. We compared results using mean differences with paired t-test statistics. Results: In the 2018 and 2019 resident courses, 23 of 30 participants (77%) completed the knowledge assessment and 25 of 30 participants (83%) completed the confidence assessment. Knowledge assessment scores improved by 9.5 points (P<.05) after completion of the course. Confidence in the musculoskeletal exam, as assessed on a 5-point Likert scale (1–not confident at all; 5–very confident), improved from 2.2 to 3.8 after the course (P<.05). In the 2018 preconference workshop, 23 of 36 participants (64%) completed the confidence assessment. Confidence increased from 2.17 to 3.61 (P<.05) after course completion. Conclusions: Participation in the APCO course increased short-term musculoskeletal knowledge and confidence. APCO has many potential applications for residency curriculums, faculty development, and continuing medical education.

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Kamper, Steven J. "Confidence Intervals: Linking Evidence to Practice." Journal of Orthopaedic & Sports Physical Therapy 49, no. 10 (October 2019): 763–64. http://dx.doi.org/10.2519/jospt.2019.0706.

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Casey, Richard. "Building your graduate's confidence in practice." In Practice 41, no. 8 (October 2019): 394–96. http://dx.doi.org/10.1136/inp.l5613.

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Tomić, Vesna. "Confidence: A base for good medical practice." Zdravstvena zastita 43, no. 6 (2014): 21–25. http://dx.doi.org/10.5937/zz1402021t.

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Flott, Elizabeth, Christine Young, Sarah J. Ball, and Maribeth Hercinger. "Enhancing Confidence and Communication for Clinical Practice." Nurse Educator 45, no. 6 (March 17, 2020): 351. http://dx.doi.org/10.1097/nne.0000000000000833.

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Davidhizar, Ruth. "Self-Confidence: A Requirement for Collaborative Practice." Dimensions of Critical Care Nursing 12, no. 4 (July 1993): 218–23. http://dx.doi.org/10.1097/00003465-199307000-00006.

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Glidewell, John C., and David E. Livert. "Confidence in the practice of clinical psychology." Professional Psychology: Research and Practice 23, no. 5 (1992): 362–68. http://dx.doi.org/10.1037/0735-7028.23.5.362.

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Hargrove, Patricia. "Evidence-Based Practice Tutorial #5: Confidence Interval." Perspectives on Language Learning and Education 10, no. 2 (July 2003): 33. http://dx.doi.org/10.1044/lle10.2.33.

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Hackell, Jesse, and Kathryn Edwards. "Encouraging Vaccine Confidence in Clinical Practice Settings." Academic Pediatrics 21, no. 4 (May 2021): S48—S49. http://dx.doi.org/10.1016/j.acap.2020.10.019.

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de Moor, Janet S., Stacy W. Gray, Sandra A. Mitchell, Carrie N. Klabunde, and Andrew N. Freedman. "Oncologist Confidence in Genomic Testing and Implications for Using Multimarker Tumor Panel Tests in Practice." JCO Precision Oncology, no. 4 (September 2020): 620–31. http://dx.doi.org/10.1200/po.19.00338.

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PURPOSE The evolution of precision oncology increasingly requires oncologists to incorporate genomic testing into practice. Yet, providers’ confidence with genomic testing is poorly documented. This article describes medical oncologists’ confidence with genomic testing and the association between genomic confidence and test use. METHODS We used data from the 2017 National Survey of Precision Medicine in Cancer Treatment to characterize oncologists’ confidence with genomic testing. Genomic confidence was examined separately by type of test user: next-generation sequencing (NGS) only, gene expression (GE) only, both NGS and GE, or nonuser. Predictors of genomic confidence were examined with multinomial logistic regression. The association between genomic confidence and test use was examined with multivariable linear regression. RESULTS More than 75% of genomic test users were either moderately or very confident about using results from multimarker tumor panel tests to guide patient care. Confidence with using multimarker tumor panel tests was highest among both NGS and GE test users, with 60.1% very confident in using test results, and lowest among NGS-only test users, with 38.2% very confident in using test results. Oncologists were most confident in using single-gene tests and least confident in using whole-genome or -exome sequencing to guide patient care. Genomic confidence was positively associated with self-reported test use. In adjusted models, training in genomics, larger patient volume, and treating patients with solid tumors predicted higher genomic confidence. Onsite pathology services and receipt of electronic medical record alerts for genomic testing predicted lower genomic confidence. CONCLUSION Oncologists’ confidence varies by testing platform, patient volume, genomic training, and practice infrastructure. Research is needed to identify modifiable factors that can be targeted to enhance provider confidence with genomic testing.

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Kemper, Kathi J., Deborah Larrimore, Jean Dozier, and Charles Woods. "Impact of a Medical School Elective in Cultivating Compassion Through Touch Therapies." Complementary health practice review 11, no. 1 (January 2006): 47–56. http://dx.doi.org/10.1177/1533210106288291.

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This study assessed the impact of an elective for second-year students on cultivating compassion through complementary and alternative medicine practices including therapeutic touch and healing touch. Course participants completed demographic questions, precourse and postcourse questions about confidence and practice in compassion, and the Maslach Burnout Inventory. Those who completed the elective reported significant improvements in confidence, practice, and sense of personal achievement. For example, for the statement, “I am confident in being calm, peaceful and focused (centered) before and during patient encounters,” scores improved from 1.7 to 8.0 on a 10-point scale ( p < .01). Optimism about future practice improved from 5.5 before to 7.9 after the course ( p < .05). Scores significantly improved for confidence and practice of compassion and optimism about future practice. Such electives may improve desired skills and help reduce burnout. Additional research is needed to determine the impact of such electives on quality of care.

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Crowley, Jennifer, Lauren Ball, Dug Yeo Han, Anne-Thea McGill, Bruce Arroll, Michael Leveritt, and Clare Wall. "Doctors' attitudes and confidence towards providing nutrition care in practice: Comparison of New Zealand medical students, general practice registrars and general practitioners." Journal of Primary Health Care 7, no. 3 (2015): 244. http://dx.doi.org/10.1071/hc15244.

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INTRODUCTION: Improvements in individuals' nutrition behaviour can improve risk factors and outcomes associated with lifestyle-related chronic diseases. AIM: This study describes and compares New Zealand medical students, general practice registrars and general practitioners' (GPs') attitudes towards incorporating nutrition care into practice, and self-perceived skills in providing nutrition care. METHODS: A total of 183 New Zealand medical students, 51 general practice registrars and 57 GPs completed a 60-item questionnaire investigating attitudes towards incorporating nutrition care into practice and self-perceived skills in providing nutrition care. Items were scored using a 5-point Likert scale. Factor analysis was conducted to group questionnaire items and a generalised linear model compared differences between medical students, general practice registrars and GPs. RESULTS: All groups indicated that incorporating nutrition care into practice is important. GPs displayed more positive attitudes than students towards incorporating nutrition in routine care (p<0.0001) and performing nutrition recommendations (p<0.0001). General practice registrars were more positive than students towards performing nutrition recommendations (p=0.004), specified practices (p=0.037), and eliciting behaviour change (p=0.024). All groups displayed moderate confidence towards providing nutrition care. GPs were more confident than students in areas relating to wellness and disease (p<0.0001); macronutrients (p=0.030); micronutrients (p=0.010); and women, infants and children (p<0.0001). DISCUSSION: New Zealand medical students, general practice registrars and GPs have positive attitudes and moderate confidence towards incorporating nutrition care into practice. It is possible that GPs' experience providing nutrition care contributes to greater confidence. Strategies to facilitate medical students developing confidence in providing nutrition care are warranted. KEYWORDS: General practitioner; health knowledge, attitudes, practice; medical education; nutrition therapy

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Johnson, Jerica, David Stromberg, Byrch Willims, Nina Greenberg, and Orrin Myers. "Point-of-Care Ultrasound for Family Medicine Residents: Attitudes and Confidence." Family Medicine 53, no. 6 (June 2, 2021): 457–60. http://dx.doi.org/10.22454/fammed.2021.930080.

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Background and Objectives: Point-of-care ultrasound (POCUS) is increasingly being incorporated into family medicine residency training. Attitudes towards POCUS among family medicine residents (FMRs) are largely unknown, and confidence levels with performing and interpreting POCUS exams are also unknown among this group of learners. Our aim was to evaluate FMRs’ attitudes and confidence levels before and after the implementation of a new POCUS curriculum. Methods: Study participants included FMRs in all postgraduate years (ie, PGY1-PGY3) at the University of New Mexico (UNM) Family Medicine Residency Program. Our intervention was a yearlong implementation of a new POCUS curriculum based on the American Academy of Family Physicians POCUS curriculum guidelines. Our interventions included hands-on training sessions for both FMRs and faculty along with a resource website. We assessed attitudes and confidence levels with various POCUS exams using a pre- and postintervention survey. Results: Overall, FMRs felt significantly more confident in their ability to perform and interpret a point-of-care ultrasound after the implementation of POCUS curriculum. There was no significant difference in participants’ expectations of their use of POCUS during or after residency. Conclusions: Overall, this study provides evidence that the implementation of a POCUS curriculum that includes hands-on and didactic training is associated with increased confidence in utilizing POCUS among FMRs.

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Currie, Kay. "Linking Learning and Confidence in Developing Expert Practice." International Journal of Nursing Education Scholarship 5, no. 1 (January 5, 2008): 1–13. http://dx.doi.org/10.2202/1548-923x.1597.

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Fine, Peter, Albert Leung, Clare Bentall, and Chris Louca. "The impact of confidence on clinical dental practice." European Journal of Dental Education 23, no. 2 (January 28, 2019): 159–67. http://dx.doi.org/10.1111/eje.12415.

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Brochard, Laurent, and Christian Brun-Buisson. "Salami publication: a frequent practice affecting readers' confidence." Intensive Care Medicine 33, no. 2 (January 25, 2007): 212–13. http://dx.doi.org/10.1007/s00134-007-0539-9.

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Zulu, Mutinke, Margaret C. Maimbolwa, Brenda Sianchapa, Concepta Kwaleyela, and Emmanuel Musenge. "Confidence among midwifery students in providing postnatal care at completion of training in selected midwifery schools in Zambia." African Journal of Midwifery and Women's Health 14, no. 4 (October 2, 2020): 1–11. http://dx.doi.org/10.12968/ajmw.2019.0043.

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Background/Aims Quality midwifery education is important in empowering student midwives with the confidence, knowledge, skills and attitudes relevant to the provision of quality postnatal care. The study aimed to assess confidence in providing postnatal care among midwifery students upon completion of training at selected midwifery schools in Zambia. Methods A cross-sectional survey was conducted in November 2016 at 5 of the 13 midwifery schools in Zambia. The sample comprised 194 finalist midwifery students who were purposively selected. Ethical approval was sort from the University of Zambia Research and Ethics Committee and participants signed informed consent forms. A self-administered questionnaire was used for data collection. Data were analysed using SPSS version 20, and the chi-squared test was used to analyse the significance of the relationship between variables, with significance set at 0.05. Results Almost all (97%) student midwives were confident in their ability to provide postnatal care independently. Most stated that they had enough time to practice in the skills laboratory (63%) and were confident when they practiced on mothers and their babies for the first time (62%). The majority (82.5%) were satisfied with the supervision they received from their mentors. Confidence to provide postnatal care independently was significantly associated with the confidence to practice for the first time on mothers and their newborns (P=0.007) and with satisfaction with clinical supervision (P=0.004). Conclusions Student midwives were confident in their ability to provide postnatal care. Time spent practicing in the skills laboratory and the amount of clinical supervision were two factors that enhanced students' confidence. Midwifery schools must emphasise clinical practice and supervision in order to produce confident midwives.

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Zeltzer, Stuart, Monique Vanderhoof, and Brian Garvey. "Improving Hierarchical Condition Category Coding by Family Medicine Residents Using a Web-Based, Interactive Module." Family Medicine 53, no. 3 (March 4, 2021): 220–22. http://dx.doi.org/10.22454/fammed.2021.880003.

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Background and Objectives: The proper documentation of Hierarchical Condition Category (HCC) codes is essential for risk-adjusted reimbursement, chart accuracy, and clinical communication within primary care, but represents a significant training gap in resident education. Our goal was to improve the understanding and confidence level of family medicine residents with HCC coding during outpatient primary care visits. Methods: We developed and distributed a web-based, interactive module to family medicine residents at our academic institution. We assessed module impact through pre- and postsurveys focusing on knowledge, confidence, and experience with HCC coding. Results: Twenty-eight of 48 preeducation surveys were returned (response rate of 58%), including 16 junior (PGY-1-2) and 12 senior (PGY-3-4) residents. A majority of residents answered each HCC knowledge question correctly. Median baseline confidence with HCC coding for all respondents was 4 (interquartile range [IQR]: 2, 6; scale 0-10; 10=most confident): senior residents 6 (IQR: 5, 7) versus junior residents 2 (IQR: 2, 4). Forty-six percent of respondents noted some previous education on HCC codes, including 75% of senior vs 25% of junior residents. Twenty-six residents completed the educational module. Posttest surveys (n=5, response rate: 19%) demonstrated median confidence of 7 (IQR: 4, 8.5). Conclusions: Family medicine residents displayed a high degree of knowledge but low confidence with HCC coding. Posteducation surveys suggest the possibility of a positive impact of our e-module, though further intervention roll out and data collection are needed to evaluate this effect.

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Mudokwenyu-Rawdon, Christina, Unice Goshomi, and Pisirai Ndarukwa. "Student midwives' self-assessment of factors that improve or reduce confidence in clinical practice during a 1-year training period in Zimbabwe." African Journal of Midwifery and Women's Health 14, no. 2 (April 2, 2020): 1–9. http://dx.doi.org/10.12968/ajmw.2019.0023.

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Background/Aims Several studies demonstrate that midwifery students do not feel confident in their ability to practice independently post-qualification, both globally and in Zimbabwe. To build competence, it is critical that midwives are encouraged to assess factors that improve or reduce their confidence in clinical practice. This study aimed to explore factors enhancing or reducing midwifery students' confidence in clinical practice in Zimbabwe, following a 1-year training course. Methods A total of 300 midwifery students from 22 government midwifery training schools in Zimbabwe participated in a cross-sectional survey that assessed self-confidence at completion of a 1-year training course. Students responded to the question ‘What factors improved or reduced your confidence in clinical area during training?’ Thematic analysis was used to describe and interpret students' responses. Results The main theme taken from students' answers was that resource availability in the clinical learning environment is key. There were four sub-themes: (1) the midwifery education programme, (2) teaching-learning methodologies, (3) clinical instructor/supervisor professional behaviour, and (4) student fear and insecurity. Conclusions Confidence development is a process to be cultivated and nurtured in students during midwifery training. Student midwives are faced with multiple factors inherent to an unsupportive clinical learning environment, which negatively impacts their confidence. These include shortages of resources and the attitudes and teaching practices of supervisors or instructors. Focus should be given to creating a supporting clinical learning environment, to improve students' confidence and competence.

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Tarasevych, Viktor, and Volodymyr Bilotserkivets. "About Substance and Crisis of the Modern Confidence." International Letters of Social and Humanistic Sciences 63 (November 2015): 82–90. http://dx.doi.org/10.18052/www.scipress.com/ilshs.63.82.

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The article discusses problems phenomenon of confidence in science and practice in the conditions historical development and modern economy. The features forming of the confidence “triangle” are shown, three main senses of confidence (faith, correctly and devoted as truly) are certain: The evolution, matter and crisis confidence relations are considered. The attention is accented to institutional component of confidence “triangle” and internal reasons, signs of confidence crisis. On the basis research phenomena of confidence have been identified and analyzed traditional confidence and modern confidence, confidence's embryonic state, meta-instinctive, proto-institutional, untraditional and innovative confidence's parts.

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Kelly, Ellen M., Cara M. Singer, Jack K. Henderson, and Kenton O. Shaw. "Stuttering Practice Self-Assessment by School Speech-Language Practitioners." Language, Speech, and Hearing Services in Schools 51, no. 4 (October 2, 2020): 1156–71. http://dx.doi.org/10.1044/2020_lshss-20-00028.

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Purpose The purpose of this study was to survey school speech-language practitioners' self-perceptions of their confidence, knowledge, and need for support for working with school-age students who stutter (SWS). Method A total of 120 school-based speech-language practitioners from 27 Nashville, Tennessee, area counties completed an online, 35-item survey examining caseloads, coursework, continuing education, experience, and perceived levels of skill and confidence in service provision to SWS. They also rated their need for consultation from speech-language pathologists who specialize in stuttering to improve their skills with SWS. Results Respondents were least confident in and needed most support for providing intervention to SWS. Those who needed most support for intervention rated themselves as less knowledgeable about stuttering theory, assessment, and intervention and were less confident about working with students who only stutter and with SWS who have concomitant communication concerns. Greater practitioner confidence in stuttering intervention skills was positively correlated with the number of SWS on caseloads; continuing education credits in stuttering; and knowledge of stuttering theory, assessment, and intervention. Respondents who completed a graduate course on stuttering had greater confidence in stuttering intervention and were less likely to identify a need for support from specialists. Conclusions School speech-language practitioners continue to report needing additional education, practice opportunities, and support, especially with intervention, and desiring specialized guidance to serve SWS. Those with more experience, education, and knowledge about stuttering are more confident and skillful, reflecting the potential positive impact of increased opportunities to learn about and work with SWS. These needs may be addressed through increased availability of specialists in stuttering to consult with school practitioners; opportunities for school-based practitioners to become peer mentors; and provision of readily available, intervention-focused continuing education experiences and resources.

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McCann, Siobhan, Domhnall Macauley, and Yvonne Barnett. "General Practitioners and GenesPerceived Roles, Confidence and Satisfaction with Knowledge." European Journal of General Practice 8, no. 4 (January 2002): 140–45. http://dx.doi.org/10.3109/13814780209160370.

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Smith, Amy L. "Evidence-based practice training in nurse residency programs: Enhancing confidence for practice implementation." Teaching and Learning in Nursing 16, no. 4 (October 2021): 315–20. http://dx.doi.org/10.1016/j.teln.2021.05.005.

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Adman, Peter. "Record Linkage Theory and Practice: A Matter of Confidence." History and Computing 9, no. 1-3 (October 1997): 150–55. http://dx.doi.org/10.3366/hac.1997.9.1-3.150.

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In a recent issue of this journal (Vol.8 no.2) the paper ‘Record linkage theory and practice: an experiment in the application of multiple pass linkage algorithms’ by Charles Harvey, Edmund Green and Penelope J. Corfield described the advances the authors have made on their previously published work. By using a multiple pass methodology they increased the linkage rate between two successive polls (1784 and 1788) from one-fifth to nearly three-fifths of the voters in the parliamentary elections for the City of Westminster. This critique examines the validity of their claims with regard to the confidence levels attained.

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Ray, Charles. "Confidence, in Relation to the Practice of Interventional Radiology." Seminars in Interventional Radiology 35, no. 01 (March 2018): 001–2. http://dx.doi.org/10.1055/s-0038-1636525.

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Checkland, K. "Re-thinking accountability: trust versus confidence in medical practice." Quality and Safety in Health Care 13, no. 2 (April 1, 2004): 130–35. http://dx.doi.org/10.1136/qshc.2003.009720.

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Zhang, Mengting, Xi Chen, and Xiaonan L. Liu. "Confidence in accuracy moderates the benefits of retrieval practice." Memory 27, no. 4 (October 7, 2018): 548–54. http://dx.doi.org/10.1080/09658211.2018.1529796.

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Hart, Jessica Lynn, and Barbara Braband. "Doctor of Nursing Practice Practice Improvement Project: A Simulation-Based Emergency Preparedness Program in Immediate Care." Clinical Scholars Review 8, no. 2 (2015): 201–7. http://dx.doi.org/10.1891/1939-2095.8.2.201.

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This practice improvement project was aimed at implementing a simulation-based education program at an immediate care clinic to better prepare staff for emergency situations and to determine whether simulation-based training could positively impact the confidence of participating staff members. Six staff members participated in a 2-phase program. The first phase included an educational component with practice mock code scenarios, whereas the second phase consisted of a spontaneous mock code drill 2 weeks later. Results revealed significant differences in participants’ overall reported comfort and confidence levels (percentages) in performing during a medical emergency pre- and postprogram. In addition, when individual skills were evaluated, there was a significant increase in participants’ comfort in initiating cardiopulmonary resuscitation (CPR), confidence in performing bag-to-mouth ventilation, and confidence in following basic life support guidelines during emergency situations. Findings suggest that a simulation-based learning program in immediate care can enhance the confidence of staff members in responding to emergent situations.

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Maki, Kathrin E., Matthew K. Burns, and Amanda L. Sullivan. "School Psychologists’ Confidence in Learning Disability Identification Decisions." Learning Disability Quarterly 41, no. 4 (May 7, 2018): 243–56. http://dx.doi.org/10.1177/0731948718769251.

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Many school psychologists spend a large portion of their time conducting evaluations for special education, but school psychologists’ confidence in learning disability (learning disability[ies] [LD]) identification has not been examined experimentally. This study examined differences in 376 school psychologists’ confidence in their identification decisions across LD identification methods, student evaluation data conclusiveness level, school psychologist experience, identification consistency, and identification methods used in practice, preferred identification methods, and identification methods taught in graduate school. The school psychologists reported lower levels of confidence when using response to intervention (RtI) compared with ability-achievement discrepancy, and they reported lower levels of confidence when student data were inconclusive compared with when student data were conclusive that a student did not have LD. Higher levels of experience and training did not increase the likelihood of greater confidence compared with lower levels of experience and training. However, school psychologists who reported “somewhat confident ratings” were more likely to make inconsistent identification decisions than school psychologists who reported “not very confident” ratings. Implications for practice and research are discussed.

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Meaklim, H., M. Monfries, I. C. Rehm, M. Junge, L. J. Meltzer, and M. L. Jackson. "1171 Commonly Encountered Yet Not Confident: Graduate Psychology Students’ Experience and Confidence Managing Sleep Disturbances." Sleep 43, Supplement_1 (April 2020): A447. http://dx.doi.org/10.1093/sleep/zsaa056.1165.

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Abstract Introduction Trainee psychologists receive minimal sleep education during graduate psychology training programs, despite the frequent co-occurrence of sleep disturbances in mental health conditions. This study aimed to explore graduate psychology students’ experience working with sleep disturbances and their perceived skills and confidence to assess and treat sleep problems in clinical practice. Methods Australian graduate psychology students (N = 163) completed a novel survey developed specifically for the study, inquiring about their experience, skills and confidence to manage sleep disturbances in clinical practice. Students perceived skills to manage sleep disturbances were recorded on a 7-point Likert scale, where 1 = ‘strongly disagree’ and 7 = ‘strongly agree’. Students’ confidence to treat specific sleep disorders was also recorded. Results Sixty-eight percent of students reported having already worked with a client who experienced a sleep disturbance as part of their training. However, students’ perceived skills to assess and treat sleep disturbances were low. Only 14.9% ‘agreed’ or ‘strongly agreed’ that they had the skills to assess and diagnose common sleep disorders (M = 3.22, SD = 1.75). Similarly, less than a quarter of students ‘agreed’ or ‘strongly agreed’ that they felt comfortable using common sleep-related assessments (23.7%; M = 3.56, SD = 1.96) or empirically-supported interventions for sleep disturbances (22.6%; M = 3.71, SD = 1.83). The majority of students reported they were ‘not confident at all’ to treat parasomnias (80.3%); hypersomnias (77.9%); OSA (71.3%); circadian rhythm disorders (50%) or insomnia (41%). Conclusion Graduate psychology students report low levels of confidence in assessing and managing sleep disturbances in clinical practice, despite over two-thirds of students already working with clients experiencing sleep difficulties. Clinical training in the management of sleep disturbances is required for graduate psychology students. Support N/A

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Nowson, Caryl A., and Stella L. O’Connell. "Nutrition Knowledge, Attitudes, and Confidence of Australian General Practice Registrars." Journal of Biomedical Education 2015 (August 5, 2015): 1–6. http://dx.doi.org/10.1155/2015/219198.

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Nutrition knowledge, attitudes, and confidence were assessed in General Practice Registrars (GPRs) throughout Australia. Of approximately 6,000 GPRs invited to complete a nutrition survey, 93 respondents (2%) completed the online survey, with 89 (20 males, 69 females) providing demographic and educational information. Fifty-one percent had graduated from medical school within the last two years. From a list of 11 dietary strategies to reduce cardiovascular risk, respondents selected weight loss (84%), reducing saturated fats (90%), a maximum of two alcoholic drinks/day (82%), and increasing vegetables (83%) as “highly appropriate” strategies, with only 51% indicating that salt reduction was “highly appropriate.” Two-thirds of registrars felt “moderately” (51%) or “very” confident (16%) providing nutrition advice. Most of them (84%) recalled receiving information during training, but only 34% recalled having to demonstrate nutritional knowledge. The results indicate that this group of Australian GPRs understood most of the key dietary recommendations for reducing cardiovascular risk but lacked consensus regarding the recommendation to reduce salt intake and expressed mixed levels of confidence in providing nutritional advice. Appropriate nutrition education before and after graduation is recommended for GPRs to ensure the development of skills and confidence to support patients to make healthy dietary choices and help prevent chronic diseases.

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Larsen, Mette B., Rikke P. Hansen, Frede Olesen, and Peter Vedsted. "Patients' confidence in their GP before and after being diagnosed with cancer." British Journal of General Practice 61, no. 586 (May 2011): e215-e222. http://dx.doi.org/10.3399/bjgp11x572409.

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Wynn, Rhoda, Richard M. Rosenfeld, and Frank E. Lucente. "Satisfaction and gender issues in otolaryngology residency." Otolaryngology–Head and Neck Surgery 132, no. 6 (June 2005): 823–27. http://dx.doi.org/10.1016/j.otohns.2005.03.009.

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OBJECTIVE: To evaluate the otolaryngology residency experience with attention to operative experience, career guidance, and gender. STUDY DESIGN AND SETTING: Otolaryngology residents were anonymously surveyed by mail about their residency experience. The 22-item survey was scored on a 5-point ordinal Likert scale. Responses were analyzed with respect to gender and postgraduate year (PGY) level. RESULTS: Complete surveys were returned by 261 otolaryngology residents (24% female). PGY level correlated with confidence that surgical skills were appropriate ( P = 0.003), establishment of solid career network ( P = 0.003), and confidence that surgical abilities are adequate for practice ( P = 0.028). Female residents reported less confidence that surgical skills were appropriate ( P = 0.050) and that surgical abilities were adequate for postresidency practice ( P = 0.035). Women were encouraged to enter private practice more often ( P = 0.012), were less likely to have a solid career network ( P = 0.025), and were less confident about being able to run their own practice ( P = 0.036) CONCLUSIONS: Significant differences exist for several questions regarding surgical confidence and career issues, even after correction for PGY level.

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Unrue, Emily L., Grayson White, Ning Cheng, and Tom Lindsey. "Effect of a standardized patient encounter on first year medical student confidence and satisfaction with telemedicine." Journal of Osteopathic Medicine 121, no. 9 (June 22, 2021): 733–37. http://dx.doi.org/10.1515/jom-2020-0277.

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Abstract Context Although the coronavirus 2019 (COVID-19) pandemic has accelerated the use of telemedicine platforms across the country, medical students may lack confidence in their ability to conduct satisfactory patient encounters and practice clinical medicine through telemedicine. Objectives To evaluate the role of a standardized patient encounter on first year medical student confidence and satisfaction in using telemedicine. Methods One hundred and sixty two first year medical students recruited from Edward Via College of Osteopathic Medicine-Carolinas campus were surveyed on their confidence and satisfaction with using telemedicine platforms before and after conducting a patient encounter. Participant confidence and satisfaction were assessed with a five point Likert scale: “not confident,” “a little confident,” “somewhat confident,” “confident,” and “extremely confident.” Results Of 162 students, 103 (63.6%) completed the preencounter survey and 74 (45.7%) completed the postencounter survey. Before the standardized patient encounter, 37 participants (35.9%) reported that they were “a little confident” and 20 participants (19.4%) reported that they were “not confident” in their ability to conduct a patient interview using a telemedicine platform. Following the encounter, 24 students (32.4%) reported feeling “somewhat confident”, and 32 (43.2%) reported feeling “confident” in their ability. Conclusions Medical students’ confidence and satisfaction with telemedicine improved after a standardized patient telemedicine experience in this study. This experience allowed students to practice the unique skills required for telemedicine. Medical schools might consider adding a telemedicine curriculum and standardized patient experiences in the undergraduate medical setting.

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Sherman, Michelle D., and Stephanie A. Hooker. "Family medicine physicians’ confidence and perceived effectiveness in delivering health behaviour change interventions." Family Practice 37, no. 4 (January 22, 2020): 493–98. http://dx.doi.org/10.1093/fampra/cmaa001.

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Abstract Background Approximately 40% of deaths in the USA are attributable to modifiable health behaviours. Despite clear recommendations and practice guidelines, primary care physicians (PCPs) generally do not dedicate much time to addressing health behaviours, thereby missing opportunities to improve patient well-being. Objective(s) To examine what health behaviour change techniques PCPs use with their patients, including frequency of use, confidence in and perceived effectiveness of those interventions. Methods Using a cross-sectional study design, family medicine resident and faculty physicians (n = 68) from three residency training programs completed an anonymous online survey. Questions explored their use of, confidence in and perceived effectiveness of health behaviour change interventions for six domains: physical activity, healthy eating, medication adherence, smoking cessation, sleep and alcohol reduction. Qualitative responses to open-ended questions were double coded by two independent raters. PCPs’ open-ended responses to questions regarding specific intervention techniques were coded using an evidence-based behaviour change taxonomy. Results Although PCPs indicated that they address health behaviour topics quite frequently with their patients, they reported only moderate confidence and low-to-moderate perceived effectiveness with their interventions. The most frequently cited technique was providing instruction (telling patients what to do). PCPs reported lowest frequency of addressing, lowest confidence and lowest effectiveness regarding helping patients decrease their use of alcohol. Insufficient time and perceived low patient motivation were commonly cited barriers. Conclusion These findings highlight the need for the development and evaluation of educational curricula to teach physicians brief, evidence-based approaches to helping patients make these changes in their health-related behaviours.

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Pasko, Lisa. "Naked Power: The Practice of Stripping as a Confidence Game." Sexualities 5, no. 1 (February 2002): 49–66. http://dx.doi.org/10.1177/1363460702005001003.

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Bentley, Jenny, and Anne Pegram. "Achieving confidence and competence for lecturers in a practice context." Nurse Education in Practice 3, no. 3 (September 2003): 171–78. http://dx.doi.org/10.1016/s1471-5953(02)00112-9.

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Geis, Gilbert. "Revisiting Blumberg's “The Practice of Law as a Confidence Game”." Criminal Justice Ethics 31, no. 1 (April 2012): 31–38. http://dx.doi.org/10.1080/0731129x.2012.658658.

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Parsons, Lynn C. "BUILDING RN CONFIDENCE FOR DELEGATION DECISION-MAKING SKILLS IN PRACTICE." Journal for Nurses in Staff Development (JNSD) 15, no. 6 (November 1999): 263–69. http://dx.doi.org/10.1097/00124645-199911000-00009.

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MacDonald, Susan L., Charles D. Scales Jr, and Philipp Dahm. "Evidence-based urology in practice: P-values vs confidence intervals." BJU International 106, no. 6 (July 5, 2010): 758–59. http://dx.doi.org/10.1111/j.1464-410x.2010.09503.x.

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Jeff Kasser. "Confidence, Evidential Weight, and the Theory-Practice Divide in Peirce." Transactions of the Charles S. Peirce Society 52, no. 2 (2016): 285. http://dx.doi.org/10.2979/trancharpeirsoc.52.2.09.

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Vinten, Claire. "Making the transition to practice: building competence, confidence and trust." Veterinary Record 186, no. 7 (February 21, 2020): 213–15. http://dx.doi.org/10.1136/vr.m576.

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Ozimek, John. "Best practice for safeguarding personal details and maintaining customer confidence." Journal of Direct, Data and Digital Marketing Practice 10, no. 2 (October 2008): 161–71. http://dx.doi.org/10.1057/dddmp.2008.33.

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Bissett, Kim M., Maria Cvach, and Kathleen M. White. "Improving Competence and Confidence With Evidence-Based Practice Among Nurses." Journal for Nurses in Professional Development 32, no. 5 (2016): 248–55. http://dx.doi.org/10.1097/nnd.0000000000000293.

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Hafner, Brian J., Susan E. Spaulding, Rana Salem, Sara J. Morgan, Ignacio Gaunaurd, and Robert Gailey. "Prosthetists’ perceptions and use of outcome measures in clinical practice: Long-term effects of focused continuing education." Prosthetics and Orthotics International 41, no. 3 (September 16, 2016): 266–73. http://dx.doi.org/10.1177/0309364616664152.

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Background: Continuing education is intended to facilitate clinicians’ skills and knowledge in areas of practice, such as administration and interpretation of outcome measures. Objective: To evaluate the long-term effect of continuing education on prosthetists’ confidence in administering outcome measures and their perceptions of outcomes measurement in clinical practice. Design: Pretest–posttest survey methods. Methods: A total of 66 prosthetists were surveyed before, immediately after, and 2 years after outcomes measurement education and training. Prosthetists were grouped as routine or non-routine outcome measures users, based on experience reported prior to training. Results: On average, prosthetists were just as confident administering measures 1–2 years after continuing education as they were immediately after continuing education. In all, 20% of prosthetists, initially classified as non-routine users, were subsequently classified as routine users at follow-up. Routine and non-routine users’ opinions differed on whether outcome measures contributed to efficient patient evaluations (79.3% and 32.4%, respectively). Both routine and non-routine users reported challenges integrating outcome measures into normal clinical routines (20.7% and 45.9%, respectively). Conclusion: Continuing education had a long-term impact on prosthetists’ confidence in administering outcome measures and may influence their clinical practices. However, remaining barriers to using standardized measures need to be addressed to keep practitioners current with evolving practice expectations. Clinical relevance Continuing education (CE) had a significant long-term impact on prosthetists’ confidence in administering outcome measures and influenced their clinical practices. In all, approximately 20% of prosthetists, who previously were non-routine outcome measure users, became routine users after CE. There remains a need to develop strategies to integrate outcome measurement into routine clinical practice.

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Al Khasawneh, Esra, Judie Arulappan, Jansi Rani Natarajan, Savithri Raman, and Chandrani Isac. "Efficacy of Simulation Using NLN/Jeffries Nursing Education Simulation Framework on Satisfaction and Self-Confidence of Undergraduate Nursing Students in a Middle-Eastern Country." SAGE Open Nursing 7 (January 2021): 237796082110113. http://dx.doi.org/10.1177/23779608211011316.

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Introduction Utilizing simulation in nursing education is increasingly becoming a popular teaching pedagogy. Simulation provides opportunity to the nursing students to practice the clinical skills through various real life like situational experiences. Simulation improves the clinical decision making skills of the nursing students. Objective A descriptive, cross sectional, correlational study was conducted to evaluate the efficacy of simulation using NLN/Jeffries Nursing Education Simulation Framework on satisfaction and self-confidence of Undergraduate nursing students. Methods 370 undergraduate nursing students participated in the study. Educational practices, Simulation design, Student satisfaction and Self-confidence questionnaires were used. Results Majority of the nursing students perceived agreement on various domains of student satisfaction, self-confidence, educational practices and simulation design used in the curriculum. The students were self-confident to care for similar patients in the clinical area and satisfied with this instructional method. Satisfaction and self-confidence were correlated with educational practices and simulation design. Conclusion Developing simulations using NLN/Jeffries Nursing Education Simulation framework will provide meaningful, engaging, and pedagogically sound experiences for the students. Pre-briefing and de-briefing are meaningful strategies to enhance the learning of students.

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Gronseth, Gary S., Richard Barohn, and Pushpa Narayanaswami. "Practice advisory: Thymectomy for myasthenia gravis (practice parameter update)." Neurology 94, no. 16 (March 25, 2020): 705–9. http://dx.doi.org/10.1212/wnl.0000000000009294.

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ObjectiveTo review updated evidence regarding the effectiveness of thymectomy for treating patients with myasthenia gravis (MG).MethodsThe practice advisory panel performed a systematic review and developed practice recommendations using methods developed by the American Academy of Neurology.ResultsOne Class I study of patients younger than 65 years with nonthymomatous acetylcholine receptor antibody–positive (AChR ab+) generalized MG demonstrated better clinical outcomes in patients treated with oral prednisone and undergoing thymectomy compared with patients treated with prednisone alone, including an increased probability of attaining minimal manifestation status (no symptoms or functional limitations).ConclusionFor patients with nonthymomatous AChR ab+ generalized MG, treatment with thymectomy plus prednisone is probably more effective than treatment with prednisone alone for increasing the chance of attaining minimal manifestation status (risk difference at 36 months, 20%; 95% confidence interval, 1.6%–37%; moderate confidence in the evidence).RecommendationsClinicians should discuss thymectomy treatment with patients with AChR ab+ generalized MG (Level B). Clinicians should counsel patients with AChR ab+ generalized MG considering minimally invasive thymectomy techniques that it is uncertain whether the benefit attained by extended transsternal thymectomy will also be attained by minimally invasive approaches (Level B).

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Bowes, Hayley, Joseph Kane, and Gillian McPherson. "Bournewood in Belfast: who's ready?" BJPsych Open 7, S1 (June 2021): S239—S240. http://dx.doi.org/10.1192/bjo.2021.640.

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AimsWe aimed to determine doctors’ confidence in completing capacity assessments and reports associated with new Deprivation of Liberty Safeguards (DoLS), and the impact that these would have on practice. We hypothesised that psychiatrists would have greater confidence in completing the requisite assessments and would anticipate a greater impact on practice than doctors in other specialties.BackgroundOn the 2ndDecember 2019 DoLS became the first part of the Mental Capacity Act (Northern Ireland) 2016 to be implemented, believed to apply to 7500 individuals across Northern Ireland (NI). As arguably the most significant change in mental health legislation in NI since 1986, the Department of Health commissioned training for all clinicians.MethodWe conducted a cross-sectional survey among doctors working within psychiatry, general medicine, anaesthetics and surgery in Belfast Health and Social Care Trust prior to implementation. The survey comprised seven questions with a 10-point Likert scale. Statistical analysis included Pearson'sχ2and Spearman's rank tests.Result79 doctors in psychiatry and 25 in other medical specialties completed the survey.Respondents were moderately confident in completing capacity assessments (median 6 (3-9)) and medical reports (median 5 (1-9)). Those that had completed training (n = 86; 83%) were significantly more confident in capacity assessment (median 7 (2-10) vs 4 (1-7); χ2(18) = 36.8, p <0.01) and medical report completion (median 5 (1-9) vs 1 (1-5); χ2(16) = 27.2, p =.04) than those that had not (n = 18; 17%). Psychiatrists had greater confidence in conducting capacity assessments (median 7(2-10)) than other doctors (median 5(1-9); χ2(9) = 18.2, p = 0.04). No significant differences were observed between the two groups with respect to medical report completion, or anticipated impact on practice.Respondents who most frequently conducted capacity assessments as part of their current practice anticipated higher degrees of impact on their individual practice (rs = 0.51, p < 0.01) and their service (rs = 0.50, p < 0.01)ConclusionEngagement with the commissioned training was encouraging. Respondents were, on average, relatively confident in conducting capacity assessment, but considerable variation in confidence, and a lower confidence in completing medical reports. This might suggest that some may require further training. A poor response rate among non-psychiatrists indicates potential respondent bias in favour of those already more cognisant of capacity in routine practice. A correlation between more practiced assessors and anticipated impact on service provision could suggest that some clinicians may be underestimating the potential impact of DoLS; the same groups should therefore be resurveyed after DoLS implementation.

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Wilcox, Christopher, Anna Calvert, Jane Metz, Eliz Kilich, Rachael Macleod, Kirsten Beadon, Paul Heath, et al. "Determinants of influenza and pertussis vaccination uptake in pregnancy: a multi-centre questionnaire study of pregnant women and healthcare professionals." British Journal of General Practice 69, suppl 1 (June 2019): bjgp19X703301. http://dx.doi.org/10.3399/bjgp19x703301.

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BackgroundUptake rates of influenza and pertussis vaccination in pregnancy remain suboptimal.AimTo determine the acceptability of routine vaccination among pregnant women; the confidence of maternity healthcare professionals (HCPs) discussing vaccination; and HCP opinion with regards to the optimum healthcare site for vaccine administration.MethodSeparate questionnaires for pregnant women and maternity HCPs were distributed within four NHS trusts in South England from July 2017–January 2018.ResultsResponses from 314 pregnant women and 204 HCPs (18% obstetricians, 75% midwives [both hospital and community], 7% unidentified) were analysed. Actual/intended uptake of influenza and pertussis vaccination was 78% and 92%, respectively. The commonest reason for declining vaccination was feared side effects for their child. White British women (79%) were significantly more accepting of influenza (odds ratio [OR] 3.25, 95% confidence interval [CI] = 1.67 to 6.32) and pertussis vaccination (OR 4.83, 95% CI = 1.77 to 13.19) compared with non-white British women. Among HCPs, 25% were not-at-all or slightly confident discussing vaccination. Obstetricians felt significantly more confident discussing pertussis vaccination than midwives (OR 2.05, 95% CI = 1.02 to 4.12). Among HCPs, 53%, 25%, and 16% thought vaccines should be administered in primary care (general practice), community midwifery, and the hospital setting, respectively.ConclusionMisconceptions exist regarding safety and efficacy of maternal vaccination, and framing information towards safety for the child may increase uptake. Education of HCPs is essential, and vaccine promotion should be incorporated into routine antenatal care, with an emphasis on women from ethnic minorities. Administration of vaccines in primary care may present a logistical barrier to women, however support for alternative sites appears low among HCPs.

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Journal articles on the topic 'Practice confidence'

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