Добірка наукової літератури з теми "Nursing training institute"

This chapter focuses on the National Institutes of Health (NIH) T32 National Research Service Award (NRSA) funding mechanism, designed to enhance the development of nurse scientists. The general history and principles underlying NIH funding for T32s as well as the National Institute of Nursing Research’s (NINR) involvement in the NRSA program is described, highlighting the University of California Los Angeles School of Nursing’s T32 training program in vulnerable populations research and the program and career trajectory data from close to two-thirds of NINR-funded T32s directors. Recommendations for the improvement of NINR-funded T32 training programs are identified. Findings include the need for increased collaboration between institutions receiving T32 funding from the NINR.

The threat of bioterrorism and the need for biodefense are new challenges for the scientific community. Bioterrorism already has had significant effects on the nation’s health. Researchers involved in nursing research are addressing these effects and the many issues relevant to biodefense. To explore the role and potential contributions of nursing research in these arenas, the National Institute of Nursing Research (NINR) recently convened a science workgroup. The workgroup highlighted current knowledge in biodefense, suggested opportunities for nursing research, and proposed specific research topics and research training needs. The topics are integral to the strategic plan on biodefense developed by the National Institutes of Health and include biologic, behavioral, applied/translational, and health systems research. Nurse researchers can contribute particularly to biologic studies directed toward effective diagnosis, treatment, and prevention of the effects of bioterrorism and biodefense.

Simulation in nursing is considered an innovative pedagogy for the development of clinical skills of nursing staff. A National Forum was held for the first time in Morocco concerning the pedagogy of simulation in nursing to raise awareness among educators and practitioners on the educational value of such an initiative in the field of nursing. The goals of this study were to describe the development of the first National Forum in Morocco on Nursing Simulation and to assess the satisfaction of participants with the different activities of this national event. A self-administered questionnaire was used in this study. Descriptive statistics and correlation tests were used to assess the level of participant satisfaction with the simulation. This event gathered more than 250 participants from different Higher Institute of Nursing Professions and Health Techniques (HINPHT) of Morocco during the 3rd, 4th, and 5th of June 2022 held at the HINPHT institute of Fez. 163 participants agreed to take part in our satisfaction survey in which 39.3% were nursing teachers and 6.7% were directors of nursing and technical health professions training institutes and 41.7% were nursing students. The participants evaluated the different pillars of the first National Forum on Nursing Simulation in Morocco and reported a general satisfaction of 80.8%. Directors showed higher satisfaction with the organization with a score of 88.89% ( p = 0.001 ), while teachers reported higher satisfaction with the Master Class workshop (65.27%; p = 0.003 ). Students’ satisfaction scores were positively correlated (86.36%; p = 0.004 ) with the usefulness and applicability of the knowledge acquired during the event. Nevertheless, dissatisfaction was recorded with the mediation of the Forum (8.6%), the duration of the Master Class (13.5%), and the quality of the technical and logistical material used (7.4%). These aspects should be improved in future editions. The findings of this scientific event could be of great interest to the organizers of future forums on nursing simulation in the Maghreb region and Africa more generally, and could serve as a model.

Abstract Introduction: The Clinical Institute Withdrawal Assessment for Alcohol, revised version (CIWA-Ar), developed and validated for research, is used in our inpatient academic medical center. We sought to assess nursing satisfaction with the scale itself, training for using the scale, and nursing staff use of the CIWA-Ar. Methods: A retrospective chart review included all patients with an order for CIWA-Ar between August 1, 2014, and September 30, 2014. Data collected included demographics, admitting diagnosis, vital signs, admission blood alcohol level, lorazepam total daily dose, and CIWA-Ar scores. Nursing staff was sent an anonymous, 26-question survey in January 2015. The survey collected demographics, training history, and recommendations for modifications to the CIWA-Ar. Results: During the 2-month period, 274 patients had orders for CIWA-Ar, with 113 receiving at least one dose of lorazepam. Lorazepam was not given to 21% of patients when they scored >8 on the CIWA-Ar, whereas 71% of patients received a dose of lorazepam when they had a CIWA score <8. The survey was sent to 2011 clinical nurses, with 284 responses received (14% response rate). Only 36% of responding nurses felt adequately trained to administer the CIWA-Ar. Most nurses preferred on-the-job and online training methods. Discussion: Nursing use of the CIWA-Ar could be optimized at this institution. Fewer than half of respondents reported feeling adequately training to administer the CIWA-Ar. Results will be used to improve training for nursing staff regarding scoring of the CIWA-Ar and administering lorazepam to treat alcohol withdrawal syndrome.

The pediatric oncology unit at the Rajiv Gandhi Cancer Institute and Research Center (RGCI & RC), a nonprofit medical facility and research institute based in Delhi, India, sought to improve clinical nursing practice through nurse leadership training supported by international nursing mentorship. A nursing team leadership program with a goal to strengthen practice was designed in collaboration with the RGCI & RC nurse education department and pediatric oncology physicians on the unit. Two expert oncology nurses from the United States made multiple visits from 2017 to 2019 to support the development of the leadership program and the resulting practice changes. Specific areas of nursing addressed through these efforts included attention to education, practice, and leadership. Selected processes were improved by the following: (a) development of a pediatric oncology nursing orientation program to follow general onboarding by the nursing education department, (b) strengthening and updating standard operating procedures for nursing, and (c) development of a nursing Team Leads program. Four team leads completed training, and staff nurses are now active members in the care of patients and opining themselves when decision-making occurs during rounds. RGCI & RC nurses have written abstracts and posters accepted at national and international conferences, which further strengthens their profile in the larger pediatric oncology professional community.

Background: As this study was conducted by using a new strategy for the first time at Oman Nursing Institute, as one of the institutes that works under the umbrella of Directorate General Education & Training DGET at Ministry of health in Oman. Using of the teaching methods that provide matching between theory and clinical have a vital role in improve the students educational level. Objectives: this study is to know the effect of Problem based Learning nursing and lecture based learning on Nursing students at Oman Nursing Institute. Methodology: the sample were Year Two student (Adult Health Nursing). They were divided in to two groups LBL group, who receive lectures only as teaching method while the PBL group who were divided into small groups in class room, and teacher guide a discussion of between student about case study and questions related to the same scenario. The students should prepare for next lecture to discuss the subject, and the teacher is considered as a facilitator to control the discussion between the students in their groups and to direct the student to the right answer. Results: A pretest and posttest was done to know the difference in the students' answers for both groups. Also the students opinion in both groups regarding PBL as a new method was assessed. Analysis was done through inferential statistical approach (Pearson correlation and mean of score) by using of SPSS version 17.0. In the pretest, there was no difference between both groups. While in posttest, PBL group response was higher than LBL group. Conclusion: it was found that PBL method as the best method in teaching nursing students. For that teacher need to be given continuing education program about PBL

On behest of the Ministry of Health & Family Welfare (MoHFW), an evaluation on Central Sector Scheme of Development of Nursing Services was done by National Institute of Health & Family Welfare (NIHFW) to assess the utilisation of facilities developed in various training institutions funded by MOHFW for upgradation into College of Nursing. Descriptive cross sectional design was adopted to select a total of 9 institutes from 8 states using random sampling method. Data were collected in December 2019 and January 2020 with the help of structured questionnaire and observation checklist related to scheme and statutory guidelines. The study revealed that all states/institutions utilised the fund under the heads as speciÀ ed but only few institutions (4/9) upgraded as per scheme guidelines and purposes. Rest of the institutions utilised the fund as per the decision of state government. Some institutions continued the same diploma course (2/9). Majority (7/9) institutions received only À rst instalment of fund. Three institutions (in Gujarat, Manipur & Tamil Nadu) utilised the entire amount as per the institution’s need. Utilisation certiÀ cate was submitted by all institutions. Most of the institutes (in Gujarat, Jharkhand, UP, Manipur and WB) utilised the fund for construction work including addition, alteration of existing building or construction of new school/college building. Although, all four upgraded institutions constructed separate building for college, only one institution (out of 4 upgraded institutions) constructed separate hostel. The remaining three institutes (Rajasthan, West Bengal and HP) do not have separate hostel building for students. Most of the institutes (7/9) utilised the fund for purchasing furniture and teaching aids. Various posts were created in most of the institutions; however, all higher-level posts are lying vacant due to administrative delay. The Àndings indicated that all the nursing training institutes beneÀ ted largely by the scheme for improving the quality of education by way of expanded infrastructure. The objective of the scheme i.e., increasing the graduate nurses by upgrading the school of nursing in to college of nursing couldn’t ach

Background: This is the first study done in Oman in assessing the perception of Directorate General Education & Training DGET's institutes teachers towards Student centered learning (SCL). This can be used to encourage the student to part-take in his/her own learning. Objectives: this study is to assess teachers' perception of students centered learning in teaching nursing students at Ministry of health's institutes. Results: 56% of teachers agreed that SCI will improve the ability of the students to learn the material. 51%agree that that the students have to prepare differently for the class. Conclusion: the teacher are willing to practice SCI in teaching nursing and allied courses. The teachers should be given continuing education program to the benefits of SCI, and student must be guided through an orientation program that can be conducted in the beginning of their enrollment in the DGET's institute.

Objective: To assess and compare the Knowledge, Attitude, and Practices of Medical and Nursing Students regarding Basic Life Support Training Methodology: This cross-sectional study was done at the Shalamar Institute of Health Sciences, Lahore in a period of three months. Students from all years of MBBS and BS Nursing were taken as subjects. Participants satisfying inclusion criteria were requested to fill out a self-structured pre-tested questionnaire after informed consent. Data was analyzed using SPSS v.21. Results: There were 330 participants from MBBS and BS Nursing (50 from each class of MBBS and 20 from each class of BS Nursing). The age of participants ranged from 18 to 30 (Figure 1). Only 250 subjects had heard about BLS. Out of 330 participants, only 204 had good knowledge about BLS (Table 2) and 126 had poor knowledge of BLS where score of higher than 3 out of 7 was considered as good. Knowledge of Medical and Nursing students was compared and the p-value came out to be 0.088, which was considered insignificant. Only 34.5% of the participants had learned BLS by training and only 13.3% of the participants (Table 3) had practically done BLS. Most of the people gave no reason for not attending a training session for BLS. Conclusion: It was concluded that medical and nursing students had satisfactory knowledge of BLS and more attention was needed towards this important life-saving skill.

Abstract The Virginia Geriatric Education Center’s GWEP recruited 195 of Virginia's 273 eligible nursing homes, using two Project ECHO Nursing Home Training Centers located at George Mason University and Virginia Commonwealth University. These sessions promoted collaboration, allowed for sharing of successes and challenges, and nurtured quality improvement projects. Our next steps are to survey Virginia’s nursing homes to see if they are interested in future ECHO sessions with other topics. We plan to share these results with the Institute for Healthcare Improvement so that we may be able to continue to enhance this national network of Training Centers with faculty and staffing dedicated to quality assurance and performance improvement. The program has initiated new collaborations with nursing homes across many healthcare disciplines, strengthened connections between nursing homes and research institutions, and will help foster innovative ways to collaborate in this post-pandemic virtually connected world.

Le monde de la santé ne ressemblant en rien à celui d’hier, le travail du « prendre soin » se doit d’être efficient et les professionnels du soin sont tenus de développer des compétences non académiques (CNA). L’enjeu majeur se situe dans la négociation du changement en termes d’ingénierie de formation, construite selon une approche par compétences inscrites dans le schéma universitaire et n’offrant que peu de places aux CNA. Or, la réussite des étudiants infirmiers ne dépend pas seulement des savoirs à transmettre, mais aussi de l’acquisition de ce type de compétences. En mars 2020, la crise sanitaire mondiale a obligé l’ensemble des établissements d’enseignement et de formation à basculer dans un monde méconnu par la plupart d’entre eux. Le recours au numérique, permettant la nécessaire « continuité pédagogique », a contraint bon nombre de formateurs à une refonte de leurs approches et pratiques. L’objet de cette recherche porte sur le choix de méthodes pédagogiques en lien avec les usages et les pratiques numériques, au service du développement des CNA des étudiants en soins infirmiers, dont notamment la comparaison entre les IFSI déjà connectés avant la pandémie et ceux « peu connectés ». Nous portons notre attention sur les différentes variations de posture du formateur et l’adéquation ou non avec les attendus des étudiants dans une période de contrainte pandémique où l’hybridation a été privilégiée. Pour ce faire, nous nous appuyons sur une démarche comparative, tant qualitative que quantitative, réalisée dans six IFSI afin de comprendre les singularités d’approche du dispositif numérique et leurs effets sur le développement des CNA. À l’appui d’un questionnaire auto-administré auprès de 436 étudiants en L2, nous investiguons l’impact des usages du numérique pendant la période pandémique sur les interactions sociales, l’implication dans le travail en individuel puis en collectif et le sentiment d’utilité. Nous abordons complémentairement avec les douze formateurs interrogés, le changement de leurs intentions didactiques et de leur posture déployée dans la relation pédagogique. Nous tentons aussi de comprendre par des entretiens réalisés auprès de douze étudiants s’ils ont repéré une transformation dans leur manière d’apprendre et de travailler ensemble, ainsi que leur ressenti sur leur processus de professionnalisation. Enfin, la tenue d’un carnet de bord de type professionnel lié aux rencontres informelles avec collègues et étudiants a permis de poser des pistes de réflexion sur les usages numériques et le travail collaboratif. Les résultats saillants révèlent principalement que la différence se situe sur le degré de connectivité des instituts, mais aussi sur le parcours antérieur de formation des étudiants, leur permettant d’appréhender la formation en distanciel de manière plus structurée en l’absence de lien social et d’interactions pédagogiques. Le travail collaboratif a été expérimenté positivement lors de cette pandémie. De plus, il apparait comme résultat intéressant l’influence du travail en distanciel sur les formateurs et la remise en question du sens de leur mission. Surtout, les habiletés inégales dans l’usage et les pratiques numériques se sont avérées un frein dans leur approche pédagogique. L’analyse des résultats permet une meilleure compréhension des besoins estudiantins et des possibles pédagogiques. La formation hybride est en train de prendre place, pour marquer cette transition du présentiel au tout distanciel contraint par la pandémie, et semble plus en phase avec les temporalités d’apprentissage des étudiants. Dans une perspective de refonte du programme de formation infirmière prévue en 2025, notre étude permet d’envisager, une réflexion collective autour des enjeux de l’apprentissage et des usages du numérique en formation, notamment, in situ, une approche expérimentale « renversée » des travaux dirigés au service du développement des CNA, essentielles dans ce métier du « care »
The world of healthcare has changed completely, and patients must be cared for efficiently. Health professionals must develop soft skills. The major issue at stake is making the necessary changes in the development of training programs, which are based on university programs and generally do not include soft skills. Yet to be successful, nursing students must not merely absorb information conveyed to them; they must also acquire skills such as these. In March 2020, the world health emergency obliged teaching and training establishments to deal with a situation that was completely novel for most of them. While the use of digital technology allowed the necessary pedagogical continuity, it forced many teachers and trainers to reconsider their procedures and practices. Our research concerns the choice of pedagogical methods in relation to digital uses and practices with the aim of fostering soft skills in nursing students, including a comparison of the NTI that were already using digital technology before the pandemic and those that were barely “digitally connected”. We will consider the differing attitudes of trainers and their degree of adequacy in response to students’ expectations during the pandemic period, when a hybrid approach was favoured. To do so, we adopted a method of qualitative and quantitative comparison, carried out in six NTIs, in order to understand the uniqueness of each institute’s approach to digital learning methods and the effects on the development of soft skills. Through a self-administered questionnaire given to 436 second-year university students, we investigate the impact the use of digital tools during the pandemic had on social interactions, the involvement of individuals and groups in their work, and the feeling of being useful. Through the questioning of twelve trainers, we additionally investigate changes in their didactic intentions and the attitudes displayed in their pedagogical relationships. By means of interviews conducted with twelve students, we also attempt to determine whether they noted any changes in their manner of learning and working together and in their perceptions of the process of becoming a health care professional. Lastly, the use of a professional notebook to record informal meetings with colleagues and students allowed us to identify avenues of reflection regarding digital technology and collaborative work. The most striking results revealed that the principal differences lay in the degree of digital connectedness of the various institutes, as well as in the students’ previous background, which could help them assimilate distance-learning courses in a more structured manner despite the lack of a social environment and pedagogical interaction. Collaborative projects were carried out during the pandemic with positive outcomes. Another interesting result was the effect that remote work had on trainers, leading them to question the meaning of their work. In particular, disparate levels of skill in terms of digital uses and practices were found to be an obstacle to pedagogical methods. The analysis of the results allows a better understanding of the needs of students and of pedagogical possibilities. Hybrid training, which is becoming more widespread following the transition from face-to-face training to full distance-learning as required by the pandemic, seems to be better suited to students’ time requirements. In regard to the goal of revamping the nurses training program in 2025, our study allows a collective reflection on the stakes involved in learning and the use of digital technology in training, including, in situ, an experimental “upside down” approach to tutorials with the aim of developing the soft skills that are so essential in this profession of providing care for others

Nursing Informatics emerged in Australia during the early 1980s and drove the Professional development and acceptance of Health Informatics. Milestones achieved include the development of a national journal, the establishment of the Health Informatics Society of Australia and the Australasian College of Health Informatics (now collectively the Australasian Institute of Digital Health), nursing participation in Health Informatics standards development activities, adoption of the HL7 messaging standard, the delivery of numerous workshops, an annual national health informatics conference since 1993, hosting international conferences, the development and delivery of Health Informatics post graduate programs and establishing a research centre where the first prototype for an archetype repository was developed. This became the openEHR Clinical Knowledge Manager. The most recent milestone was the establishment of a private company that became a Registered Training Organisation. Continuing challenges include workforce capacity building to address the poor understanding of the need for improved data and IT governance at every level, the need to comply with proven scientific and technical principles and a need to transform national and international traditional infrastructures no longer fit for purpose to enable adequately support for global sustainable digital health ecosystems. Desired personal and aggregate data supply chains must be taken seriously and be supported by the best available technologies. Our collective biggest challenge is to improve multidisciplinary and intersectoral collaboration, semantic interoperability and optimum digital support to maintain global public health.

The year 2014 was absolutely devastating for me professionally and personally; I was denied tenure and I lost both my maternal and paternal grandmothers. Reflecting back on that time in my life, I am certain that I would not have been able to survive the experience without the support of my close family and friends. I truly believe that the story of my journey will help others experiencing difficult challenges in their careers. After graduating from Henry Ford High School in Detroit, MI, in 1988, I enrolled at Highland Park Community College (HPCC) in nearby Highland Park. My mother was working as a secretary in the nursing department at the time, so I was able to take advantage of the tuition benefit offered to the college’s employees. I enrolled in a chemistry course for non-science majors, which I absolutely loved! Needless to say, after earning my associate’s degree in 1990, I decided to pursue chemistry as a major. I enrolled at the University of Michigan-Dearborn and attended two semesters before transferring to Wayne State University (WSU), in Detroit. My experiences as an undergraduate chemistry major at WSU led me on the path to pursue a doctorate in chemistry. In the fall of 1992, I was awarded an NIH-MARC (National Institutes of Health-Minority Access to Research Careers) Fellowship. This fellowship provided me not only funding support, but hands-on research training in the laboratory of Professor Regina Zibuck, a synthetic organic chemist. The environment in the Zibuck laboratory was very supportive and due to this mentoring experience, I wanted to earn a doctorate in chemistry. As a MARC Fellow, I was engaged in research and presented a poster on my research efforts at a national conference for the first time. Thus, I was developing fundamental laboratory and communication skills as an undergraduate researcher. Also during this time at WSU, I became involved in the WSU-NOBCChE chapter, where I found a supportive network of African American students pursuing undergraduate degrees in chemistry. The chapter adviser was Dr. Keith Williams, Director of Minority Student Initiatives in the chemistry department.