Learning in Health and Social Care最新文献_第9页

Enhancing the benefit of continuing professional development: a randomized controlled study of personal development plans for dentists 增强持续专业发展的益处:牙医个人发展计划的随机对照研究

Learning in Health and Social Care Pub Date : 2007-01-23 DOI: 10.1111/j.1473-6861.2007.00142.x

Alison Bullock BA PGCE PhD, Vickie Firmstone BA MSc PhD, John Frame BDS MSc PhD FDSRCS, Julie Bedward BSocSc PGCE

{"title":"Enhancing the benefit of continuing professional development: a randomized controlled study of personal development plans for dentists","authors":"Alison Bullock BA PGCE PhD, Vickie Firmstone BA MSc PhD, John Frame BDS MSc PhD FDSRCS, Julie Bedward BSocSc PGCE","doi":"10.1111/j.1473-6861.2007.00142.x","DOIUrl":"10.1111/j.1473-6861.2007.00142.x","url":null,"abstract":"The aim of this study was to investigate the implementation and impact of personal development plans (PDPs) for UK dentists. Eighty-seven UK dentists were divided into two groups, experimental (n = 42; supported by a tutor in developing a PDP) and control (n = 45). Both groups recorded their continuing professional development (CPD) activities over a 6-month period in 2002 and rated their relation to learning needs, extent of new learning, immediate and longer-term impact on practice. All in the experimental group were interviewed 1 month after completing a PDP, 6 months later they rated the match of their CPD activities with their PDP, and at 12 months a sub-sample of 10 were interviewed. The results show that developing a PDP with the aid of a tutor was viewed positively. Participants undertook a median number of 17 educational activities in the 6-month period (mean of 50 hours). Most frequent activities were reading and courses. Ratings for impact, both immediate and later, were higher among the experimental group who had been supported in the development of a PDP, and this was particularly true for reading. For courses, the impact of the intervention was more clearly in evidence when there was a good match between the PDP and the CPD activities actually undertaken. In conclusion, these data, based on self-ratings within a controlled study, show that dentists in the experimental group, who were supported to develop a PDP, derived greater benefit from their CPD than the control group.","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1473-6861.2007.00142.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79751584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 31

The motivational development of Norwegian nursing students over the college years 挪威护生在大学期间的动机发展

Learning in Health and Social Care Pub Date : 2007-01-23 DOI: 10.1111/j.1473-6861.2007.00144.x

Ivar Bråten PhD, Bodil S. Olaussen PhD

{"title":"The motivational development of Norwegian nursing students over the college years","authors":"Ivar Bråten PhD, Bodil S. Olaussen PhD","doi":"10.1111/j.1473-6861.2007.00144.x","DOIUrl":"10.1111/j.1473-6861.2007.00144.x","url":null,"abstract":"This longitudinal research used cluster analysis to identify subgroups of nursing students that differed in terms of academic motivation. We termed the three distinct clusters that were identified: the positive motivation, moderate motivation and low profile cluster, respectively. More positively motivated students were found to report more use of not only deeper but also surface processing strategies. When we tracked the movement of all the students in terms of their cluster membership over two entire academic years, we found that many students lost some of their enthusiasm and engagement during their professional education. Still, some students managed to maintain relatively high levels of motivation and a few actually developed more adaptive motivation over time. As the decline in motivation was most pronounced during the first year of nursing education, motivational interventions aimed at maintaining and developing enthusiasm for and appreciation of the field of study may be particularly important during that period. Some implications for educational practice are discussed.","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1473-6861.2007.00144.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83415587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

Profiles and Portfolios: A Guide for Health and Social Care, 2nd edition 简介和作品集:卫生和社会保健指南，第二版

Learning in Health and Social Care Pub Date : 2007-01-23 DOI: 10.1111/j.1473-6861.2007.00140.x

Mary Chapple

引用次数: 0

An ecological, information-based approach to the study of expertise: illustrative findings from a study of UK health-visiting practice 一个生态的，以信息为基础的方法来研究专业知识:来自英国健康访问实践研究的说明性发现

Learning in Health and Social Care Pub Date : 2007-01-23 DOI: 10.1111/j.1473-6861.2007.00146.x

Alison N. P. Bryans PhD MSc BA DipHV RGN RNT, Jean B. McIntosh PhD BSc RGN OBE FRCN

{"title":"An ecological, information-based approach to the study of expertise: illustrative findings from a study of UK health-visiting practice","authors":"Alison N. P. Bryans PhD MSc BA DipHV RGN RNT, Jean B. McIntosh PhD BSc RGN OBE FRCN","doi":"10.1111/j.1473-6861.2007.00146.x","DOIUrl":"10.1111/j.1473-6861.2007.00146.x","url":null,"abstract":"This paper is based on a simulation-based but naturalistic study of domiciliary health-visiting expertise undertaken in a large conurbation in central Scotland between 2000 and 2002. The research approach enabled direct comparison and systematic examination of multiple data sets about two simulated clients, which identified differences between issues covered and differences between practitioners’ approaches and levels of expertise demonstrated during visits. The paper first presents the professional and theoretical background of the study and outlines the study methods before focusing on its main aim. This aim is to provide a detailed account of the informational input used for one of the simulated cases and to present illustrative findings that show the different approaches taken, and levels of expertise demonstrated, by two health visitor participants who visited this particular simulated case. The paper concludes by considering the special relevance and utility of this research approach for professional education and practice development.","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1473-6861.2007.00146.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74320177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Improving learning in hospital labour suites: an ethnographic approach to educational audit 改善医院产房的学习:教育审计的人种学方法

Learning in Health and Social Care Pub Date : 2006-11-03 DOI: 10.1111/j.1473-6861.2006.00133.x

Diane M. Fraser BEd MPhil PhD MTD RM RGN

引用次数: 15

Interprofessional education in health and social care: fashion or informed practice? 健康和社会护理的跨专业教育:时尚还是知情实践?

Learning in Health and Social Care Pub Date : 2006-11-03 DOI: 10.1111/j.1473-6861.2006.00135.x

Deborah Craddock MA BSc (Hons) PGDip DPodM MChS, Cath O’Halloran PhD, Alan Borthwick PhD, Kath McPherson PhD

{"title":"Interprofessional education in health and social care: fashion or informed practice?","authors":"Deborah Craddock MA BSc (Hons) PGDip DPodM MChS, Cath O’Halloran PhD, Alan Borthwick PhD, Kath McPherson PhD","doi":"10.1111/j.1473-6861.2006.00135.x","DOIUrl":"10.1111/j.1473-6861.2006.00135.x","url":null,"abstract":"This paper presents a critical review of literature on interprofessional education in the continuum of professional development in health and social care. In particular it explores the range and variety of theoretical frameworks underpinning interprofessional education initiatives across the United Kingdom. In doing so this paper highlights the limited application of educational theory within the broader literature, particularly in the description of the methods employed and in the choices of processes or outcome measures selected. Despite these drawbacks, a focus on the learning and teaching methods used within each interprofessional education programme enabled an explicit categorization of the educational theories being applied (albeit implicitly). The educational theories identified predominantly linked to adult learning theory and reflective practitioner theory. It is, however, acknowledged that such theories alone are not enough to underpin interprofessional education. Theories were therefore also derived from social psychological studies of group behaviour and teamwork approaches; group development and team learning theories focusing on intragroup collaboration; and bio-psychological theories to inform interprofessional education. The paper concludes that (a) more explicit consideration of theory is required in the development of new interventions; (b) reference to educational theory in evaluation should be encouraged and facilitated; (c) evaluation of different models of interprofessional educational interventions is required if interprofessional education in health and social care is to develop as an informed practice rather than become a transient educational fashion.","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1473-6861.2006.00135.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83511522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 80

Patient handling: student nurses’ views 病人处理:学生护士意见

Learning in Health and Social Care Pub Date : 2006-11-03 DOI: 10.1111/j.1473-6861.2006.00134.x

Jane A. Smallwood RGN BSc MSc

{"title":"Patient handling: student nurses’ views","authors":"Jane A. Smallwood RGN BSc MSc","doi":"10.1111/j.1473-6861.2006.00134.x","DOIUrl":"10.1111/j.1473-6861.2006.00134.x","url":null,"abstract":"Patient handling presents considerable challenges to those employed in health care. Despite significant emphasis on training over the past decade, evidence suggests poor compliance with recommended principles. Consensus currently promotes ergonomic approaches, yet the need to address social and behavioural factors is also emerging. Experience of teaching student nurses in this field suggested that taught techniques are not always transferred into practice yet few studies have focused on their explanations. This paper reports on a study of factors that influence patient-handling practices from the perspectives of student nurses, and discusses the implications for educational strategies in the UK. Data collection comprised of a self-report questionnaire to a purposive sample of students, followed by discussions about its findings with the 51 respondents, to clarify understanding and gain further insights. Notes of these discussions were analysed thematically and linked with the descriptive data from the questionnaire. The results indicated that most students believed that ‘safe’ patient handling is achievable, yet approximately half did not use recommended techniques despite having the requisite knowledge. Disparity was also evident regarding the impact of clinical culture, conflict between personal and patient well-being and transferability of classroom skills. The significance of clinical placement areas in influencing students’ patient-handling behaviour was revealed in both stages of data collection. The study contributes to evidence indicating poor compliance with patient-handling directives and suggests a need to address potential barriers through educational strategies.","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1473-6861.2006.00134.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80778034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Nurse Education in Practice: E-learning in Nursing 护士实践教育:护理电子化学习

Learning in Health and Social Care Pub Date : 2006-11-03 DOI: 10.1111/j.1473-6861.2006.00138.x

Chris Turnock

引用次数: 4

Effective Practice in Health and Social Care: A Partnership Approach 健康和社会护理的有效实践:伙伴关系方法

Learning in Health and Social Care Pub Date : 2006-11-03 DOI: 10.1111/j.1473-6861.2006.00137.x

Dorothy Whittington Prof.

引用次数: 20

Learning the moral order of professions; the contrasting approaches of nursing and clinical psychology 学习职业道德秩序;护理学与临床心理学方法的对比

Learning in Health and Social Care Pub Date : 2006-11-03 DOI: 10.1111/j.1473-6861.2006.00132.x

Tone Dyrdal Solbrekke PhD, Karen Jensen Dr. Polit, Professor

引用次数: 14