Health policy and advocacy education are important aspects of graduate nursing curriculum and have been integrated into curricula. Graduate nursing students at all levels reported that health policy AACN Essential competencies are being included in their program, either as stand-alone health policy courses or integrated health policy learning activities during matriculation.
BACKGROUND The implementation of interprofessional education (IPE) activities into health care education is a challenge for many training programs owing to time and location constraints of both faculty and learners. The integration of social media into these IPE activities may provide a solution to these problems. OBJECTIVE This review of the published literature aims to identify health care IPE activities using social media. METHODS The authors searched 5 databases (from the beginning coverage date to May 27, 2017) using keywords related to IPE and social media. Teams of 2 authors independently reviewed the search results to identify peer-reviewed, English language papers reporting on IPE activities using social media. They assessed the study quality of identified papers using the Medical Education Research Study Quality Instrument. RESULTS A total of 8 studies met the review’s inclusion criteria. Of these 8 papers, 3 had single-group, posttest-only study design; 4 had single-group, pre- and posttest design; and 1 had nonrandomized 3-group design. Qualitative and quantitative outcome measures showed mixed results with the majority of student feedback being positive. CONCLUSIONS Despite a need for additional research, this review suggests that the use of social media may aid the implementation of health care IPE.
BackgroundThe implementation of interprofessional education (IPE) activities into health care education is a challenge for many training programs owing to time and location constraints of both faculty and learners. The integration of social media into these IPE activities may provide a solution to these problems.ObjectiveThis review of the published literature aims to identify health care IPE activities using social media.MethodsThe authors searched 5 databases (from the beginning coverage date to May 27, 2017) using keywords related to IPE and social media. Teams of 2 authors independently reviewed the search results to identify peer-reviewed, English language papers reporting on IPE activities using social media. They assessed the study quality of identified papers using the Medical Education Research Study Quality Instrument.ResultsA total of 8 studies met the review’s inclusion criteria. Of these 8 papers, 3 had single-group, posttest-only study design; 4 had single-group, pre- and posttest design; and 1 had nonrandomized 3-group design. Qualitative and quantitative outcome measures showed mixed results with the majority of student feedback being positive.ConclusionsDespite a need for additional research, this review suggests that the use of social media may aid the implementation of health care IPE.
The high incidence and prevalence of childhood obesity, coupled with significant morbidity and financial burden, clearly suggest the need for identification and implementation of effective pediatric obesity prevention strategies in primary care. A solution to this problem includes evidence based clinical guidelines that provide concise, culturally appropriate information on the identification and prevention of childhood obesity in primary care settings. The objective of this quality improvement project was to implement childhood obesity identification and prevention guidelines from evidence-based recommendations into practice. Guidelines were implemented during preventative care visits through the use of a tracking form. The development of the tracking form included input from practice staff resulting in increased fidelity. The tracking form included directions for clear and concise guideline implementation and provided opportunities to record patient BMI, nutritional intake, physical activity, familial obesity prevention education and motivational interviewing and facilitated a practice increase in childhood obesity identification and education. Presence of chart indicators, including nutrition and exercise history, were analyzed to determine the fidelity of the practice change in obesity identification and prevention education. Key outcomes included a significant (p < .0001) practice increase in childhood obesity identification as well as a significant increase (p < .05) in documentation of obesity prevention education through motivational interviewing. Practice change incorporating childhood obesity identification and familial prevention guidelines had positive effects in a pediatric population. Implementation of evidence-based guidelines can result in increased identification of children at risk for childhood obesity and enhanced familial obesity prevention education; leading to the long-term goal of creating healthier lifestyles and decreasing risk factors in a vulnerable population.
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