Designing Education to Improve Care

Armstrong, Gail; Headrick, Linda A.; Madigosky, Wendy S.; Ogrinc, Greg

doi:10.1016/s1553-7250(12)38002-1

Cited by 58 publications

(51 citation statements)

References 22 publications

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“…A solution suggested by nursing educators is to incorporate improvement knowledge in nursing education. 17,18,20 Nurses are the largest profession within health care, mainly with a high emphasis on patient safety. For that reason improvements is an issue that nurses could influence positively.…”

Section: Resultsmentioning

confidence: 99%

Evaluating a Breakthrough Series Collaborative in a Swedish Health Care Context

Andersson

Idvall

Perseius

et al. 2014

Journal of Nursing Care Quality

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Section: Resultsmentioning

confidence: 99%

Evaluating a Breakthrough Series Collaborative in a Swedish Health Care Context

Andersson

Idvall

Perseius

et al. 2014

Journal of Nursing Care Quality

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“…Moreover, the students felt that this combination significantly increased their knowledge about geriatrics. A recent study about designing education to improve care supports this concept (Armstrong, Headrick, Madigosky, & Ogrinc, 2012). Most medical faculty, however, receive little training on how to be effective teachers (Srinivasan et al, 2011;Sutkin et al, 2008).…”

Section: Learning Environmentmentioning

confidence: 99%

Lessons learned from narrative feedback of students on a geriatric training program

Pol

Lagro

Koopman

et al. 2016

Gerontology & Geriatrics Education

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Geriatrics continues to draw insufficient numbers of medical students today. Currently, little is known regarding how education can motivate students to choose geriatrics. The authors' aim was to examine geriatrics from the students' perspective to identify elements that can be useful in education and improving attitudes toward, interest in, and knowledge about geriatrics. The authors analyzed narrative reflection essays of 36 students and clarified the themes from the essays during focus group sessions. Four overarching themes that influenced students' perspective on geriatrics were identified: professional identity, perception of geriatrics, geriatric-specific problems, and learning environment. Students have an inaccurate image of clinical practice and the medical professional identity, which has a negative impact on their attitude toward, interest in, and knowledge of geriatrics. Furthermore, this study yielded the important role of the hidden curriculum on professional identity, the novelty of geriatric-specific problems to students, and the importance of educational approach and good role models.

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“…It is made according to the guidelines and recommendations of evidence-based nursing care and is comparable and made according to the guidelines and recommendations [9,10].…”

Section: The Process Of Training and Education Of New Employees At Thmentioning

confidence: 99%

“…General recommendations and guidelines for teaching are: a combination of theory in relation to practice, where changes and improvements in the medical nursing care are introduced, the level of skills is assessed and training program is carefully prepared [9]. The program aims at informing nurses of the competencies needed in intensive therapy, professionally training them to work with vulnerable patients and teach them how to act when complications occur.…”

Section: The Process Of Training and Education Of New Employees At Thmentioning

confidence: 99%

Education and Training for Quality Work at the Intensive Care Unit

Mateja¹,

Alma²

2016

Int J Nurs Clin Pract

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Background: Intensive Therapy Unit is specially equipped and organized unit of a hospital that provides highly specialized care to patients at risk of life. It constitutes a specific organizational and spatial unit with the specified characteristics of the profession, nursing, facilities, technology, equipment, work organization, administration and education. Nurses at the Intensive Therapy Unit are highly educated and trained and they take care of patients with life-threatening conditions (with an unstable and rapidly changing health condition). A nurse must have well-developed knowledge base, together with special expertise and professional experience relating to technology and health care requirements of the critically ill patients, leading to the ability of a clear, quick, critical judgment in an environment of intensive treatment. Methods: With the method of compilation we summarized the views of domestic and foreign experts and presented the main findings. Conclusion: Possibility of education and training must be provided and accessible to all employees as they contribute to greater patient safety in health facilities. To successfully carry out the work, it is important that each employee is properly educated and professionally qualified for the performance of their duties. With training, an employee has the opportunity to expand his or her knowledge and also to apply it in practice. The purpose of the training is to master the standards and procedures in health care.

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Designing Education to Improve Care

Cited by 58 publications

References 22 publications

Evaluating a Breakthrough Series Collaborative in a Swedish Health Care Context

Evaluating a Breakthrough Series Collaborative in a Swedish Health Care Context

Lessons learned from narrative feedback of students on a geriatric training program

Education and Training for Quality Work at the Intensive Care Unit

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