Integrating CAM into Nursing Curricula: CAM Camp as an Educational Intervention

Cornman, B. Jane; Carr, Catherine; Heitkemper, Margaret

doi:10.1016/j.explore.2006.03.040

Cited by 11 publications

(10 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the University of Washington School of Nursing, R25 funding was used to focus primarily on faculty development (see Nedrow et al, 2007). This program, described in detail elsewhere (Cornman, Carr, & Heitkemper, 2006), consisted of CAM “Camp” or CAMp. CAMp was a 4-week summer educational program held in collaboration with Bastyr University.…”

Section: Cam Attitudes and Competencies Of Nursing Students And Faculmentioning

confidence: 99%

Complementary and Alternative Medicine (CAM) Attitudes and Competencies of Nursing Students and Faculty: Results of Integrating CAM Into the Nursing Curriculum

Booth‐LaForce

Scott

Heitkemper

et al. 2010

Journal of Professional Nursing

Self Cite

View full text Add to dashboard Cite

As part of the National Center for Complementary and Alternative Medicine (CAM) R25 Education Grant Program, a faculty development program for integrating CAM into the nursing curriculum was instituted in 2003-2006. The Integrating CAM program comprised a number of elements; the primary strategy included a series of 4-week didactic and experiential summer CAM “camps,” attended by a total of 27 faculty members. Camps were designed to influence faculty integration of CAM material into course offerings. The Integrating CAM program was evaluated via a series of faculty and student surveys regarding CAM competencies, attitudes, and perceptions. For more than half of the faculty (out of the 43 who responded), the program yielded a moderate-to-strong influence on incorporation of CAM material into course content; and moderate-to-great increases in both enthusiasm for CAM and perceived CAM knowledge gains. Students at all levels (undergraduate, masters, doctoral; n = 184) reported that their courses contained CAM content; for 70% of students, their CAM knowledge increased; for 50% of students, level of CAM interest increased. Self-reported student CAM competencies were significantly greater in 2006-2007 (n = 191) than in 2003-2004 (n = 143). Results support the strategy of broadly infusing the nursing curriculum with CAM content via faculty development.

show abstract

Section: Cam Attitudes and Competencies Of Nursing Students And Faculmentioning

confidence: 99%

Complementary and Alternative Medicine (CAM) Attitudes and Competencies of Nursing Students and Faculty: Results of Integrating CAM Into the Nursing Curriculum

Booth‐LaForce

Scott

Heitkemper

et al. 2010

Journal of Professional Nursing

Self Cite

View full text Add to dashboard Cite

show abstract

“…13,19 Moreover, surveys of medical and pharmacy students indicate that the majority of students welcome the inclusion of CAM education in the medical [13][14][15][16] and pharmacy curricula. 17,18 Although schools offering elective CAM education report positive results, such as increased self-assessed knowledge and more positive attitudes towards CAM, 30,31 such outcomes pertain only to the students who chose to take the elective. Given that higher self-awareness, 24 improved core competencies for conventional health professionals, enhanced cultural competency, and patient centred care have been reported for health professionals with CAM knowledge, 25 CAM curricula development should focus on integrated CAM education rather than on standalone elective courses -a notion that is supported by an increasing number of academics.…”

Section: Discussionmentioning

confidence: 99%

“…30 Furthermore, a study integrating CAM training as a 4-week ''CAM camp'' into a nursing curriculum gave mixed (survey) and more positive results (interviews) regarding the students familiarity with CAM modalities. 31 However, objective measures of knowledge gain were not utilized in both studies.…”

Section: Discussionmentioning

confidence: 99%

“…28 Other studies describe for example single educational programs (ie, a core CAM teaching session to first-year medical students), 29 elective programs (ie, a 3-week elective CAM rotation), 30 and short intervention educational programs (ie, 4 weeks of intensive ''CAM camp''). 31 However, methods to evaluate curricula changes conducted were diverse among the 15 programs, thus limiting the ability to compare programs and outcomes. 32 Moreover most educators and professionals share the belief that a multi-factorial approach to teaching evidence-based CAM would be preferable 33 and that CAM education should be included at all levels of medical education, from day one of the undergraduate program.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Integrating Complementary and Alternative Medicine Education Into the Pharmacy Curriculum

Tiralongo¹,

Wallis²

2008

Am J Pharm Educ

View full text Add to dashboard Cite

Objectives. To evaluate the effectiveness of an integrated approach to the teaching of evidence-based complementary and alternative medicine (CAM) in a pharmacy curriculum. Design. Evidence-based CAM education was integrated throughout the third, fourth, and fifth years of the pharmacy curriculum. Specifically, an introductory module focusing on CAM familiarization was added in the third year and integrated, evidence-based teaching related to CAM was incorporated into clinical topics through lectures and clinical case studies in the fourth and fifth years. Assessment. Students' self-assessed and actual CAM knowledge increased, as did their use of evidence-based CAM resources. However, only 30% of the fourth-year students felt they had learned enough about CAM. Students preferred having CAM teaching integrated into the curriculum beginning in the first year rather than waiting until later in their education. Conclusion. CAM education integrated over several years of study increases students' knowledge and application.

show abstract

“…Yet, pharmacists in Canada have identified a lack of knowledge regarding CAM products as a major barrier, especially in a lack of knowledge regarding specific mechanisms of action, adverse effects, drugherbal interactions and doses of certain CAM products [17][18][19][20][21][22] Under the Standards for Pharmacist Practice from the Health Professions Act, pharmacists in Alberta "must take reasonable steps to… provide information to a person who… requests assistance in making a choice about a… health care product" [23]. This means that with respect to CAM practices such as the use of natural health products and TCM, pharmacists must be able to provide patients with appropriate information to help patients make informed decisions.…”

Section: Introductionmentioning

confidence: 99%

Attitudes of Alberta Pharmacists Pertaining to Traditional Chinese Medicine Practice and Complementary Alternative Medicine

Tam¹

2014

J Pharma Care Health Sys

View full text Add to dashboard Cite

Objective: To evaluate the perceived attitudes toward the use of Complementary Alternative Medicine (CAM) and Traditional Chinese Medicine (TCM) by pharmacists in Alberta Methods: An online survey was created using Google Documents ® . The URL link was distributed to all registered pharmacists through Alberta College of Pharmacists monthly electronic newsletter "The Link".Results: A total of 217 (5%) pharmacists completed the survey. Over half (54%) of pharmacists either approve or strongly approve, 20% either strongly disapproved or disapprove with the use of CAM and TCM. Sixty-four percent of pharmacists felt that they were not prepared to counsel patients regarding CAM and TCM, while 88% of pharmacists agree that TCM and CAM should be integrated in the pharmacy curriculum at the University of Alberta. Conclusions:Pharmacists felt they are not prepared to counsel patients regarding CAM and TCM. While most pharmacists have a positive attitude towards the use of CAM and TCM, it has also been identified that CAM and TCM courses should be included in the curriculum to better prepare future pharmacists.

show abstract

Integrating CAM into Nursing Curricula: CAM Camp as an Educational Intervention

Cited by 11 publications

References 5 publications

Complementary and Alternative Medicine (CAM) Attitudes and Competencies of Nursing Students and Faculty: Results of Integrating CAM Into the Nursing Curriculum

Complementary and Alternative Medicine (CAM) Attitudes and Competencies of Nursing Students and Faculty: Results of Integrating CAM Into the Nursing Curriculum

Integrating Complementary and Alternative Medicine Education Into the Pharmacy Curriculum

Attitudes of Alberta Pharmacists Pertaining to Traditional Chinese Medicine Practice and Complementary Alternative Medicine

Contact Info

Product

Resources

About