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Author: Mukhtar Al-Saadi
Publisher:
ISBN:
Category : Intensive care units
Languages : en
Pages :
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Book Description
Background: The education of trainees in the intensive care unit (ICU) is extremely challenging due to factors related to the ICU environment, ICU trainees and physicians, ICU subspecialty training, and safety and quality of care delivered to critically ill patients. There is a lack of standardized educational curricula and instructional methods for teaching in the ICU. The teaching practices, the learning climate, the instructional methods, and obstacles to learning and teaching in the ICU have not been evaluated. Purpose: The main aim of this study was to evaluate the teaching practices, the learning climate, the ICU environment, the preferred instructional methods, and obstacles to learning and teaching in the ICU from the perspectives of learners (trainees) and teachers (physicians). Methods: A survey was conducted using the Maastricht clinical teaching questionnaire and supplementary questions in a medical school in South Texas. Data were collected from ICU learners and teachers and were analyzed using ANOVA and multiple comparison procedures. Results: Learners rated the teaching practices and learning climate in the ICU significantly lower than teachers in all categories of the Maastricht clinical teaching questionnaire. Learners and teachers recognized the ICU environment as ideal to learn and teach complex clinical cases and to enhance procedural skills. Most teachers indicated bedside teaching and case-based learning as the preferred instructional methods while learners indicated a combination of methods as the preferred instructional strategy in the ICU. The main obstacle for learners was unclear expectations and objectives of the ICU rotation. The main obstacle for teachers was not enough time for teaching. Conclusion: A disparity of perceptions existed between ICU trainees and physicians regarding the teaching practices and learning climate in the ICU. The preferred instructional methods for trainees are to use different instructional strategies. The ICU environment has many challenges for learners and teachers.
Author: Mukhtar Al-Saadi
Publisher:
ISBN:
Category : Intensive care units
Languages : en
Pages :
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Book Description
Background: The education of trainees in the intensive care unit (ICU) is extremely challenging due to factors related to the ICU environment, ICU trainees and physicians, ICU subspecialty training, and safety and quality of care delivered to critically ill patients. There is a lack of standardized educational curricula and instructional methods for teaching in the ICU. The teaching practices, the learning climate, the instructional methods, and obstacles to learning and teaching in the ICU have not been evaluated. Purpose: The main aim of this study was to evaluate the teaching practices, the learning climate, the ICU environment, the preferred instructional methods, and obstacles to learning and teaching in the ICU from the perspectives of learners (trainees) and teachers (physicians). Methods: A survey was conducted using the Maastricht clinical teaching questionnaire and supplementary questions in a medical school in South Texas. Data were collected from ICU learners and teachers and were analyzed using ANOVA and multiple comparison procedures. Results: Learners rated the teaching practices and learning climate in the ICU significantly lower than teachers in all categories of the Maastricht clinical teaching questionnaire. Learners and teachers recognized the ICU environment as ideal to learn and teach complex clinical cases and to enhance procedural skills. Most teachers indicated bedside teaching and case-based learning as the preferred instructional methods while learners indicated a combination of methods as the preferred instructional strategy in the ICU. The main obstacle for learners was unclear expectations and objectives of the ICU rotation. The main obstacle for teachers was not enough time for teaching. Conclusion: A disparity of perceptions existed between ICU trainees and physicians regarding the teaching practices and learning climate in the ICU. The preferred instructional methods for trainees are to use different instructional strategies. The ICU environment has many challenges for learners and teachers.
Author: Sameh Elhabashy
Publisher: Lulu.com
ISBN: 0359312586
Category :
Languages : en
Pages : 102
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Book Description
In nursing education, the classroom and clinical environments are linked, because nurses must apply in clinical practice what they have learned in the classroom, and through other experience. Clinical teaching is a main part of nursing education. Excellent clinical teaching is a skill that can be studied, refined, and continuously improved. Teaching in the Intensive Care Unit (ICU) comes with unique challenges given the medical complexity of the patients. Identifying challenges of nurses in the clinical teaching environment could improve training and enhance the quality of its planning and promotion of the nurses. Also, This book providing a certain solution, strategies, and plan of management to overcome these challenges. The book utilized different experiences from multiple perspectives in addition to present the latest evidence on (ICU) clinical teaching and incorporates practical tips and examples
Author: Edwin A. Bowe
Publisher: Cambridge University Press
ISBN: 1316630382
Category : Medical
Languages : en
Pages : 279
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Book Description
Become a better educator in anesthesia, understanding and implementing best practices and evidence-based principles in a range of settings.
Author: Longxiang Su
Publisher: Frontiers Media SA
ISBN: 2832528228
Category : Medical
Languages : en
Pages : 149
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Book Description
Author: Patricia A. Kritek
Publisher: Springer
ISBN: 3030106802
Category : Medical
Languages : en
Pages : 299
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Book Description
This is a book for clinician educators. It offers modern, evidence-based practices to use in teaching learners at a range of levels, with an emphasis on concrete strategies that teachers can implement in their own clinical practices as well as in small and large group settings. Medical education is rapidly changing with emerging evidence on best practices and a proliferation of new technologies. As strategies for effectively teaching medical learners evolve, it is important to understand the implications for Pulmonary, Critical Care, and Sleep Medicine (PCCM). This text is structured to allow easy access to the reader. Chapters are organized around level of learner (e.g., medical student to PCCM fellow to practicing physicians) as well as the location of teaching. Given the variety of clinical settings in which PCCM physicians teach, specific consideration of best practices, broad changes in curricular design and pedagogy are considered in different clinical contexts. Each chapter begins with a focus on why the topic is important for clinician educators. A review of the available evidence and relevant medical education theory about the topic follows, with examples from specific studies that provide insight into best practices regarding the concepts and topics discussed in the chapter. For chapters focusing on learners, different environments are considered and similarly, if the focus is on the learning environment, attention is paid to the approach to different learners. Each chapter ends with a summary of the primary points from the chapter and concrete examples of how clinician teachers can put the concepts discussed in the chapter into practice. This is an ideal guide for educators in pulmonary, critical care, and sleep medicine.
Author: Emma Jane Merry
Publisher:
ISBN:
Category :
Languages : en
Pages : 126
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Book Description
This qualitative study examined the factors which influence clinical teaching delivered in the Intensive Care Unit (ICU) workplace in New Zealand. Aim: To explore aspects of clinical teachers’ motivation in this specific workplace setting. Background: Teaching in ICU is undertaken by clinicians whose primary focus is patient care, in an environment which poses unique challenges to both teachers and learners. Design: A qualitative case study approach conducted over two years. Methods: Data were collected from 20 semi-structured interviews with a purposive sample of Intensive Care Senior Medical Officers (SMOs), which took place over a period of 18 months. The interviews explored individuals’ personal experiences, philosophies of teaching and current teaching practices. Data were analysed using a general inductive technique, which aimed to produce thematic descriptions whose manifest meanings could be connected directly to the data. Findings: Key themes were identified relating to the barriers and enablers for motivation. These included misaligned expectations between teachers and others, systems factors such as rostering and staffing issues and limited availability of training opportunities for clinician teachers. Despite the contextual challenges, clinical teachers devised innovative strategies for success in this high acuity environment. Conclusion: Based on the resulting themes, suggestions are made to improve the clinical learning environment and enhance sustainability for teachers in the Intensive Care medical workforce.
Author: Marilyn H. Oermann, PhD, RN, ANEF, FAAN
Publisher: Springer Publishing Company
ISBN: 0826140033
Category : Medical
Languages : en
Pages : 320
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Book Description
Designated a 2013 "Core Title" and "Essential Purchase" by Doody's! This highly acclaimed text provides a comprehensive framework for planning, guiding, and evaluating learning activities for undergraduate and graduate nursing students in a wide variety of clinical settings. The fifth edition updates this unequalled source of essential information for all faculty members—full time, part time, adjunct, and preceptors—responsible for clinical teaching. It encompasses current trends in health care and nursing education with expanded content on ways to maximize the clinical learning experiences of nursing students, use new technologies in clinical teaching, teach and evaluate student performance, and address ethical and legal issues in clinical teaching. Included is new content on establishing and using dedicated education units, integrating simulation with clinical education, using new technologies for clinical learning, teaching and evaluating performance in distance education, promoting interprofessional education in clinical settings, integrating Quality and Safety Education for Nurses (QSEN) in clinical courses, using standardized patients, and developing partnerships with clinical sites. Special features include guidelines for developing clinical sites, planning learning activities and assignments, observing and evaluating students in clinical practice, and using preceptors. With an arsenal of practical and creative tools to help both experienced and novice nurse educators, the text is also a valuable resource for individuals preparing to take the clinical nurse educator (CNE) exam. New to the Fifth Edition: Updated with current trends in health care and nursing education New chapter on interprofessional education and clinical teaching from a noted expert Expanded content on maximizing the clinical learning experiences of nursing students Clinical teaching and evaluating students at a distance Use of social media and new technologies for clinical teaching Ethical and legal issues in clinical teaching New content on using dedicated education units Developing partnerships with clinical staff and sites Challenges of student access to electronic health records and electronic documentation of care Strategies to promote student learning about QSEN Use of simulations and integration of simulation with clinical education Latest revisions of the CNE test plan Recommendations for service learning and international clinical learning sites Key Features: Delivers a scholarly, in-depth examination of current trends and issues in clinical education Provides evidence-based methods for clinical teaching in nursing education Includes practical exhibits illustrating best practices in clinical teaching and evaluation Highlights content in each chapter related to CNE exam blueprint Offers a vast toolkit for teaching and learning including Instructor’s Manual and PowerPoint presentation
Author: Philip Woodrow
Publisher: Routledge
ISBN: 1351864262
Category : Medical
Languages : en
Pages : 757
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Book Description
Especially written for qualified nurses working in intensive care units, this comprehensive text has been developed to be as accessible as possible. This fourth edition has been revised throughout to ensure the evidence base is completely up to date and the content reflects contemporary best practice. Intensive Care Nursing is structured in user-friendly sections. The chapters contain sections outlining the "fundamental knowledge" needed to understand key chapters, "implications for practice" boxes, further reading and resources overviews, "time out" sections for revision and clinical scenarios with questions included. Reviewed throughout by experienced practitioners and teachers, it covers: patient-focused issues of bedside nursing; the technical knowledge necessary to care safely for ICU patients; the more common and specialised disease processes and treatments encountered; how nurses can use their knowledge and skills to develop their own and others' practice. Written by a practice development nurse with a strong clinical background in intensive care nursing and experience of teaching nursing, Intensive Care Nursing is essential reading for nurses and health professionals working with seriously ill patients, particularly those undertaking post-registration training in the area.
Author: Phyllis Cole Eggert
Publisher:
ISBN:
Category : Anxiety
Languages : en
Pages : 292
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Book Description
Author: Peter Cantillon
Publisher: John Wiley & Sons
ISBN: 1118892178
Category : Medical
Languages : en
Pages : 146
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Book Description
ABC of Learning and Teaching in Medicine is an invaluable resource for both novice and experienced medical teachers. It emphasises the teacher’s role as a facilitator of learning rather than a transmitter of knowledge, and is designed to be practical and accessible not only to those new to the profession, but also to those who wish to keep abreast of developments in medical education. Fully updated and revised, this new edition continues to provide an accessible account of the most important domains of medical education including educational design, assessment, feedback and evaluation. The succinct chapters contained in this ABC are designed to help new teachers learn to teach and for experienced teachers to become even better than they are. Four new chapters have been added covering topics such as social media; quality assurance of assessments; mindfulness and learner supervision. Written by an expert editorial team with an international selection of authoritative contributors, this edition of ABC of Learning and Teaching in Medicine is an excellent introductory text for doctors and other health professionals starting out in their careers, as well as being an important reference for experienced educators.
