Search Results for
"human"

Endoscopy training has traditionally been accomplished by an informal process in the endoscopy unit that parallels apprenticeship training seen in other areas of professional education. Subsequent to an audit, a series of interventions were implemented in the English National Health Service to support both service delivery and to improve endoscopy training. The resulting training centers deliver a variety of hands-on endoscopy courses, established in parallel with the roll out of a colon cancer screening program that monitors and documents quality outcomes among endoscopists. The program developed a ‘training the trainer’ module that subsequently became known as the Training the Colonoscopy Trainer course (TCT). Several years after its implementation, colonoscopy quality outcomes in the UK have improved substantially. The core TCT program has spread to other countries with demonstration of a marked impact on endoscopy training and performance. The aim of this chapter is to describe the principles that underlie effective endoscopy training in this program using the TCT as an example. While the review focuses on the specific example of colonoscopy training, the approach is generic to the teaching of any technical skill; it has been successfully transferred to the teaching of laparoscopic surgery as well as other endoscopic techniques. © 2016 Elsevier Ltd

This article discusses the dynamic and complex nature of health promotion that requires training to facilitate, formulate, and put into practice its theoretical and methodological principles through continuous reflection on the contradictions of the contexts, and the need to face the challenges and expectations of communities in the region it serves. It also considers another challenge facing the health work, which is the mediation/intersectoral action for implementation of the expanded concept of health. Thus, a demand for competency based education, which means a set of attitudes and knowledge that enable the ability to act in a given situation. A discussion on two teaching experiences developed in Brazil that has contributed to the training of health from the perspective of health promotion: the Graduate Program in the strict sense, in Health Promotion at the University of Franca and the Graduate Program broad sense of the ENSP/Fiocruz will be discussed. In both cases, the use of problem-solving methodologies as a tool for capacity building, enabling theory to approach practice and provide critical and reflective training with scientific rigor and thematic relevance. © 2016, Associacao Brasileira de Pos - Graduacao em Saude Coletiva. All rights reserved.

Managers in healthcare services have ever-increasing demands to consider in relation to front line care, including the continuing professional education needs of qualified practitioners who are advancing their roles. One advancement is non-medical prescribing, and this article reports part of the findings from a survey undertaken in Scotland which explored managers' views of the clinical support of staff enrolled on a non-medical prescribing programme. The article discusses how managers have an important role to play in supporting these learners in practice, and suggests all stakeholders should be aware of the pressure this adds to managers, and seek creative solutions to support the process of learning. © 2016 RCNi Ltd.

[No abstract available]

Background: Numerous international policy drivers espouse the need to improve healthcare. The application of Improvement Science has the potential to restore the balance of healthcare and transform it to a more person-centred and quality improvement focussed system. However there is currently no accredited Improvement Science education offered routinely to healthcare students. This means that there are a huge number of healthcare professionals who do not have the conceptual or experiential skills to apply Improvement Science in everyday practise. Methods: This article describes how seven European Higher Education Institutions (HEIs) worked together to develop four evidence informed accredited inter-professional Improvement Science modules for under and postgraduate healthcare students. It outlines the way in which a Policy Delphi, a narrative literature review, a review of the competency and capability requirements for healthcare professionals to practise Improvement Science, and a mapping of current Improvement Science education informed the content of the modules. Results: A contemporary consensus definition of Healthcare Improvement Science was developed. The four Improvement Science modules that have been designed are outlined. A framework to evaluate the impact modules have in practise has been developed and piloted. Conclusion: The authors argue that there is a clear need to advance healthcare Improvement Science education through incorporating evidence based accredited modules into healthcare professional education. They suggest that if Improvement Science education, that incorporates work based learning, becomes a staple part of the curricula in inter-professional education then it has real promise to improve the delivery, quality and design of healthcare. © 2016 Elsevier Ltd.

Despite profound economic and social changes in recent decades, many school leavers in Germany still go through the dual system of vocational training. The stability of this educational institution raises the question of whether, and if so how, apprentices’ entries into employment have changed in this period. Applying the method of sequence analysis, we look at process-produced longitudinal data from the Institute for Employment Research (IAB). It can be shown that the so-called standard pattern, that is the immediate hiring by the training firm on a full-time basis, has not been the norm at any time. Since the 1980s, we have observed a slight tendency for apprenticeship graduates to leave their training firms early. At the same time, continuation of employment within the training firm persists, and apprentices more frequently work part-time. We find the standard pattern of labour market entry to be most prevalent in large firms. Whereas women very often work part-time after their apprenticeships, foreign-born apprentices in particular suffer from disadvantageous labour market entry patterns, including longer periods of unemployment. © 2016, Springer Fachmedien Wiesbaden.

Using two representative samples of some 74,000 students and 11,000 graduates, respectively, we analyse the accuracy of students’ wage expectations given their individual characteristics. We find that students are aware of the effects of most of their own characteristics, as a large number of determinants of expected and realised salaries do not differ significantly. However, important determinants of graduates’ starting salaries are not consistent with students’ expectations: Students seem to overestimate the presumably negative impact of age at graduation on starting salaries while at the same time they seem to underestimate the positive effects of grades and internships in renowned companies. Moreover, students seem not to be able to anticipate the effects of different job characteristics. Analyses of several subsamples confirm our main findings. Thus, students seem to focus too much on graduating fast while under-investing in more beneficial activities like preparing for exams and completing top internships. © 2016 Taylor & Francis.

Good interpersonal relationships between teachers and students are primordial in nursing education. The aim of the study was to understand the perception of the students on the teachers’ attitudes that contribute to their professional education. A qualitative, descriptive and exploratory research was undertaken. The subjects are nursing students in the final course term of four distinct undergraduate courses, two of them from a public university and two from a private university, totaling 72 students. Based on the data analysis, the results permitted the construction of five empirical categories, namely: knowledge of teachers; teachers’ posture; respectability in the teacher-student relationship; ethics in the teacher and student relationship; responsibility in the teaching pratice. It was concluded that, independently of the institution and course, among many teacher attributes, the students particularly value the density of knowledge. © 2016, Universidade Federal de Santa Catarina. All rights reserved.

Engineering thinking is regarded as the quality of the person, which is stimulating the human need for the creation of new techniques, technologies and materials. Applications in the study of competence approach allows us to consider a professional thinking as one of the core competencies required for successful engineer innovations in mechanical engineering. The author's definition of professional engineering thinking is presented. The ways of its formation at students of technical fields enrolled in university courses are illustrated.

Purpose: – Apprenticeships are now usually seen as a model of education focused on occupational preparation, albeit manifested in different ways across nation states. However, throughout human history, the majority of occupational preparation has been premised upon apprenticeship as a mode of learning. That is, a preparation arising mainly through apprentices’ active and interdependent engagement in their work, rather than being taught or directly guided by more experienced practitioners. The paper aims to discuss these issues. Design/methodology/approach: – A review of literature. Findings: – A way of considering apprenticeship as a mode of learning as well as a model of education. Research limitations/implications: – Three elements of considering and supporting apprenticeship as a mode of learning. Practical implications: – Practice curriculum, practice pedagogies and personal epistemology. Social implications: – A way of considering apprenticeship as a mode of learning as well as a model of education. Originality/value: – A way of considering apprenticeship as a mode of learning as well as a model of education. © 2016, © Emerald Group Publishing Limited.