Continuing Education Resources Research Articles

An International Web-based Preceptor Development Program for Nigerian Pharmacists, A Pilot Study

ObjectiveTo implement an international web-based program for preceptor development in Nigeria and assess its impact on Nigerian pharmacists’ knowledge and attitudes toward effective precepting skills. MethodsA web-based preceptor development program was developed and offered to the participants of the 1-year special Doctor of Pharmacy (PharmD) conversion program. This preceptor development program included recorded webinars on key identified topics to support the participants’ preparation to precept PharmD students, including practice site development, evaluating and providing feedback to students, and interprofessional collaboration. In addition, surveys were administered before and after participation to assess the knowledge and attitudes toward effective precepting skills. Multiple-choice and short-answer questions were used to assess knowledge. Attitudes were ranked on a 4-point Likert scale. ResultsThe program was completed by 94 participants from over 20 Nigerian states. From the pre to postsurveys, the participants demonstrated a significant improvement in their knowledge of effective precepting skills. In addition, although most respondents initially agreed with survey questions gauging views about preceptor roles and responsibilities, the perceptions improved. ConclusionAn international web-based preceptor development program was successfully delivered to pharmacy educators across Nigeria and improved their knowledge and attitudes toward effective precepting. Expanding this program to include pharmacists throughout Nigeria as a continuing education resource can aid in preparing pharmacy educators in the nation to precept students in the new PharmD curricula and support international initiatives to promote pharmacy education and practice.

A Global Survey of the Views of Practicing Companion Animal Veterinarians on Their Undergraduate Curriculum and Their Access to Continuing Education Resources.

A global survey was developed to gain insight into the opinion of companion animal veterinarians about their undergraduate education and their access to continuing education on the following topics: client communication, animal welfare, surgical techniques, human-animal bond, dentistry, animal behavior, and zoonotic disease/epidemiology. In 2016, the survey was distributed via SurveyMonkey® in five languages to companion animal veterinarians around the world. A total of 1,167 respondents returned to the survey. The distribution of survey responses differed by geographic region (number of respondents in parentheses; where respondents work/have been trained): Europa (including the Russian Federation, 359/423), Asia (311/205), North America (77/89), South America (24/16), Africa (46/41), and Oceania (147/167). The results were strongly influenced by a large number of respondents (in parentheses) who graduated in the Russian Federation (180/162), Australia (133/154), Israel (136/82), the Netherlands (64/64), the United Kingdom of Great Britain and Northern Ireland (36/46), and the United States of America (46/44). On the basis of the responses, all topics were poorly covered or not taught, except for surgical techniques and zoonotic disease/epidemiology, which were covered adequately or well. However, there were country and geographic regional differences. This was also true for continuing education resources, which were-in addition to countries and geographic regions-also influenced by the educational topic. As already stated by Dhein and Menon in 2003, time away from the practice, travel distance, and expense may be reasons why companion animal veterinarians do not follow continuing education. Online continuing education could fill in the gap and is more time and cost-efficient.

Sheppard Pratt moves to free continuing education curriculum

Nationally renowned psychiatric hospital and community‐based behavioral health provider Sheppard Pratt has embarked on a major investment to begin offering all of its continuing education resources free of charge. The Baltimore‐based organization currently has more than 4,600 provider customers holding an account in its Center for Professional Education.

Treatment of Speech Sound Errors in Cleft Palate: A Tutorial for Speech-Language Pathology Assistants

Cleft palate is one of the most common birth defects in the United States. Most of these children receive speech therapy by preschool and school-based clinicians. The purpose of this article is to provide a comprehensive tutorial for speech-language pathology assistants (SLPAs) regarding treatment techniques and principles for children with cleft palate. It has been reported that 68% of preschoolers with repaired cleft palate received speech therapy. Preschool and school-based speech-language pathologists (SLPs) have reported a strong desire for practical professional development and continuing education resources regarding treatment of children with cleft palate. Thus, it seems likely that SLPAs may feel similarly unequipped to provide effective treatment for children with cleft palate. Obligatory and learned speech errors commonly found in children with cleft palate are described. Elicitation strategies for compensatory articulations are detailed. The implementation of evidence-based articulation and phonological treatment approaches is described in a step-by-step manner. "Red flags" that may arise during treatment and require input from the supervising SLP are highlighted. SLPAs will learn elicitation techniques for compensatory articulations and implement evidence-based treatment approaches to improve the speech accuracy of children with cleft palate. It is important for all school-based clinicians to be familiar with speech therapy for individuals with cleft palate.

Renewal Ideas and Principles of Non-diploma Continuing Education Resource Library in Shaanxi Universities

Renewal Ideas and Principles of Non-diploma Continuing Education Resource Library in Shaanxi Universities

The New Jersey Vietnam Veterans’ Memorial and Vietnam Era Museum

This article explores the New Jersey Vietnam Veterans’ Memorial and Vietnam Era Museum in Holmdel, New Jersey, with a focus on field trips and classroom and continuing education resources available for educators in the state and beyond.

Hemşirelerin Yabancı Uyruklu Hasta Bakımına Yönelik Görüşlerinin İncelenmesi

INTRODUCTION: This research has been planned to examine the professional and institutional preparations of nurses for foreign patients, and to identify the difficulties they experience regarding their care. METHODS: The descriptive study was carried out in two private hospitals in Istanbul. 180 volunteer nurses participated in the study. The data were collected using the Information Form created by the researchers. Frequency, percentage and chi square test were used in the analysis of the data. RESULTS: It has been determined that 62.8% of the nurses’ foreign language is insufficient, 67.2% of foreign students negatively affect nursing care practices, undergraduate graduates nurses, those who know a foreign language and those who work less than five years have less difficulty in the care of foreign students. DISCUSSION AND CONCLUSION: It was demonstrated that they were unable to communicate with the patient and their relatives, therefore the data collection process from the patient was negatively affected and affected other processes. For this reason, it is recommended that schools provide a supportive environment to students, in practice, and administrators and nurses to provide guidance, create continuing education resources, provide care procedures and communication resources during the learning process

The influence of minority stress on indicators of suicidality among lesbian, gay, bisexual and transgender adults in Thailand.

INTRODUCTION: A large and rigorous body of research in the United States has demonstrated that lesbian, gay, bisexual and transgender (LGBT) populations are at an elevated risk for suicide. However, scant research aimed at understanding the rates and predictors for suicidality among Thai LGBT individuals exists. To examine rates and predictors of suicidality among Thai LGBT adults (N=411). Data collection was conducted via online and in-person surveys. Guided by the Minority Stress Model, standardized measures of demographics, health-related factors, general and minority-specific stressors and suicidality were completed. Thirty-nine per cent of participants reported lifetime suicidal ideation, 19.0% past 12-month suicidal ideation and 13.1% lifetime suicide attempts. Lifetime suicidal ideation was associated with higher levels of social discrimination, stress, loneliness and chronic disease (OR=1.12, 1.16, 2.75, and 1.46, p ≤ .05, R2 = 0.327). Past-year suicidal ideation was associated with victimization, stress, loneliness and being a former smoker (OR=1.52, 1.20, 2.34, and 4.89, p<.05, R2 =0.345). Suicide attempts were associated with internalized homophobia, poverty, chronic disease, alcohol use and physical health (OR=1.44, 1.06, 1.59, 1.45 and 0.95, p≤0.05, R2 =0.187). General and minority-specific stressors negatively impacted suicidality among LGBT participants. Study findings have implications for nursing education, practice and research. Nursing education should include information about the influence of sexual orientation and gender identity on mental health outcomes. Further, systematic screening for suicidality should be conducted by LGBT serving psychiatric and mental health nurses. Finally, research is needed to determine best practices for interventions aimed at reducing suicidality risk among LGBT individuals.

A Unique Model for Developing Continuing Education Resources for Health Professionals in Geographically Dispersed Health Organizations.

The provision of high quality, equitable, and accessible education resources is a key to supporting continuing professional development (CPD) in health organizations. The Health Education and Training Institute (HETI) and its operational model for districts (District HETI Operational Model), is a novel approach that supports this imperative for over 155,000 staff working across the state of New South Wales (NSW), Australia. The model uses three principles in education and training development. These include collaborative partnerships, rapid resource development, and effective leadership within virtual teams. A state-wide learning management system has been implemented to support this initiative. Over 451 standardized, education, and training online modules have been developed for medical, nursing and midwifery, dental, allied health, and nonclinical NSW Health employees since 2013. These educational resources are accessible 24 hours a day. Cost-effective online programs have enabled more than 13.6 million learner completions. Program evaluations highlight the value of these resources in providing a positive learning experience. Furthermore, the District HETI Operational Model has been recognized by multiple national and international excellence awards in learning and development. The principles of the District HETI Operational Model apply to other health organizations that may choose to adopt a similar model. Such a model may support equity of access to contemporary, standardized, evidence-based education resources for health professionals working across geographically and clinically diverse environments. Implementation of a similar model for future CPD interventions warrants consideration by practitioners, researchers, and policymakers.

Adapting a Nurse-Managed Mobile Simulation Program to Meet Rural Health Nursing Continuing Education Needs.

Rural nurses often practice in settings with limited access to continuing education resources. A hospital alliance in southeastern North Carolina developed a unique nurse-led mobile simulation program as a shared regional asset, for the purpose of meeting continuing education needs of rural nurses. The alliance used a hub-and-spoke model to deliver education to staff in rural, critical access hospitals in order to reduce costs associated with education travel, the resulting staffing shortages, and delays in critical training. Continuing education credit was awarded to nurses participating in the learning activity. Fully mobile simulation can be an effective delivery mode for continuing and just-in-time education for nurses practicing in rural settings. Establishing the program as a regional shared resource can make this a financially viable option for rural hospitals. Lessons learned during the mobile simulation program's evolution and the resulting financial sustainability are discussed. [J Contin Educ Nurs. 2020;51(2):82-86.].

Training International Medical Graduates Through an International Physician Organization

A large number of international medical graduates (IMGs) exist in immigrant countries such as Canada and the USA. However, there are few affordable public continuing education resources available to prepare them for their future career. Here, we introduce a new model of IMG training through an international physician organization.

The clinical case: Validity, values and strategies to approach its writing

The case report is used to communicate the experience acquired by its authors with a patient. Although its relevance has been doubted, the case report deserves to be vindicated and contextualized. We review the case report's historical tradition, recent evolution and current formats. We describe its utility as a scientific tool, a continuing education resource and an aid to diagnosis. We reflect on the teaching potential its writing entails. Finally, we provide strategies to address the writing of a radiological case report.

El caso clínico: vigencia, valores y estrategias para abordar su escritura

The case report is used to communicate the experience acquired by its authors with a patient. Although its relevance has been doubted, the case report deserves to be vindicated and contextualized. We review the case report's historical tradition, recent evolution and current formats. We describe its utility as a scientific tool, a continuing education resource and an aid to diagnosis. We reflect on the teaching potential its writing entails. Finally, we provide strategies to address the writing of a radiological case report.

Incorporating assessment and prescribing for ambulatory ailments skills into practice: An environmental scan of continuing education for pharmacist prescribing in Canada.

Pharmacists in Canadian provinces are at different stages of applying prescribing legislation into practice. The purpose of this environmental scan was to examine differences in legislation, remuneration, professional uptake, continuing education requirements and continuing education resources relating to pharmacist prescribing for ambulatory ailments, with a focus on continuing education. Data were collected between May and December 2016 using websites and communication with provincial professional regulatory bodies, advocacy bodies, drug coverage programs and other organizations that offer continuing education for pharmacists. Training requirements to prescribe for ambulatory ailments vary provincially, including no training requirements, online tutorials and a comprehensive application process. Government-funded remuneration for prescribing services is absent in most provinces. Pharmacist uptake of the training required to obtain prescribing authority ranges from 30% to 100% of pharmacists. Continuing education programs on the topic of prescribing across the country include online courses, in-person courses, webinars, panel discussions and preparation courses. Many aspects of pharmacist prescribing for ambulatory ailments, including the style and content of continuing education resources, vary from province to province. Further research on this topic would help to determine the effect of these differences on the success of incorporating pharmacist prescribing into practice.

Developing an automatic crawling system for populating a digital repository of professional development resources: A pilot study

ABSTRACTThis study is a part of the larger project that develops a sustainable digital repository of professional development resources on emerging data standards and technologies for data organization and management in libraries. Toward that end, the project team developed an automated workflow to crawl for, monitor, and classify relevant web objects into searchable professional development categories. In this study we present the rapid prototyping approach and the iteration and ranking processes used to develop the automatic crawling system. In its final form, the repository will constitute self-sustaining continuing education resources for the cataloging and metadata community.

Full scope of practice.

As a pharmacist working within a primary care team, I am fortunate to practise in a manner not dissimilar to the model outlined by Gobis and colleagues in their recent article, “The UBC Pharmacists Clinic: A Catalyst for Practice Change.”1 Let me state that there are few things more gratifying than practising to the full scope of my potential and effecting positive patient outcomes. Make no mistake, though: being a pharmacotherapy specialist collaborating with other patient care providers is a move to the major leagues for many pharmacists. Such a transition requires courage and commitment—courage to venture outside the comfort zone to exceed the standards of care, and commitment to acquire the skills necessary to adopt an evidence-based, patient-centred approach. For their part, the professional organizations, including the Canadian Pharmacists Association, should receive credit for providing educational tools to aid pharmacists in expanding their scope. While some may point out that the lack of infrastructure remains a barrier for pharmacists to optimize their clinical time, no one should claim that continuing education resources are unavailable to help pharmacists engage in advanced levels of practice.

The Role of an Integrated Multidisciplinary Clinic in the Management of Patients with Cutaneous Lymphoma.

The clinical benefit of a multidisciplinary clinic practice model has been well described in a variety of medical specialties and cancer types. It proves particularly valuable when an integrated team is needed to optimally manage patients with rare or complex neoplasms. However, the ideal implementation of an integrated multidisciplinary care program for translational research and education has not been well reported. Herein, we propose how a multimodality cutaneous lymphoma (CL) clinic model can optimally manage CL patients. We offer our perspective on this model as an efficient means for delivering patient care, a continuing education resource for referring physicians, a conduit for translational and clinical research, and an educational tool for medical students, house staff, and fellows.

Current Resources for Evidence‐Based Practice, March/April 2014

New Evidence-Based Continuing Education Resource Available from Cochrane and Wiley The Cochrane Collaboration, an international and independent producer of systematic reviews of health care research, has partnered with John Wiley & Sons, Inc., a publisher of scientific and health care books and journals, to offer a new opportunity for evidence-based health care continuing education (CE). The goal of this partnership is to help clinicians use Cochrane evidence reviews to improve their practices. The Cochrane Collaboration (2013) has been in existence for 20 years and includes 31,000 individuals in 120 countries who produce reviews to promote evidence-based health care decisions. Now a sampling of information from these high-quality systematic reviews will be available to clinicians for CE via Cochrane Learning (Wiley Health Learning, 2013).

Continuing Education Resources and Tools for the Advanced Practitioner

Are you looking for some continuing education (CE) credits? Maybe you want to learn about a certain topic? Visit www.advancedpractitioner.com to access JADPRO's current CE offerings, but take advantage of the great (mostly free) resources listed here as well. Then sit down and get ready to learn!

Short Simulation Training Improves Objective Skills in Established Advanced Practitioners Managing Emergencies on the Ward and Surgical Intensive Care Unit

Several studies evaluating simulation training in intensive care unit (ICU) physicians have demonstrated improvement in leadership and management skills. No study to date has evaluated whether such training is useful in established ICU advanced practitioners (APs). We hypothesized that human patient simulator-based training would improve surgical ICU APs' skills at managing medical crises. After institutional review board approval, 12 APs completed ½ day of simulation training on the SimMan, Laerdal system. Each subject participated in five scenarios, first as team leader (pretraining scenario), then as observer for three scenarios, and finally, again as team leader (posttraining). Faculty teaching accompanied each scenario and preceded a debriefing session with video replay. Three experts scored emergency care skills (Airway-Breathing-Circulation [ABCs] sequence, recognition of shock, pneumothorax, etc.) and teamwork leadership/interpersonal skills. A multiple choice question examination and training effectiveness questionnaire were completed before and after training. Fellows underwent the same curriculum and served to validate the study. Pre- and postscores were compared using the Wilcoxon signed rank test with two-tailed significance of 0.05. Improvement was seen in participants' scores combining all parameters (73% ± 13% vs. 80% ± 11%, p = 0.018). AP leadership/interpersonal skills (+12%), multiple choice question examination (+4%), and training effectiveness questionnaire (+6%) scores improved significantly (p < 0.05). Fellows teamwork leadership/interpersonal skills scores were higher than APs (p < 0.001) but training brought AP scores to fellow levels. Interrater reliability was high (r = 0.77, 95% confidence interval 0.71-0.82; p < 0.001). Human patient simulator training in established surgical ICU APs improves leadership, teamwork, and self-confidence skills in managing medical emergencies. Such a validated curriculum may be useful as an AP continuing education resource.