Continuing Education Workshops Research Articles

Researching deficiencies: a first step in curriculum restructuring in Mozambique

Over a one month period dental tutors assessed the working conditions and performance of primary care dental workers. This was the first critical step in developing curricula to revise a National level course for the recommencement of training for mid level dental workers, and to develop continuing education workshops. Results demonstrated the considerable progress that Mozambique has made in oral health services since independence in 1975. However, the study also revealed serious problems in the quality of care currently being provided.

National Assessment of Physicians' Breast-Feeding Knowledge, Attitudes, Training, and Experience

Freed, Gary L.; Clark, Sarah J.; Sorenson, James; Lohr, Jacob A.; Cefalo, Robert; Curtis, Peter Author Information

Use of dreams in therapy: a survey of clinicians in private practice.

A literature review indicated a dearth of research on how dreams are used in therapeutic settings so a questionnaire was sent to a random sample of 500 members of the Florida Psychological Association to assess (a) the extent of dream use in therapy, (b) theoretical approaches applied to dream interpretation, and (c) basis for experience and expertise in dream work. Of the 500 potential clinicians, 228 returned survey forms for a response rate of 46%. Analysis indicated that 83% of the respondents used dream material at least occasionally in their practice and that Freudian and Gestalt approaches were most often used in dream interpretation. Interestingly, most respondents gained their 'experience' in dream work through self-study and continuing education workshops and seminars.

National Assessment of Physicians' Breast-feeding Knowledge, Attitudes, Training, and Experience

Previous reports have demonstrated that physician counseling can improve rates of breast-feeding initiation and duration but suggest that physicians are ill-prepared for this role. It is unclear whether residency training for pediatricians, obstetrician/gynecologists, and family physicians provides the knowledge and skills necessary for effective breast-feeding promotion. Survey. A national random sample of 3115 residents and 1920 practicing physicians in pediatrics, obstetrics/gynecology, and family medicine. Assessment of breast-feeding knowledge, attitudes, training, and experience. Overall response rate was 68%. All groups demonstrated significant deficits in knowledge of breast-feeding benefits and clinical management; for example, less than 50% of residents chose appropriate clinical management for a breast-fed jaundiced infant or a breast abscess. Practicing physicians performed slightly better, but still more than 30% chose incorrect advice for mothers with low milk supply. Residents reported that their breast-feeding instruction consisted mainly of didactic lecture, not patient experience. Only 55% of senior residents recalled even one instance of precepting related to breast-feeding, and less than 20% had demonstrated breast-feeding techniques at least five times during residency. Regarding preparation for breast-feeding counseling, more than 50% of all practicing physicians rated their residency training as inadequate. Overall, physician involvement in breast-feeding promotion was endorsed by 90% of respondents, yet only half rated themselves as effective in counseling breast-feeding patients. The greatest predictor of physician self-confidence was previous personal or spousal breast-feeding experience. In this national sample of residents and practicing physicians in three specialties, physicians were ill-prepared to counsel breast-feeding mothers. Deliberate efforts must be made to incorporate clinically based breast-feeding training into residency programs and continuing education workshops to better prepare physicians for their role in breast-feeding promotion.

National assessment of physicians' breast-feeding knowledge, attitudes, training, and experience

<h3>Objective.</h3> —Previous reports have demonstrated that physician counseling can improve rates of breast-feeding initiation and duration but suggest that physicians are ill-prepared for this role. It is unclear whether residency training for pediatricians, obstetrician/gynecologists, and family physicians provides the knowledge and skills necessary for effective breast-feeding promotion. <h3>Design.</h3> —Survey. <h3>Participants.</h3> —A national random sample of 3115 residents and 1920 practicing physicians in pediatrics, obstetrics/gynecology, and family medicine. <h3>Outcomes.</h3> —Assessment of breast-feeding knowledge, attitudes, training, and experience. <h3>Results.</h3> —Overall response rate was 68%. All groups demonstrated significant deficits in knowledge of breast-feeding benefits and clinical management; for example, less than 50% of residents chose appropriate clinical management for a breast-fed jaundiced infant or a breast abscess. Practicing physicians performed slightly better, but still more than 30% chose incorrect advice for mothers with low milk supply. Residents reported that their breast-feeding instruction consisted mainly of didactic lecture, not patient experience. Only 55% of senior residents recalled even one instance of precepting related to breast-feeding, and less than 20% had demonstrated breast-feeding techniques at least five times during residency. Regarding preparation for breast-feeding counseling, more than 50% of all practicing physicians rated their residency training as inadequate. Overall, physician involvement in breast-feeding promotion was endorsed by 90% of respondents, yet only half rated themselves as effective in counseling breast-feeding patients. The greatest predictor of physician self-confidence was previous personal or spousal breast-feeding experience. <h3>Conclusions.</h3> —In this national sample of residents and practicing physicians in three specialties, physicians were ill-prepared to counsel breast-feeding mothers. Deliberate efforts must be made to incorporate clinically based breast-feeding training into residency programs and continuing education workshops to better prepare physicians for their role in breast-feeding promotion. (<i>JAMA</i>. 1995;273:472-476)

Nurses' perceptions of usefulness of laboratory data for nursing practice.

The purpose of this study was to examine nurses' perceptions about the usefulness and barriers to the use of laboratory tests. An investigator-developed questionnaire was given to participants in 20 continuing education workshops. The sample consisted of 536 registered nurses and 40 licensed vocational nurses. Descriptive statistics and content analysis were performed. No significant differences existed in the nurses' reported uses or barriers to using laboratory data by area of practice or length of time since graduation. A significant difference (Fisher's exact P = 0.02) found was the educational level in the reported major usefulness of laboratory data.

Reconstruing Codependency Using Self-in-Relation Theory: A Feminist Perspective

Judging from advertisements for professional books, continuing education workshops, and speakers, social workers appear to believe that codependency is a problem about which they should be knowledgeable. This article traces the evolution of the codependency construct and its burgeoning popularity in the 1980s. It critically examines codependency from the perspective of researchers who have found little empirical support for the constellation of characteristics used to define the term and from the perspective of feminist analysis. In addition, the article analyzes the assumptions about health and relationships that are embedded in the concept of the codependency and contends, from the perspective of self-in-relation theory, that the concept does not provide a useful framework for social work conceptualization and intervention with women.

Continuing Education for Public Library Trustees:

Inspired by the "Year of the Trustee" celebration, the article reviews educational opportunities afforded trusteei during the last decade or so in one state, Alabama, and offers suggestions for those planning educational activities at the local, state, or regional level. Conferences and workshops conducted for Alabama trustees by the state library agency (APLS) during the 1980s am discussed briefly, results of a survey of Alabama trustee's continuing education preferences am reported, and programs presented for trustees by the Alabama Library Association and the Southeastern Library Association during this period am listed as suggestions for program planners. After offering specific advice for those planning continuing education workshops, the article reports on workshops, videotapes, and speakers' kits available from ALTA, the American Library Trustee Association.

Education in sexuality for nurses

While the significant impact of disability and chronic illness on sexual functioning has been identified, education in sexuality for nursing staff is difficult to find in the literature. Given that many nursing professionals may not have received sufficient education in sexuality from formal curricula, the need for continuing education formats in sexuality is especially salient. This paper discusses the rationale for such programs, and presents a general format that has been carried out as a one- to two-day continuing education workshop.

Archaeology in the classroom: An intra-university continuing education workshop for K-12 teachers

In this article the authors describe an innovative program in continuing education for teachers at the University of Georgia. The program, developed by the Museum of Natural History, the Georgia Center for Continuing Education, and the Department of Anthropology within the university and an independent research institute, offered teachers an opportunity to do archaeological field work as they learned about new discoveries in archaeology and Native American history and culture. The workshop design incorporated principles of adult and experiential learning. With the help of the workshop leaders, teachers developed their own materials for presenting integrated thematic units in their classrooms. Teachers responded enthusiastically to the workshops in a two-stage evaluation process. The authors conclude that intrauniversity cooperation is necessary if teachers are to benefit from all the resources of the university.

Clinical Instructors' Attitudes Toward Student Responsibility for Learning

The Learning Vector model was developed to guide clinical instruction and assist students in becoming self-directed learners. Using this model, clinical instructors gradually encourage students to accept more of the responsibility for their learning. This study was undertaken to assess clinical instructors' attitudes toward giving students more responsibility for learning. A questionnaire was distributed to 141 clinical instructors affiliated with six medical technology programs in North Carolina. Analysis of these instructors' responses to the questionnaire showed that they were uncertain about giving students responsibility for their learning. A second group of 24 clinical instructors who had registered for a continuing education workshop on clinical teaching scored significantly higher on the questionnaire and were more receptive to the underlying principle of the model.

CLERGY REQUEST LINKAGES: IMPLICATIONS FOR PLANNING MINISTRY WITH OLDER ADULTS

The church can hardly avoid the impact of increasing numbers of older people. Clergy play pivotal roles, but little attention has been given to training needs as they become reoriented from a youth‐oriented to an older adult‐centered church constituency. Until recently seminary curriculum included minimal gerontological information. In an effort to address the question of training needs for ministries with the elderly, a postal survey was conducted of 300 clergy in Rochester, New York. Returned for analysis were 132 questionnaires (44%). One vehicle that could be useful for reorienting clergy is a variety of continuing education workshops. Encouragingly, 74% expressed a desire to participate in such workshops. Identified areas of perceived need are assistance with community resource linkage and counseling. Of concern, however, was a low perceived need to clarify attitudes about aging. Survey findings are discussed in terms of needs perceived, and content and format of training programs requested.

An Evaluation of a Continuing Education Workshop on Empathy

An Evaluation of a Continuing Education Workshop on Empathy

Speech instruction for deaf children: a communication-based approach.

This article discusses a concept of speech instruction based on the definition of speech as oral communication. According to this definition, the goal of speech instruction is the development of spoken language abilities for both production and perception. Six specific skill areas and three levels of learning are identified as fundamental to the development of these abilities. Emphasis is placed on the teacher's role in the speech learning process.

Evaluation of clinical skills for nutrition counseling.

This report describes the procedures for and feasibility of an evaluation program that provides a direct assessment of the use of specific clinical skills during an interview with a simulated patient. The specific aims of this evaluation were to assess untrained graduate students in nutrition on their application of a set of 31 specific clinical skills for resolving dietary adherence problems. Each student conducted two interviews with each of two different simulated patients with hyperlipidemia presenting typical problems following a diet low in saturated fat and cholestrol. The evaluation program provided analyses that identified the strengths and deficits of each student and the performance of the entire group. It is suggested that the evaluation program offers a practical, objective method for examining the entry-level clinical skills of students in training and may be useful in other educational programs (eg, in-service, continuing education workshops).

Free Continuing Education Workshops for Home Health Aides

Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional: November 1984 - Volume 2 - Issue 6 - p 36-38

Report on Clinical Nutrition Research Units

The National Institutes of Health support seven Clinical Nutrition Research Units, which are designed to create or strengthen nutrition research, training, and education through coordinated effort, intellectual stimulation, and use of shared resources. Research at the participating institutions focuses on the role of nutrition in cancer, cardiovascular disease, renal disease, digestive diseases, cystic fibrosis, diabetes, and other illnesses. Contributing substantially to the development of this nutrition research base have been Clinical Nutrition Research Unit-supported pilot studies, core laboratories, and new investigators. In the clinical setting, Clinical Nutrition Research Unit Nutritional Support Services assist in the care of patients receiving total parenteral nutrition and those with anorexia nervosa, burns, cancer, and a spectrum of nutrition-related problems. Participation of Clinical Nutrition Research Unit staff in training activities range from undergraduate, graduate, and postgraduate education courses for medical students and other health professionals to continuing education workshops, lecture series, and information programs for professional and lay audiences.

Phlebotomy Training Programs: An Investment in Laboratory Quality and Improved Patient Services

Addressed to any medical institution using phlebotomy services, this article advocates an “in-house” approach to training programs for prospective phlebotomists. A continuing education workshop in phlebotomy and a basic phlebotomy training program are outlined in detail. A short list of administrative responsibilities is presented which should be considered before initiating a training program. Benefits of a training program include improved specimen quality, improved medical-center public relations, high-standard patient services and job satisfaction for the phlebotomist.

CONTINUING EDUCATION WORKSHOPS

CONTINUING EDUCATION WORKSHOPS

Training Women in Management: A Continuing Education Workshop Approach

Training Women in Management: A Continuing Education Workshop Approach