Healthcare Training Institutions Research Articles

Analysis of the Impact of Learning Communication Effectiveness on Training Participants in Primary Health Care Center Management Training

This research aims to analyze the impact of learning communication on the level of understanding among participants in healthcare management training within the primary healthcare center field and to compare the differing impacts of two distinct learning models. The method employed is quantitative research utilizing a Quasi-Experimental design with a Non-Equivalent Control Group model. Two training class groups formed one receiving treatment with the Blended Learning model for Primary Health Care Center Management training, and the other without treatment through Face-to-Face Primary Health Care Center Management training. Data was collected through pre and post-response questionnaires, and statistical analysis was conducted using frequency statistics, descriptions, paired t-tests, and independent t-tests. The results indicate a significant impact of learning communication effectiveness on the level of understanding among participants in both the Blended Learning and Face-to-Face models, with no significant difference observed in the impact of learning communication effectiveness on understanding level between the two class models. These findings provide a foundation for policies and strategies in organizing Primary Health Care Center Management training at Healthcare Training Institutions and can serve as branding in building credibility regarding the implementation of effective and quality training programs.

Knowledge of female genital schistosomiasis and urinary schistosomiasis among final-year midwifery students in the Volta Region of Ghana.

Female genital schistosomiasis (FGS) is a gynaecological complication of urinary schistosomiasis (US) with an estimated burden of 20-120 million cases in endemic areas. A neglected sexual and reproductive health disease in sub-Saharan Africa, FGS increases susceptibility to sexually transmitted infections including cervical cancer and infertility among other morbidities. However, there appears to be limited FGS knowledge among practicing and pre-service health providers with implications for control. We assessed FGS awareness among final-year midwifery students who would soon be delivering primary maternal and reproductive health care. A cross-sectional study was conducted among 193 randomly selected final-year students from all three midwifery training institutions in the Volta region of Ghana in August/September, 2022. Data on participants' demographics and knowledge of the transmission, signs and symptoms, complications, treatment and prevention of both FGS and US were collected using structured questionnaires. Summary statistics were presented as frequencies, proportions and percentages. Only 23.3% (44/189) of participants had heard about FGS compared to 64% (123/192) for US. Of the former, 42 (95%), 40 (91%) and 36 (81.8%) respectively identified genital itching/burning sensation, bloody vaginal discharge and pelvic pain/pain during intercourse as part of the symptoms of FGS. Less than a third (13/44) and about half (25/44) of those who indicated hearing about FGS knew it can be a risk for ectopic pregnancies and infertility respectively. Majority of these participants, 40 (91%), wrongly selected antibiotics as treatment for FGS while 9 indicated it is prevented by sleeping in insecticide-treated nets. Awareness of FGS was limited among the study participants. The high prevalence of knowledge of some FGS symptoms related to the genitalia needs cautious interpretation. Health care training institutions must make deliberate efforts to highlight FGS in the training of midwives as the condition has diagnostic and management implications for some sexual and reproductive health conditions.

Changing methods of teaching and learning, and assessment in the new normal in undergraduate medicine

The COVID-19 pandemic has radically changed the way we live and work, including the way we educate and train medical students. In the new normal, it is important for medical schools to adapt their methods of teaching and assessments to ensure that students are prepared for their future role as clinicians providing effective and empathetic care to their patients and communities. The paper discusses the ways in which the learning environment has changed for medical students as well as some of the challenges and ways forward in the new normal. The use of online platforms to conduct virtual lectures, seminars, and tutorials enabling students to learn from anywhere, at any time, and at their own pace is one of the major changes we saw; which also saw poor quality learning material being developed. We also saw some schools employing simulation-based learning to provide students with hands-on training in a safe and controlled environment. Both virtual platforms and simulation were used in student assessments in a few healthcare training institutions during the pandemic. The key to successful learning in the new normal is to anchor teaching-learning activities in a systematic way using best evidence medical education. A blended learning approach can provide students with the benefits of both online and in-person learning, while also accommodating the needs of students who cannot attend in-person classes in the new normal. Learning from the mistakes and if we consider some of the approaches adopted during the pandemic as pilots, educators can build a robust learning environment to ensure that medical students receive the best possible education and training, while also reducing the risk of exposure to future pandemics and ensure the continuity of learning.

SBIRT training: how do social work students compare to medical learners?

ABSTRACT Background: SBIRT (Screening, Brief Intervention, and Referral to Treatment) is an effective early intervention approach for individuals with substance misuse. The purpose of this study was to determine if medical learners are more adept at learning a brief substance use intervention compared to non-medical learners (e.g., social work students). The dissemination of SBIRT training among many helping professions can increase service delivery for substance use problems. Methods: A total of 2,488 participants completed SBIRT training, representing 15 different disciplines and over 20 different institutions. General linear models and paired t-tests were used to investigate the effects of SBIRT training on changes in knowledge and attitude of alcohol and drug use and satisfaction. Results: There were no statistical differences in the change of satisfaction, knowledge, and attitude between medical and non-medical discipline participants. Both medical and non-medical participants had greater improvement in attitude and knowledge scores post-training. Similar improvements in attitude, knowledge, and satisfaction were observed in all the health-care discipline participants. Discussion: SBIRT skills may be transferable to disciplines including non-prescribing professionals (e.g., social work, nursing, physical therapy, rehabilitation science, and pharmacy). In an effort to expand treatment, health-care training institutions adopt SBIRT as a core competency for professional practice.

Evidence-based practice and evidence-informed practice competencies in undergraduate pre-registration nursing curricula: A document analysis at a university in England

BackgroundIn response to the heightened emphasis on incorporating the best available evidence into healthcare decision-making, healthcare training institutions have been actively incorporating Evidence-Based Practice (EBP), and/or Evidence-Informed Practice (EIP) competencies into undergraduate healthcare curricula. However, there is a gap in the scientific knowledge about the actual contents, as well as the extent of integration of EBP and EIP in undergraduate pre-registration nursing programmes. MethodA document analysis utilising Rohwer et al.’s (2014) framework was conducted to review and analyse the content of EBP and EIP competencies in the 2018/2019 curriculum of the undergraduate pre-registration nursing programme of a University located in England, United Kingdom. ResultsCompetencies relevant to EBP were included in four nursing modules. However, EIP competencies were not included in the curriculum. ConclusionThere is an urgent need for a more structured and holistic way of teaching and assessing EBP competencies through the integration of the principles of EIP, in order to enhance the effective application of evidence into clinical nursing practice.

African Hospital Libraries: How Shane Godbolt inspired and shaped a seedling

AbstractThe co‐founderof African Hospital Libraries (AHL) chronicles how this charity grew from a tiny pop‐up library set up by two VSO volunteers and the hospital management team, to establishing health care library services in three provincial government referral hospitals (Makeni, Bo, Kenema) in Sierra Leone, and supporting link‐ups with a shared maternity and paediatric hospital library service in Freetown and two libraries in healthcare training institutions. She reflects on the impact that Shane Godbolt had and continues to have on the work and growth of the organisation.

Premarital sex and condom use among trainee healthcare workers: an exploratory study of selected healthcare training institutions in Enugu State, Nigeria.

IntroductionTo assess the prevalence and causes of premarital sex and condom use among trainee healthcare workers in selected healthcare institutions in Enugu State, Nigeria; and to proffer solution to challenges identified.MethodsWe used a mixed study approach with qualitative and quantitative components. Informed consent was obtained from participants and data collected using self-administered structured questionnaires. Epi info® was used for data analysis.ResultsA total of 362 respondents (309 unmarried) from four healthcare training institutions participated in the study. Among unmarried respondents, 141 (45.8%) were sexually active. Premarital sex was more common among Pentecostals and sexual activity increased with age (r=0.78; p <0.05). Premarital sexual activity was more common among males and trainee nurses (p <0.005). Although knowledge of condom use was high, actual use was poor (20.1%), with lowest rates among females, Catholics and age-group 30-35 years. Breakages, high failure rates and reduced sexual satisfaction were cited as major factors responsible for poor use. Use of non-specific terms such as "casual sex" and "casual or regular sex partners" hindered consistent, correct condom use.ConclusionThere is a significant gap between knowledge of and actual use of condoms, despite high premarital sexual activity amongst healthcare workers. Furthermore, non-specific terminologies hinders appropriate condom usage. We propose the term: Committed Spousal Partner (CSP) defined as "a sexual partner who commits to fidelity (one sexual partner per time) and whose current HIV status is known through medical testing and is properly documented" in place of all non-specific terminology.

Exploring the Knowledge and Perception of Generic Medicines among Final Year Undergraduate Medical, Pharmacy, and Nursing Students in Sierra Leone: A Comparative Cross-Sectional Approach.

Most low-income nations have national medicine policy that emphasized the use of generic medicines in the public health sector. However, the use of generics is often debatable as there are concerns over its efficacy, quality, and safety compared to their branded counterparts. This study was conducted to compare the knowledge and perception of generic medicines among final year undergraduate medical, pharmacy, and nursing students in Sierra Leone. We conducted a questionnaire-based cross-sectional study among these students at the College of Medicine and Allied Health Sciences University of Sierra Leone. Out of the 62 students, only two (2/62, 3.2%) knew about the acceptable bioequivalence limit. At least half of respondents in all three groups agreed that all generics are therapeutically equivalent to their innovator brand. At least half of the medicine (21/42, 50%) and nursing (6/9, 66.6%) students, compared to pharmacy students (5/11, 45.5%), believed that higher safety standards are required for proprietary medicines than for generic medicines. Most of them agreed that they need more information on the safety, quality, and efficacy aspects of generics (59/62, 95.2%). All three groups of healthcare students, despite variations in their responses, demonstrated a deficiency in knowledge and misconception regarding generic medicines. Training on issues surrounding generic drugs in healthcare training institutions is highly needed among future healthcare providers in Sierra Leone.

Social media and nurse education: an integrative review of the literature.

The exponential advance of social media has touched all areas of society, no exception for the professional and personal lives of healthcare people. The issue to be considered is not whether or not social media are being used, but how they are used. The line between proper and improper use, and even abuse, of social media is a subtle one. Thus, the key issue is to be aware of the tool that is being used and this should be supported with suitable training for healthcare professionals and, at an even earlier stage, for students at healthcare training institutions during their studies. To describe, through an integrative review of the literature, the use of social media by teachers and students during teaching activity and practical training courses. An integrative review of the literature was conducted in October 2014. The literature search was performed by consulting the main biomedical databases: PubMed, CINAHL and Embase. The literature search brought up a total of 854 citations. 804 abstracts were excluded as they were not relevant. Of the remaining 50, 31 were excluded for not meeting the general criteria and, hence, only 19 articles were included. Two aspects emerged from the works selected: the use and potential of social media in nursing education and the ethical and professional implications of their use. The analysis of the literature reveals two areas for further investigation: evaluating the level of moral awareness in nursing education with regards to the use of Web 2.0 communication tools and implementing teaching methods to promote the construction and development of moral reasoning in professionals.

Social Media and Nurse Education: An Integrative Review of the Literature

The exponential advance of social media has touched all areas of society, not least the professional and personal lives of health care professionals. The issue to be considered is not whether or not social media are being used, but how they are used. The line between proper and improper use, and even abuse, of social media is a fine one. Thus, the key issue is to be aware of the tool that is being used and this should be supported with suitable training for health care professionals and, at an even earlier stage, for students at health care training institutions during their studies. To describe the use of social media by teachers and students on training courses through an integrative review of the literature. An integrative review of the literature was conducted in October 2014. The literature search was conducted by consulting the main biomedical databases: PubMed, CINAHL and Embase. The literature search brought up 854 citations. 804 abstracts were excluded as they were not relevant. Of the remaining 50, 31 were excluded for not meeting the general criteria and, hence, only 19 articles were included: 6 evidencebased documents and 13 non-evidence-based documents. Two aspects emerged from the works selected: the use and potential of social media in nursing education and the ethical and professional implications of their use. The analysis of the literature reveals two areas for further investigation: evaluating the level of moral awareness in nursing education with regards to the use of Web 2.0 communication tools and implementing teaching methods to promote the construction and development of moral reasoning in professionals.

Should Dentists be Allowed to Administer Botulinum Toxin?

Purpose: The purpose of this study was to investigate why dentists should be allowed to administer botulinum toxin (BoNTA). There are several common pathologies that occur in dentistry that BoNTA could be used to alleviate. Introduction: Pathology resulting from improper clenching and impact force by muscles of mastication are significant issues faced by dentists. Many techniques used for the treatment of these pathologies are expensive, invasive for the patient, and may be ineffective. BoNTA inhibits acetylcholine release, blocking or reducing the contraction of muscles which can have a positive outcome for patients with increased muscle spasm, temporomandibular joint pathologies, bruxism, trismus, tolerance of intra-oral prostheses and other oral conditions. Methods: A literature search of texts, journals and websites was conducted for BoNTA and its use in dentistry. We analyzed the basic science and clinical curriculum of 20 dental and medical healthcare training institutions. Results: Today’s dentists are prepared to administer BoNTA because of their extensive head and neck anatomical training, pharmacology and the experience acquired from thousands of clinical injections. Conclusion: Currently, the American Dental Association has not taken a position on the administration of BoNTA by dentists; however, several Dental State Boards have developed, or are developing a policy for its use. This study proposes that dentists should be allowed to inject BoNTA based on their didactic and clinical anatomy courses and clinical curriculum. BoNTA is an effective treatment for oral pathologies.

A comprehensive competence-based approach in curriculum development

Objective: To describe the methodological steps of developing an integrated reference guide for competences according to the profile of the healthcare professionals concerned. Design: Human resources in healthcare represent a complex issue, which needs conceptual and methodological frameworks and tools to help one understand reality and the limits of one’s acts. Setting: This study uses results from four contexts (Belgium/Europe, Democratic Republic of Congo, Rwanda and Senegal) in which integrated reference guides for competences for healthcare professionals have been developed. Method: Priority was given to the writing of curricula (initial training) or of training plans (continuous training) more effective in terms of professionalization and more adequate to populations’ needs. Results: Pedagogical approach is presented as some (step-by-step) methodological guidance which will help one to get acquainted with this approach. This analysis questions the whole issue of healthcare training institutions’ social responsibility. Conclusion: The products obtained (ie reference guides for competences) are only the visible part of the results of the far more fundamental change process that is the real reinforcement of competences and capacities of healthcare professionals in organizations aiming at better managing their resources, among which are human resources in healthcare.

Cultural sensitivity in physician-patient relationships: perspectives of an ethnically diverse sample of low-income primary care patients.

Health care providers and health care training institutions need more specific, relevant, and useful information for providing culturally sensitive health care. We sought to determine what patients considered to be culturally sensitive health care. We conducted 20 focus group interviews with 135 mostly low-income primary care patients from three different ethnic/cultural groups (African American, European American, and Latino American). Focus group interviews were recorded, transcribed, and analyzed into themes by two researchers using the constant comparative method. Participants' responses were grouped into primary and secondary themes. Results revealed the following universal themes of health care delivery by physicians that all three racial or ethnic groups identified as indicators of culturally sensitive health care: people skills, individualized treatment, effective communication, and technical competence. Results also revealed some ethnic group-specific themes. Other factors including physical environment characteristics (eg, culturally sensitive art, pictures, music, and reading materials) and office staff behaviors were unique indicators of culturally sensitive health care identified by African American and Latino American participants but not by European American participants. These findings can be incorporated into training programs for health care providers, possibly resulting in more effective health care delivery to patients from diverse cultural backgrounds. Future research is needed to evaluate the impact of incorporating patient-identified cultural sensitivity into health care delivery on important outcome measures such as patient satisfaction and treatment adherence.