In-house Education Research Articles

The impact of in-house education on staff confidence in delivering palliative and end-of-life care: a service evaluation.

Palliative and end-of-life care (EoLC) education is available to all community and hospital healthcare staff in one NHS trust in the north-east of England. It is also available to care home and domiciliary care staff within the geographical area of the trust. This service evaluation assessed the effect of current in-house education on staff confidence levels in delivering palliative and EoLC. It also examined staff perceptions of how attendance at these courses impacted on the palliative and EoLC patients receive across the locality. A mixed-methods approach was undertaken. Anonymous data were collected via surveys (n=238) sent out in March 2023 covering educational courses that were delivered from 1 January to 31 December 2022 with a 13% response rate. Quantitative data were analysed using descriptive statistics. Qualitative data were explored using Braun and Clarke's (2012) six-stage approach to thematic analysis. A second staff member was asked to review the data to increase the trustworthiness of the study. Staff confidence levels in delivering palliative and EoLC increased by 19% (somewhat confident) and 23% (extremely confident) following attendance at trust education. Staff perceived that those patients received better palliative and EoLC as a result their attendance at these courses. The qualitative data identified five main themes: symptom control, psychological support, holistic care, patient advocacy, and advance care planning. Limitations of the study included the low survey response rate and lack of exploration of patient/carer perceptions directly. Palliative and EoLC education can increase staff confidence levels in care delivery and, as perceived by staff, results in better care for patients receiving palliative and EoLC. These findings provide evidence for the trust to consider making palliative and EoLC training mandatory, which could also be considered more widely regionally and nationally.

Overnight In-House Critical Care Resource Intensivist Improves General Surgery Resident Education.

24/7 critical care staffing has become more commonplace, and their impact on resident training must be carefully considered. At our institution, the Critical Care Resource Intensivist (CCRI) model was implemented to provide in-house dedicated faculty responsible solely for the provision of critical care overnight. An anonymous survey was distributed to all general surgery residents to evaluate CCRI's impact on education and autonomy. Descriptive statistics were completed for quantitative data. Qualitative analysis of free text responses was completed to identify consensus themes. Responses from 26 residents demonstrated they associated CCRI with improved resident education, supervision, and patient care, without limiting autonomy. Qualitative analysis yielded 7 themes, reflecting improvements in patient care and safety, progression of care, operations and procedures, improved education, availability, and independence, but noted potential for conflict. Our findings show 24/7 dedicated intensivist staffing can enhance general surgery resident education without limiting autonomy.

Implementation of a Blended-Learning Perioperative Nursing Education Program in Canada.

Governmental COVID-19 mandates in Ontario, Canada, resulted in a backlog of perioperative procedures. Organization leaders were required to expand services after the pandemic; however, the ongoing nursing shortage and college-based structure of perioperative education programs complicated their response. In 2021, we developed an in-house perioperative education program using a blended-learning theory comprising online modules and videos, skills laboratory sessions, and clinical placement experiences. Nurses were required to apply for the program and remain employed at the facility for two years. Program evaluations showed that the novice nurses felt confident when beginning clinical experiences and preceptors believed the nurses were prepared for practice. Sixteen of 19 participants successfully completed the program, which helped resolve the staffing shortage. Novice nurses may benefit from a shadowing experience before applying for this type of program. Leaders in nonperioperative specialties should consider an in-house education program to help meet staffing needs in their areas.

Pengaruh Pendidikan Kewirausahaan Dalam Menumbuhkan Minat Berwirausaha Mahasiswa

To achieve an optimal entrepreneurship ratio of 4% of the total population, Indonesia needs 5.8 million new business owners. Many educational institutions are now integrating entrepreneurship education into their curriculum because of the need to develop future generations of entrepreneurs. These include the extent to which entrepreneurship influences student education, the correctness and efficacy of entrepreneurship teaching techniques, and the controversies surrounding the feasibility of teaching entrepreneurship. The aim of this research is to test whether entrepreneurship education influences students' ability to produce plans to start a business? Students in the entrepreneurship class were used as research subjects. In this research, one of the data analysis methods used in this research is the normality test using the paired t test to measure differences. Research findings show that students' aspirations for entrepreneurship do not differ significantly from each other. This requires more thorough research into how well in-house entrepreneurship education fosters students' entrepreneurial ambitions as well as evaluation of entrepreneurship class content, instructors, and delivery strategies.

対面とオンラインによる企業内技術研修の満足度を規定する要因の分析

This study aims to evaluate how satisfaction of technical training courses in in-house education was influenced by comprehension, goal achievement and training design factors: difficulties, trainers′ instruction ways, training materials and training volumes. Covariance structure analysis was conducted on questionnaire answer data from approximately 16,000 participants of training courses, which were classified into lecture and practical training types in comparison of face-to-face classes with online classes. The analysis revealed that goal achievement had a significant effect on satisfaction, and comprehension had an indirect effect on satisfaction through goal achievement. The influence of the training design factors on satisfaction, comprehension and goal achievement differed significantly with training types. In particular, the difficulties showed no significant effect on comprehension in online lecture-type trainings. This indicates subjective difficulties of online class participants may be different from those of face-to-face class participants.

What should the role of doctors be in the provision of nutrition advice - a qualitative study

ABSTRACT Nutrition plays a critical role in the development of non-communicable diseases, with several dietary-related risk factors associated with these diseases. The purpose of this study was to explore what doctors and dietitians believe the role of the doctor should be in the delivery of nutrition-related advice and care to patients. A total of 16 participants participated in focus groups and completed a short demographic questionnaire. The data collected from the questionnaires were analysed using SPSS version 26 statistical analysis software. Thematic analysis was conducted using Braun and Clarke’s six-step process. Participants were working in a variety of specialities (including general medicine, medical endocrinology, and geriatrics). All participants indicated that doctors have an important role to play, with 90% stating that they would be interested in receiving additional training in nutrition. Three themes emerged from the focus groups: (1) Role, (2) Barriers, and (3) Supports. The main roles of the doctor in the provision of nutrition advice are to act as the first point of contact, to identify those in need of dietetic support and refer and finally, to advocate for and support nutrition in the clinical setting. Barriers to this were lack of knowledge and resources, while access to physical resources, guidelines, and easy-to-use materials that their patients could be signposted to, and in-house education sessions with dietitians, were outlined as necessary supports. Thus, a collaboration between nutrition experts and the medical profession is key.

Patient education intervention to improve breast cancer clinical trials participation.

e18532 Background: Patient education has been shown to improve clinical trial participation. Medically underserved, racial, and ethnic minorities have lower participation rate in cancer clinical trials (CCT) than patients of high socioeconomic status (SES). Our comprehensive cancer center is notable for providing equal access to breast CCT through a private system (Baylor McNair) and a public safety net hospital (Harris Health Smith Clinic). Our prior research has shown that breast cancer patients at Smith Clinic (SC) who are 60% uninsured, predominantly of low SES, and 80% racial and ethnic minorities are 40% less likely to enroll compared to McNair patients where patients are > 95% insured and largely Caucasian. Methods: We developed a 7-minute video consisting of current patients’ testimonies of their CCT experience along with the research team discussing misconceptions regarding CCT and biospecimen collection. The video was designed to be culturally sensitive and used simplified terms in English, Spanish, and Vietnamese. We modified a validated questionnaire by UT Health San Antonio, Institute for Health Promotion Research to assess participants attitudes towards CCT participation before and after watching the video. We used a Wilcoxon Signed Rank test for measuring the effect of the video on a 5-point Likert scale with 5 indicating “Extremely likely”, 3 “Moderately Likely” and 1 “Not Likely at all”. The primary outcome was a shift in stated likelihood of participation in a CCT by 1 point. Using Chi-squared test, we assessed whether English proficiency or residing in the United States (US) for more than 10 years affected the results. Patients’ reason for refusing CCT was documented. With 200 survey responders, the study had 97% power to detect the desired primary outcome. The project was supported by a Pfizer education grant. Results: A total of 200 patients (73 at McNair and 127 at SC) watched the video and completed the surveys. The mean pre-intervention score for likelihood of willingness to participate in a CCT was 3.34 (SD 1.45) at McNair and 2.81 (SD 1.28) at SC. The mean post-intervention score was 3.89 (SD 1.28) at McNair and 3.44 (SD 1.22) at SC. While the pre- and post- intervention scores were significantly different across the two sites (p = 0.01 and p = 0.015 respectively), the study did not meet its primary objective. There were also no significant differences in the willingness to participate in CCT with regards to time spent in the US or English proficiency. Most frequent reasons for refusal were concern about extra costs, extra time commitment and the need to discuss the trial with family members. Conclusions: Our in-house developed patient education video did not improve patients’ willingness to participate in CCT as much as we had hoped. This suggests that a comprehensive approach is required to improve our community’s engagement and close the disparity gap in the treatment and outcomes of breast cancer.

In-house CBI materials and English language education

This study aimed to investigate and compare the effects of in-house content-based instruction (CBI) materials and general English course materials on student attitudes toward English language learning together with their impact on student English language development and mastery of academic content. It also focused on the attitudes of English as a foreign language (EFL) teachers and departmental faculty members towards CBI materials. Using a mixed-methods research design data were collected from 175 university freshman EFL students, 17 EFL teachers, and seven departmental faculty members from different faculties. The EFL teachers developed their own CBI materials for each academic program. The results indicated that the students viewed the in-house CBI materials more positively than general English course materials. Moreover, the CBI materials also contributed to the students’ English development and mastery of academic content. Finally, both the EFL teachers and lecturers expressed positive attitudes towards the CBI materials.

Implementation and Outcomes of a Train-the-Trainer Program at Behavioral Health Treatment Centers as a Mechanism to Maintain Organizational Capacity to Address Tobacco Use Disorder.

Despite prior successful implementation of Taking Texas Tobacco Free (TTTF), an evidence-based tobacco-free workplace program, in local mental health authorities (LMHAs), post-implementation employee attrition necessitated continuing education on tobacco-free policies and tobacco treatment practices. Here, we report on the outcomes of a train-the-trainer program which trained “champions” to deliver tobacco cessation education at their LMHAs. Three LMHAs participated in program implementation via 10 champions, iteratively trained and coached by TTTF. Measures administered evaluated four goals: (1) increase champions’ self-efficacy in delivering trainings, (2) achieve program fidelity via TTTF staff evaluation of trainer effectiveness and knowledge increases among attending employees, (3) achieve stakeholder program acceptability, and (4) achieve program adoption via an increase in follow-up trainings. Champions’ self-efficacy increased throughout TTTF training. TTTF staff ratings of champion-led trainings met the targeted range for trainer effectiveness; employees had a 28.71% knowledge increase over baseline post-training (p < 0.001). Employees rated champions’ training delivery “very good” to “excellent”, on average; both champions and employees were, on average, “satisfied” to “extremely satisfied” with the curriculum and training received. There was an increase over baseline in trainings delivered during follow-up, and trainings increased in length and topic coverage. Ultimately, the train-the-trainer program achieved the intended goals, although not all changes were statistically significant, likely at least partially attributable to small sample sizes. Overall, these results suggest that TTTF’s train-the-trainer program was successful in its delivery and intention to build capacity for the provision of in-house tobacco education trainings to behavioral health employees/providers. However, further evaluation in additional settings, with more champions, et cetera, is necessary to validate these findings, ensure their replicability, link program implementation with reduced patient tobacco use rates, and assess long-term sustainability.

Globalized Inclination to Acquire Knowledge and Skills Toward Economic Development

In an era of economic recession and the divulged threats of COVID-19 pandemic in the world a highly impacting socio-economic activity is the education sector. The operational difficulties of companies and organizations, as well as the closure of universities, schools, training courses, are all affecting the entrepreneurial and the learning progress on using workers time and learners facilities to develop their knowledge and to build up their skills. In particular, free time of institutions’ closure can become a golden opportunity for learning and progresses in virtual education while adopting e-learning modes of information technology (IT) and supporting the distribution of knowledge and information for training and education. Since the COVID-19 pandemic outbreak only few studies have been devoted on studying the impact of cultural characteristics, economic situations, skills and knowledge on the development and the wider human wellbeing. At this study the literature production of economic development was investigated in the light of the ignored, but critically important, issue of globalized inclination to acquire knowledge and skills. All essential aspects of economic systems and economic development within the COVID-19 era were approached, quantified, and graphically valuated, in the light of the following fields of literature search: “dynamic economic systems”, “economic development”, “knowledge skills”, and “globalization”. The measurable indicators of comparing these results were that of: chronological, geographical, languages of reports’ written, subject areas, and keywords, accordingly. Besides, the three domains of technology, environment – ecology, and socio-economics were conveyed, while the key-determinants of knowledge and skills acquisition were also analyzed. From a managerial point of view the simultaneous affection of cultural characteristics, economic simulations, skills and knowledge aspects were considered as positive and significant, thus, supporting managers to better understand the necessities of IT development and managing a highly qualified workforce to shift the thread of the COVID-19 era while performing feasible learning management to solidify workers’ education through formal and in-house education.

A pneumococcal pneumonia and influenza vaccination quality improvement program for women receiving chemotherapy for gynecologic cancers at a major tertiary cancer Centre

ObjectiveInternational guidelines recommend pneumococcal pneumonia and influenza vaccination for all patients with solid organ malignancies prior to initiating chemotherapy. Baseline vaccination rates (March 2019) for pneumococcal pneumonia and influenza at our tertiary cancer centre were 8% and 40%, respectively. The aim of this study was to increase the number of gynecologic chemotherapy patients receiving pneumococcal and influenza vaccinations to 80% by March 2020. MethodsWe performed an interrupted time series study using structured quality improvement methodology. Three interventions were introduced to address vaccination barriers: an in-house vaccination program, a staff education campaign, and a patient care bundle (pre-printed prescription, information brochure, vaccine record booklet). Process and outcome data were collected by patient survey and pharmacy audit and analyzed on statistical process control charts. ResultsWe identified 195 eligible patients. Pneumococcal and influenza vaccination rates rose significantly from 5% to a monthly mean of 61% and from 36% to a monthly mean of 67%, respectively. The 80% target was reached for both vaccines during one or more months of study. The in-house vaccination and staff education programs were major contributors to the improvement, whereas the information brochure and record booklet were minor contributors. ConclusionsThree interventions to promote pneumococcal and influenza vaccination among chemotherapy patients resulted in significantly improved vaccination rates. Lessons learned about promoting vaccine uptake may be generalizable to different populations and vaccine types. In response to the global COVID-19 pandemic, initiatives to expand the program to all chemotherapy patients at our centre are underway.

YPT's In-house Education Large Power Products Business

YPT's In-house Education Large Power Products Business

Improvement of In-House Education and Evaluation of Effect on Class Work Comprehension by Long-Term Data Analysis

Improvement of In-House Education and Evaluation of Effect on Class Work Comprehension by Long-Term Data Analysis

Japanese Elementary Teachers’ Learning Experiences of Physical Education Professional Development

The purpose of this study was to investigate Japanese elementary teachers’ professional development experiences in physical education in Japan. Participants were nine teachers from four public elementary schools. Data sources included semi-structured face-to-face interviews and annual physical education professional development portfolios. Three themes emerged from the data analyses: (a) the importance of mentoring for teachers’ growth, (b) annual in-house physical education portfolios as a professional development tool, and (c) the dilemma of being an independent learner in collective culture. The findings suggest that having access to past portfolios developed by previous teachers helped the Japanese elementary teachers to conceptualize the contents of professional learning that facilitated their transitions when they changed their teaching settings. To continuously grow as a teacher, they need to become independent learners who can make decisions about their instruction, identify the weaknesses of their instruction, and understand the impact of their pedagogy on their students’ learning.

How is spiritual care/pastoral care understood and provided in general hospitals in Victoria, Australia? – Staff perspectives

ABSTRACT There is strong movement worldwide towards the professionalisation of spiritual care in the healthcare system, accompanied by appropriate education pathways, defining of best-practice care models, and evidence-based practice. The aim of the study reported here was to explore the understanding and expectations of healthcare service staff, across the spectrum of staffing levels, in relation to the provision of spiritual care in their facility. It utilised semi-structured interviews with 32 staff members from three large metropolitan general hospitals in Victoria Australia. Interviews were audio-recorded, transcribed and thematically analysed. Overall, it was considered that spiritual care is an integral part of whole person care; more resources and in-house education of other staff are needed; and referral systems could be improved to better serve patient, family and staff spiritual care needs. Responses of clinical staff able to make referrals were compared with those of non-clinical staff who cannot make referrals. Spiritual care was regarded as important by all staff, but those who could make referrals were more likely to make specific improvement suggestions. Outcomes of this study are similar to others which have investigated these issues.

Collaborative care plans reduce subspecialty consults: the experience from a safety net hospital.

Several strategies have been proposed to improve referrals and communication between primary care providers (PCPs) and specialists. In this article, we describe the effectiveness of collaborative care plans (CCPs) in reducing utilization of specialist resources in a capitated health plan based in a safety net hospital. To operationalize individual care plans, a single clinic called the Total Care Clinic (TCC) was launched. Midlevel providers were assigned to subspecialties and trained in specific algorithms of care that they were responsible for. Midlevel providers in the TCC were invited to attend in-house education opportunities. These interventions resulted in an overall 33.6-percentage-point reduction in the referral rate over 7 years of observation. The largest decrease in referrals was observed in gastroenterology, which resulted mostly from colon cancer screening with fecal immunochemical tests in place of colonoscopies. No increase in emergency department (ED) visits or hospital admissions accompanied the decreased referrals to specialists. Combining CCPs with provider education and placing select specialists in proximity of the PCPs resulted in significant referral reductions to specialists without increases in ED visits or hospital admissions.

Japanese Companies’ In-house Education in the Post-War Period: Educational Qualification and Personnel Management

Japanese Companies’ In-house Education in the Post-War Period: Educational Qualification and Personnel Management

Teaching ethics to students in technology education

As stated in the Law of the Republic of Uzbekistan on Education and the Concept of Elementary Education, it is now time to give students an in-depth knowledge of the ways in which students can develop independent thinking and develop their creative and aesthetic thinking. ‘ One of the main objectives of in-house education and technology education. This is especially emphasized in the historic speeches of the First President of the Republic Islam Karimov at the nationwide session entitled “Harmoniously Developed Generation is the Pillar of the Development of Uzbekistan”, especially for primary school teachers who have a higher education and a deep knowledge of their subject. The first initiative is to promote the interest of young people in music, painting, literature, theater and other arts, as well as reveal their talents. The second initiative is aimed at creating the necessary conditions for the physical education of young people and their sports. At the moment, strengthening of independence of Uzbekistan and development of the future prospects for independence, first of all, depends on the most perfect people. Because of these people, science and culture, industry and agriculture are developing. After all, one of the tasks of moral education is to bring up and bring up a fully developed person. The restoration and development of morals and ethics is primarily dependent on the formation and development of various traditions and customs. Labor traditions are a combination of the moral and psychological characteristics of people who have been formed and usually turned around as a result of the repeated repetition of job skills and labor.

A Single-Center Experience of Fluoroscopic-Guided Peripherally Inserted Central Catheter Insertion by Nursing Staff: Rationale and Clinical Outcomes

Medical staff traditionally perform most peripherally inserted central catheters (PICCs) insertions in our tertiary Australian center. Centers that run ward-based PICC services have higher malposition and reattempt rates than fluoroscopy-guided insertion. Patients with repeated line requirement and preexisting central venous stenosis or occlusion make these technical difficulties more difficult to overcome without fluoroscopy. A fluoroscopy-guided PICC insertion service by nonmedical staff such as nursing staff may be a viable alternative to the current model of care. Practical and theoretical PICC insertion training was completed using a standardized in-house education package including line placement under supervision. Data were collected on the first 50 unsupervised nurse–inserted PICC lines to assess insertion success, line tip positioning, and long-term outcomes. In the 50 patients assessed, there was 100% insertion success and 0% malposition. There were no insertion complications and a long-term complication rate of 5.12 complications per 1000 catheter-days, which is comparable to existing literature. Complication rates were either at or below expected ranges described in literature, and malposition was significantly lower when inserted under fluoroscopy guidance than prior literature for ward-based services. We propose that a fluoroscopy-guided PICC service performed by nursing staff will be cost-effective and have flow-on effects to improve radiology team productivity and ward access, with similar clinical line outcomes to medical staff insertions.

중소기업 제조기업 내 사내교육이 근로자의 직무향상에 미치는 영향에 관한 연구

중소기업 제조기업 내 사내교육이 근로자의 직무향상에 미치는 영향에 관한 연구