Internal Training Programs Research Articles

Effect of Mentoring Program on Nurses Interns’ knowledge, Attitudes, Safety Practices, and Psychological Readiness Toward COVID-19 Pandemic

COVID-19 was and still one of the most serious global health care burden on patients, families, communities as well as health care workers (HCWs). All HCWs including nurses’ interns has more vital role in prevention and caring of this infection. Thus, ongoing training for nurses’ interns under the scope of mentoring is a corner stone in continuing effective and efficient nursing care with high quality. Aim of the Study: to evaluate the effect of mentoring program on nurse interns’ knowledge, attitudes, safety practices, and psychological readiness toward COVID-19 pandemic. Research Design: Quasi experimental one group pre/post test research design was adopted. Setting: The present study was conducted at different training governmental and private hospitals for nurses’ interns. Subjects: A convenient sample of 179 out of 335 nurses interns were enrolled in the study. Tools: Online web-based electronic self- administrated questionnaires were used for data collection; I) Nurses interns’ knowledge regarding COVID-19 structured questionnaire, II) Nurses interns’ attitudes regarding COVID-19 structured questionnaire, III) Nurses interns’ safety practices towards COVID-19 observational checklist, and IV) Depression Anxiety Stress Scale (DASS-21). Results: statistically significant improvement in nurses’ interns’ knowledge, attitudes, safety practices levels and psychological readiness toward COVID-19 after conducting mentorship program. Conclusion: Mentorship program positively affects nurses’ interns’ levels of knowledge, attitudes, and safety practices as well as psychological readiness Recommendation: Incorporates the mentoring program within nurses’ internship training program as a basic tool of training, to provide continuous support and ongoing evaluation of nurses’ interns’ knowledge, attitudes, safety practices and psychological readiness.

AB175. SOH21AS185. Peer-led basic surgical skills training for interns: bridging the surgical-medical skills gap during internship

Background: Core surgical skills are both advantageous and necessary in the pursuit of several post-graduate specialities, beyond formal surgical training. Early opportunity to practice and obtain these skills can only serve to improve doctor competency and confidence levels, thus progressing safe patient care. Despite this, basic surgical skills are not listed as a required clinical competency by the National Intern Training Programme. This study sought to evaluate the impact, if any, of peer-led basic surgical skills and suturing workshops on interns’ confidence in undertaking these skills.

Contextual Competence: How residents develop competent performance in new settings.

IntroductionMedical education continues to diversify its settings. For postgraduate trainees, moving across diverse settings, especially community‐based rotations, can be challenging personally and professionally. Competent performance is embedded in context; as a result, trainees who move to new contexts are challenged to use their knowledge, skills and experience to adjust. What trainees need to adapt to and what that requires of them are poorly understood. This research takes a capability approach to understand how trainees entering a new setting develop awareness of specific contextual changes that they need to navigate and learn from.MethodsWe used constructivist grounded theory with in‐depth interviews. A total of 29 trainees and recent graduates from three internal medicine training programmes in Canada participated. All participants had completed at least one community‐based rotation geographically far from their home training site. Interviews were recorded, transcribed and anonymised. The interview framework was adjusted several times following initial data analysis.ResultsContextual competence results from trainees’ ability to attend to five key stages. Participants had first to meet their physiological and practical needs, followed by developing a sense of belonging and legitimacy, which paved the way for a re‐constitution of competence and appropriate autonomy. Trainee's attention to these stages of adaptation was facilitated by a process of continuously moving between using their knowledge and skill foundation and recognising where and when contextual differences required new learning and adaptations.DiscussionAn ability to recognise contextual change and adapt accordingly is part of Nussbaum and Sen's concept of capability development. We argue this key skill has not received the attention it deserves in current training models and in the support postgraduate trainees receive in practice. Recommendations include supporting residents in their capability development by debriefing their experiences of moving between settings and supporting clinical teachers as they actively coach residents through this process.

Effectiveness of implementation of evidence-based educational intervention regarding chest tube on clinical patient’s outcomes in cardiothoracic care unit

Background: Ineffective evacuation of the accumulated intra-thoracic air and/or fluid after cardiothoracic surgery may upsurge postoperative complications, morbidity, and mortality. So, chest drains are a prevalent intervention for patients admitted to acute respiratory or cardiothoracic care areas. Aim: To evaluate the effectiveness of nurses’ evidence-based educational intervention regarding the chest tube on clinical patient’s outcomes in intensive cardiothoracic care. Setting: The study was carried out at the cardio-thoracic care unit affiliated to Mansoura University Hospital. Method: A quasi-experimental research design was utilized to conduct this study using a pretest posttest approach. A convenience sample of 55 nurses and 60 patients were selected to achieve the aim of the present study. The results revealed that there were a highly statistically significant differences regarding total mean scores of nurses' knowledge and practice pre and post implementation of evidence-based educational intervention. Also there were an improvement in total mean scores of the patients’ outcomes regarding chest tube. Conclusion: There was a statistical significant improvement in nurses’ total mean knowledge and practice scores post evidence-based educational intervention. Also, there was a statistically significant positive effect of nurses’ evidence-based educational intervention regarding the chest tube on clinical patient’s outcomes in intensive cardiothoracic care. Recommendation: The nurses should implement nursing care for patients undergoing cardiothoracic surgery based on evidence based practice. The nurses must enroll into internal and external training programs and attain and participate in conferences to renovate their knowledge and practices regarding EBP about chest tube post cardiothoracic surgery

Development of a north-west London paracentesis simulation course for core medical trainees

We designed, implemented and evaluated a near-peer simulation training programme teaching diagnostic and therapeutic abdominal paracentesis to core medical trainees (CMTs). We taught diagnostic and therapeutic abdominal paracentesis to 77 north-west London CMTs over 8 training days over 4 years, 2015 to 2019. The programme was optimised by use of plan, do, study, act (PDSA) cycles and the content was evaluated by anonymous pre- and post-course questionnaires. There was a need for this training; 89% of participants reported inadequate training opportunities pre-course and only 28% felt 'confident' or 'very confident' to insert an ascitic drain. Simulation training appears effective when teaching these skills. Having been low in confidence before the course, all participants reported increased confidence after completing the course. Simulation training has been highlighted as a key aspect of the new internal medicine training programme, which replaces CMT. We would recommend using PDSA cycles to implement effective simulation programmes.

Improving Lower Extremity Casting Quality by Providing an Experienced Assistant in Pediatric Tibia Fractures Managed by Trainees.

Background: The value of employing an orthopedic technician or advanced practice provider (OT/APP) to assist trainees during on-call hours has not been assessed. As the third most common pediatric long bone fracture, most tibial fractures can be managed with closed reduction and casting. Purpose: We sought to determine whether clinical outcomes could be positively affected for traumatic childhood tibia fractures by using an experienced OT/APP to aid orthopedic surgery residents with closed reduction and casting. Methods: We performed a retrospective chart review of tibial shaft fractures that occurred between 2010 and January 2017. Fractures undergoing manipulation and closed reduction by orthopedic surgery residents (post-graduate year 2 to 4) in the emergency department were included and differentiated into 2 cohorts: (1) residents who performed the procedure alone and (2) residents who were assisted by an OT/APP. Comparisons in cast quality and treatment success were made using univariate statistics followed by a multivariate Classification and Regression Tree (CART) analysis. Results: Of the 73 patients who met our criteria, 38 received treatment by a resident alone and 35 by a resident assisted by an OT/APP. Evidence to support our hypothesis was found with the resident-alone group "over" padding the casts posteriorly. Univariate analysis demonstrated that the rate of subsequent surgical intervention was more than double in the resident-alone group (31% vs 14%), yet OT/APP castings underwent more wedging at follow-up (17% vs 0%). CART analysis revealed initial fracture severity and lack of OT/APP assistance as predictors of surgical intervention with terminal nodes, in increasing order of risk of requiring surgical intervention: lower translation on sagittal and anteroposterior (AP), lower sagittal translation with greater AP translation, greater sagittal translation with OT/APP assistance, and greater sagittal translation without assistance. The initiation of a cast application-training program in 2015 decreased the need for surgical treatment in the resident-only group (pre-program 38.5% vs post-program 17%), although this was not statistically significant. Conclusion: When residents were assisted by OT/APP with initial tibia closed reduction and casting, subsequent loss of reduction was more likely to be managed with cast wedging; when this assistance was not available, there was a higher rate of fractures needing surgical intervention due, in part, to poor casting technique. The reduction in the rate of surgical intervention after an internal training program was implemented suggests that trainees may improve their casting ability without added help of an experienced assistant. Future study should be performed on distal radius fractures to determine if the presented findings are valid across casting types.

Japanese Technical Intern Training Program: Problems and Recommendations

Labor export is acknowledged as a socio-economic development strategy of Vietnam. Since 2017, the number of Vietnamese intern trainees in Japan has been rapidly increasing, making Vietnam the top country that sends interns to Japan. The increase benefits both countries. However, in addition to the benefits, a number of problems related to the implementation of the program are remaining, particularly the increasing number of overstaying of Vietnamese trainnees. Previously, several research has examined the reasons of this phenomenon but mainly focused on economic aspects. This paper aims at exploring the causes of this phenomenon by examining the ambiguity of the Technical Intern Training Program (TITP). The paper firstly introduce the primary goals and implementation of the TITPcontributes to the overstaying of Vietnamese interns. Secondly, the paper examines the differences between the TITP's goals and its implementation as well as how the inconsistencies contribute to the illegal stay of Vietnamese intern trainees. Finally, the paper will propose some practical solutions to minimize the flee and illegal stay of Vietnamese trainees in Japan hence, improving the effectiveness of this program.

The micro revolution: effect of Bite-Sized Teaching (BST) on learner engagement and learning in postgraduate medical education

ContextBite-sized learning is an instructional method that utilizes brief, focused learning units. This approach may be beneficial in medical education given demands on learner time and cognitive load. This study aims to assess the impact of this approach on knowledge acquisition and learner attitudes in postgraduate medical education.MethodsAn instructional method, termed Bite-Sized Teaching (BST), was implemented within the curriculum at a US Internal Medicine postgraduate training program. In BST, content is distilled into manageable units focused on relevant schemas and delivered via brief peer teaching. A two-fold assessment of BST was performed that included cross sectional survey to assess learner attitudes and experiences and a controlled study to assess knowledge acquisition with BST and case-based teaching control.ResultsOne hundred and six of 171 residents (62% response rate) completed the survey. Most residents (79.8%) reported BST was among the best conference types in the curriculum. Important components of BST cited by residents include the distilled content, multiple short talk format and peer teaching. Residents report incorporating what they learned via BST into their teaching (76.1%) and clinical practice (74.1%). Resident who had participated as speaker were significantly more likely to report incorporating learning from BST into their teaching (87.2% vs 63.0%, p < 0.01, Cramer’s V effect size = 0.37) and clinical practice (89.7% vs 65.3%, p = 0.02, Cramer’s V effect size 0.28).Fifty-one residents participated in the knowledge assessment. Residents taught via BST scored significantly higher on immediate post-test compared to case-based teaching (score [SE] 62.5% [1.9] vs 55.2% [2.4], p = 0.03, Hedges g effect size 0.66). While both groups improved over pretest, there was no significant difference in scores between BST and case-based teaching at two (score [SE] 57.1 [2.1] vs 54.8 [2.5], p = 0.54) and six weeks (score [SD] 55.9 [2.1] vs 53.0 [2.9], p = 0.43).ConclusionsTeaching via brief, focused learning units delivered by peers is well received by learners and appears to have a significantly greater impact on immediate knowledge recall than case-based teaching. Further study on long term knowledge retention and behaviors is needed. Bite-Sized Teaching may be a promising instructional approach in medical education.

CONSTRUCTION AND VALIDATION OF INTERNSHIP PROGRAMME INTEREST INVENTORY

The internship training programme is one of the most important elements of teacher education programme. It is an exercise designed to expose the student-teachers to the practical aspect of teaching profession and to enable them put into practice the theoretical knowledge acquired during classroom interactions with their instructors. The entire purpose of teaching is to make positive change in students. A teacher is presumed to be at his or her best if he or she is able to impart knowledge acquired over the years to produce positive change in the behavior of the learners. However, for a teacher to teach meaningfully, demands so much of his or her attention is an essential element in the teaching-learning process. The skill of teaching is inherent in individuals which needs to be developed through training and practice. So the investigator has made an attempt to construct and validate an inventory for the interest in internship training programme. According to the systematic validation procedure, the framed 30 items were finalized to 24 items constituting the internship training programme interest as a tool

Clinical Decision Making, Problem Solvig and Autonomy for Nursing Students Attending an Internship Training Program: A Comparative Study

Internship is a fairly important period of transition from being a student to becoming a nurse. The purpose was to compare and evaluate the self-confidence and anxiety levels of senior students in the process of problem solving, clinical decision making and autonomy who were attending an internship and those of the senior students who did not. In the study, a descriptive, cross-sectional and comparative research design was used. The data were collected from senior students meeting the inclusion criteria from two nursing schools in May and June 2018. In both schools, traditional educational methods were used, yet in one of these schools, an internship program was applied. The present study was carried out with a total of 136 students. Of all these students, 73 of them were nursing students who were taking internship training, while 63 of them were those who did not. For the study, the ethics council, the authors who adapted the scales and the institution where the study was conducted were asked for their written consents, and the verbal consents of the students were taken. The results were evaluated considering the significance level of p<.05. When the students who took internship training were compared with those who did not, the autonomy mean score (84.23±15.54, p=.022) and the anxiety mean score (95.27±25.89, p=.002) were found to be statistically significantly lower for the former group of students. In addition, the students who took internship training had statistically significantly higher levels of self-confidence (124.01±26.41, p=0.007) when compared to those who did not. Lastly, no statistically significant difference was found between the problem solving skills of the students who took internship training and those of the students who did not (p=.061). In order to increase students’ self-confidence in nursing training, to develop problem solving skills and to develop their ability to cope with stress, internship training programs are suggested for senior nursing students. In practice, for the purpose of decreasing the stress levels of nursing students, reflections should be used in nursing training programs. At nursing schools where internship training programs are applied, different educational methods (such as simulation and high fidelity simulators, computer-aided education programs are suggested for the development of students’ problem solving skills.

Hemşirelikte İntörnlük Eğitiminin Değerlendirilmesi: Sistematik Derleme

Aim: Purpose of this current study is to evaluate the results of studies involving shareholder evaluations about the internship training program, one of the clinical practice models in nursing. Method: The study was carried out as a systematic review using the keywords “intörn”, “intern”, “hemşire” from the host databases of Google Scholar, Dergi Park Academic, Ulakbim and EBSCO between September 2019-August 2020. Results: In the screenings performed, 1112 studies were reached, and a total of 10 articles that fully met the inclusion criteria were included in the review. All of the articles reviewed were in descriptive type, and the researchers created data collection forms themselves in line with the scientific literature. In most of the studies (60%), evaluation of the internship model applied for the first time was aimed, one study focused on problems of the model and in another, classical education was compared with internship practices. Conclusion: In all the studies examined, it was determined that internship training had beneficial contributions, together with positive assessments about the practice and suggestions for its continuity. In terms of strengthening student education, school-hospital cooperation is needed and therefore all shareholders, especially the nurse managers have an important role in the organization.

Remote clinical training practice in the neurology internship during the COVID-19 pandemic

ABSTRACT Background: During the current COVID-19 pandemic, offline clinical education was mandated to suspend at the neurology department of many teaching hospitals globally, yet there is insufficient evidence regarding the preferred practice and methods for online neurology intern training course. Objective: The investigation aimed to examine whether the online neurology training course based on Small Private Online Course (SPOC) and blending learning mode can achieve a good effect and cater for interns from different medical programs and whether the learning group size affects the teaching effect. Design: The subjects were 92 students enrolled in the neurology internship at the Second Xiangya Hospital of China from 9 March to 9 August 2020. After completing the online course, the final scores and evaluation results were compared among different groups of interns, and their preference to distinct contents of the course was analyzed. Statistical analysis was performed using the SPSS program (version 22.0). Results: Our online course received consistent positive recognition from the interns. Ninety-nine percent of the interns recommended incorporating the online course into the conventional offline training program after the pandemic. There was no significant difference between interns from different programs concerning the final scores and course evaluation. A smaller learning group size (<15 students) could achieve a better teaching effect than a larger group size (p < 0.05). The interns preferred interactive discussions, and course contents that they can get practice and feedback from, rather than video watching and didactic lectures. Conclusions: The online neurology intern training course based on SPOC and blending learning mode is worthy of popularization in a large student base. The teaching effect of an online intern training program may be improved by limiting the group size to less than 15 students and encouraging more interactive discussion, more practice and feedback.

A study on the effectiveness of internal trainers- A case study of Oil India Limited

Training is one of the key aspects for effective management of human resources. Training is the aim of increasing the knowledge and skills of an employee for doing a particular job. Modern organisations are focusing a lot on training and the stress is on building the capability of internal trainers and delivering more and more internal training programs. Oil India limited is one of the largest public sector organizations in India which is focusing a lot on training and a lot of the training programs are conducted by internal trainers. The focus of this paper is to understand the effectiveness of the training programs conducted by the internal trainers and give recommendations for making the internal trainers and the training programs conducted by them more effective. Keywords: Internal trainers, Training, Effectiveness of training, Evaluation.

Insights from the University of Cincinnati Paid Internship Education Program

The University of Cincinnati is the birthplace of the paid internship program in the world and it has the most number of compulsory paid internship programs in the United States. Their paid internship education program has rich experience and remarkable results in curriculum arrangement, internship management and government support. However, the internship for vocational colleges in China faces problems such as low enthusiasm from industry, difficulty in internship management and insufficient government support. Drawing on the experience of paid internship education in the United States, the school and the industry jointly planned the internship training program, and finally established a collaboration model that benefits the three parties of the academia, the industry and the students.

Comparing learning outcomes among postgraduate year trainee groups

BackgroundThe objective of postgraduate year (PGY) training programs is to inculcate in medical graduates the expected levels of skills in patient care. This study compared the core clinical competencies of trainees who received PGY training at Chang Gung Memorial Hospital by attending the pilot training program in different groups. MethodsWe used six 10-min test stations for clinical performance evaluation, which comprised four and two test stations designed for objective structured clinical examination and procedural skill, respectively, to evaluate the learning outcomes of the trainees. The trainees were divided into three groups according to the training programs that they had attended. ResultsThe aspects of clinical performance included history taking, physical examination, medical communication, logical thinking, and problem-solving abilities. The trainees who selected the surgery-based training program exhibited a higher performance at the station for aseptic surgical preparation than the other two groups (p = 0.0261). The trainees who selected the internal medical training program (p = 0.0020) exhibited a higher performance at the station for abdominal pain in children. ConclusionsA well-designed postgraduate training program should develop trainees' competencies, particularly clinical operational skills. The results of this study may provide useful insight into methods for improving the design of training programs. Additional investigation is necessary for understanding the effects of different programs on the clinical performance of trainees.

전시컨벤션센터 민간위탁운영의 갈등 원인 탐색과 개선방안 연구: 주인-대리인 이론을 중심으로

The purpose of this study is to clarify, using the principal-agent theory, the root cause of conflicts between interested parties occurring in the private consignment of exhibition convention centers to identify the cause of conflict in private consignments of exhibition convention centers. In order to improve the informational disconnect between the principal and the agent, we proposed the standardization of tasks, employment safety of contract workers, operation of education programs, disclosure of management center information, and dedicated staff of the consignment agency. To reform the adverse selection of the agent, we considered the effective operation of the RFP, detailed contract writing, development of the performance measurement system, and improvement of the operation of the program in which experts and residents participate. We also proposed the improvement of the agent’s moral hazard by operating the internal manpower training program, the advisory committee, and the long term contract, and by activating the MICE Alliance.

Evaluation of a new educational workplace-based program for provisionally registered pharmacists in Australia

ObjectiveThe Intern Foundation Program (IFP) is an innovative new program for intern pharmacists (provisionally registered pharmacists) that integrates academic theory with structured workplace learning and regular feedback, incorporates research training, and streamlines training of clinical educators (CEs). The aim of this research was to evaluate aspects of the IFP from the perspectives of both CEs and interns, gauging opinion about the impact on workload, structured workplace learning, addition of research training, CE-student relationships, CE standardized training, and intern transition to practice. MethodsTwo focus groups were conducted to explore CE (N = 6) and pharmacy intern (N = 7) perspectives of the IFP. A topic guide was constructed to address the research aims. Thematic analysis was undertaken by two team members independently then in discussion. ResultsBoth the CE and intern groups reported that the IFP enabled more structured supervision and fostered a better intern-CE relationship with beneficial support from the university. IFP standardized rubrics and checklists used as part of workplace learning assisted with more consistent feedback for interns and training approaches for CEs alongside CE training. Participants also reported that undertaking a research project provided them with enhanced learning and new skill development. ConclusionsParticipants in the pilot agreed that the IFP is a valuable program, deemed complementary to the intern training program that assists intern transition to independent practice through implementation of a unique curriculum based largely on workplace learning, research training, fostering better CE-intern relationships, robust CE training, and close university-workplace support.

A National Survey on Didactic Curricula in Psychology Internship Training Programs.

Didactic curricula in psychology doctoral internship training programs in health service psychology are important components of the training experience. However, the nature of didactic curricula, including how they are developed and implemented, is not well understood. The purpose of this study was to describe characteristics of didactic programs, better understand their development, and identify barriers to implementation. This study surveyed psychology doctoral internship program directors about didactic training in their programs. A total of 122 internship directors consented to participate. On average, internship didactics were held for 11 hr per month, during regular work-day hours, and on a weekly basis. Internal faculty members were the most common didactic speakers. Didactic curricula were typically developed to meet profession-wide competencies as established by the accrediting body, the American Psychological Association. Identified barriers to didactic program development and implementation included lack of protected release time for faculty and trainees, presenter- and facility-related challenges, and difficulty addressing learner needs. Ideas for future research in this area are suggested.

Policymaking Process for Foreign Care Workers in Contemporary Japan

This paper analyzes recent policy reforms made to foreign care work in Japan. The two policy reforms discussed in this paper are 1. The expansion of categories in the Technical Intern Training Program (TITP) and 2. The inclusion of domestic workers into the Japanese labour sector through the use of National Strategic Special Zones. By analyzing these policymaking processes, the following four observations were made salient. 1. That policy reforms were largely driven by economic motivations; 2. That the policymaking processes that determined the nature of these reforms were led by politicians who were acting on behalf of the interests of business leaders; 3. That the Japanese government continues to utilize policies that deny labourers permanent residency or citizenship status, such as temporary worker programs, in order to avoid implementing migration practices that allow workers to become Japanese citizens; and 4. That the government holds contradicting attitudes towards care work, whereby eldercare is increasingly considered professional/skilled work, while domestic work is regarded as low/semi-skilled labour. These findings suggest that Japan’s foreign care immigration policies are designed to recruit temporary workers in ways that violate their human rights for the purpose of exploitation, in addition to the original goal of transferring skills to sending countries. With this in mind, I conclude my paper by arguing that these policymaking processes reproduce a gendered, racialized, and classed international division of labour and a global care chain

Nurse Interns’ Satisfaction with Internship Training Program at Alazher University

Nurse Interns’ Satisfaction with Internship Training Program at Alazher University