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Du, Yina. "A Portable Pediatrics Medical Education Assessment System for the Pediatrics Milestone Project." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406821832.
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Veiga, Eneida Quadrio de Oliveira [UNIFESP]. "O ensino da pediatria nas escolas de graduacao em medicina do estado do Rio de Janeiro." Universidade Federal de São Paulo (UNIFESP), 2005. http://repositorio.unifesp.br/handle/11600/20533.
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Previous issue date: 2005O objetivo deste estudo é conhecer, analisar e refletir sobre como vem ocorrendo o Ensino da Pediatria na Graduação das Escolas Médicas do Rio de Janeiro, delineando algumas características dos docentes responsáveis por este ensino e correlacionando os dados obtidos com a literatura pertinente. A investigação destas questões se deu a partir de 15 Coordenadores, responsáveis pelo Ensino da Pediatria nos 16 Cursos de Graduação em Medicina em funcionamento no Estado. Optamos por desenvolver uma pesquisa de caráter exploratório, descritiva, realizada através de um estudo do tipo corte transversal e construída a partir de abordagem quantitativa e qualitativa. Os dados foram obtidos a partir de entrevistas semi-estruturadas e de documentos institucionais . Na organização do ensino entre os cursos investigados, observa-se que a inserção da pediatria, os cenários de aprendizagem utilizados, os critérios para seleção dos conteúdos divergem pouco entre si. As dificuldades mais referidas estão afeitas à infraestrutura e ao projeto pedagógico do curso, principalmente a questão da integração intra e inter disciplinas, a articulação docente assistencial e o sistema de avaliação que, para a maioria, encontra-se focado no processo avaliativo do aluno. Discutem-se alguns traços do perfil docente, além de se verificar que os atributos considerados mais significativos para o exercício da docência de pediatria estão baseados na perspectiva humanística, no gostar do que faz, no domínio do assunto, na capacidade de ensinar, na dedicação e na disponibilidade do docente. O percentual de titulação acadêmica encontrado revela a busca docente e institucional pela capacitação profissional. Acreditamos, com este estudo, estar contribuindo para a melhor compreensão do ensino da pediatria como parte fundamental para a formação geral do médico na graduação além de incentivar a busca de novos caminhos que apontem para a melhor qualidade e aperfeiçoamento deste ensino.
The aim of this study is understand, analyze and reflect about how the Pediatric’s Teaching in Undergraduated in Medical Schools of Rio de Janeiro, has been occuring, outlining some characteristics of the responsible professors for this teaching and correlating the obtained data with the pertinent literature. The research of this question was given to 15 coordinators, responsible for Pediatrics teaching at the 16 open undergraduated courses in the state. We opted to develop a research of investigative and descriptive character, carried through a crossover study and built from a quantitative and qualitative approach. The dada were obtained from semi-structured interviews and from institucional documents. Concerning the teaching organization among the investigated courses, it was observed that the insertion of pediatrics, the utilized scenes of learning, the criteria for the selection of the contents diverge a little bit between each other. The majority mentioned difficulties are related to the infrastructure and the pedagogical project of the course, mainly the intra and inter discipline integration questions, the assistencial teaching articulation and the evaluation system that, for the majority, has been focused in the scholar’s evaluation process. Some traces of the teaching profile have been debated, besides it has been verified that the attributes considered more significant for the exercise of Pediatrics teaching are based on the humanistic perspective, in being pleased to what one makes, in the domain of the subject, in the capacity for teaching, in the devotion and availability of the professor. The percentage of titled academic found, reveals the teaching and the institucional search for the professional qualification. We believe, with this study, to be contributing for a better understanding of the pediatrics teaching as a fundamental part for the doctor’s general formation in the undergraduated, besides stimulating the search of new ways that lead to a better quality and improvement of this teaching.
BV UNIFESP: Teses e dissertações
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Wright, Kristina Michelle. "Improving Health Literacy Assessments in Pediatrics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6154.
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Low health literacy (LHL)--when patients do not understand their treatment or medications--has been linked to poor healthcare outcomes. Nurses need to know how to assess health literacy (HL) and teach pediatric patients and their families to help ensure that patients and family members can understand and follow health education messages. Evidence-based HL tools were obtained from a literature search and used to create a nursing staff education program on pediatric patient HL assessment and education. The project answered the practice-focused question that asked whether a staff education program on HL assessment and management would improve nursing knowledge of HL for pediatric patients and families. Piaget's theory was used to guide the development of the education program on age-specific literacy needs; Kotter's theory of change was used to inform the plan for using HL assessment, which was presented to 34 participants in the local practice setting. Participants were randomly chosen from local professionals in nursing education and participation was voluntary. A panel of 3 experts, including a nurse expert on HL, reviewed and approved the education program, quiz questions, and participant survey. Pretest results (N = 32) showed a mean score of 6.53, and the posttest mean score was 7.66. Results of the paired t test showed significant improvement (t = -4.378, p = .000) in participant knowledge of HL after the education program. The project findings can promote positive social change through improvement in nurses' knowledge about HL and health outcomes for pediatric patients.
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Schetzina, Karen E., Allison Seide, Sherry Freeman, Meredith Coulter, Nicole Colgrove, Jessica Long, Amanda White, Cortnie Letterman, Caitilyn Carney, and Hayley Pope. "High School Breastfeeding Education In Southern Appalachia." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5047.
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Purpose
Breastfeeding rates in Northeast Tennessee are much lower than national rates and the Healthy People 2020 targets. The purpose of this research was to develop and evaluate a high school breastfeeding education intervention.
Methods
Literature review and interviews with regional stakeholders informed development of an educational intervention for high school students aimed at increasing breastfeeding rates in this southern Appalachian region. An interactive educational game was developed based on the Theory of Planned Behavior (TPB) to provide age-appropriate information about breastfeeding. Health science classes from two regional high schools participated. Prior to the game, the students were given a 35-question pre-survey to assess knowledge, attitudes, subjective norms, perceived behavioral control, and intentions, the tenets of the TPB. Education was delivered during a single class session and included information about related health careers. A post-survey was given two weeks after the educational intervention and compared to the pre-test results using t-tests and Cohen’s d to assess changes in mean summary scores of measures of the TPB tenets.
Results
Surveys were completed by 107 students (75% female, 68% freshman/sophomores). Intention to breastfeed in the future significantly increased from 47.6% to 66.3% following the intervention. Measures of knowledge, attitudes, and perceptions of subjective norms related to breastfeeding were all significantly improved after the intervention. Levels of breastfeeding knowledge were low at baseline and demonstrated the largest improvement of all of the TPB tenets following the intervention (Cohen’s d = 1.6). Results were not found to vary significantly based on gender or grade level.
Conclusion
Breastfeeding education is not common in middle and high schools and published research evaluating the effects of breastfeeding education in schools is limited. While this study did not assess the impact of the intervention on breastfeeding rates, the changes observed suggest that an educational intervention based on the TPB may have the potential to increase the breastfeeding rates in the future. Limitations of the study include only having one session of education and a short follow-up period of only two weeks.
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Thiagarajan, Arti, Karen E. Schetzina, Gayatri Bala Jaishankar, Debra Mills, Piyush Singh, and Joseph Ikekwere. "Texting While Driving and Interest in Child Passenger Safety Education Among." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5040.
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Subramaniam, Natasha Marie. "Addressing Human Papillomavirus Vaccination in Primary Care Pediatrics." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7434.
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Human papillomavirus (HPV) is the most common sexually transmitted disease in the United States. Despite most common transmission, HPV immunization in adolescents remains below target rates of 80% as outlined by Healthy People 2020 Objectives. Nearly all individuals will contract HPV during their lifetime. The purpose of this project was to educate providers on successfully promoting HPV immunization in adolescents utilizing evidence-based methods. The health belief model (HBM) was the theoretical underpinning utilized to teach providers on discussions about 9vHPV immunization with parents of adolescents. The practice focused question explored whether an education program using concepts from the HBM would increase provider perception of preparedness on recommending Gardasil 9 immunization in adolescents. Convenience sampling was utilized to recruit participants. There were 9 out of 25 providers that attended the educational in service with 8 completing the continuing education evaluation tool. Participants included providers who are affiliated and hold privileges with the health care system. Survey Monkey was used to analyze the participant evaluations. All the participants found the educational information relevant to increasing their perception of preparedness on recommending Gardasil 9 immunization in adolescents. The findings suggest that providers would benefit from training on recommending HPV immunization in adolescents. Continued training would help enhance timely immunization rates that could decrease cancer rates and reduce associated healthcare cost, in turn promoting population health and positive social change.
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Jaishankar, Gayatri, Kristina Dulaney, Matthew Tolliver, and Diana Morelen. "It Takes a Village." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8857.
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McIntyre, Helen Rachel. "Factors influencing student midwives' competence and confidence when incorporating UNICEF UK Baby Friendly Initiative (BFI) Education Standards in clinical practice." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27802/.
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Background: Breastfeeding is crucial in providing optimum nutrition and health for babies' to develop into healthy adults and has important emotional, physical and psychological benefits on maternal health. The UK has stubbornly low breastfeeding initiation and continuation rates. To address this, the government has policies targeting maternity and public health services. Furthermore, UNICEF UK introduced Baby Friendly Initiative (BFI) Hospital Standards in 1998 and Midwifery Education Standards in 2002. The University of Nottingham adopted BFI Education Standards in 2005 and have maintained accreditation since 2008. The BFI curriculum changes incorporated a knowledge, skills and attitude framework for teaching, learning and assessing. The embedding of positive attitudinal and skills facilitation of breastfeeding within the curriculum changes was essential. The influence of Trust's organisational culture on student learning was considered critical due to its impact on midwives working practises and pre-registration midwifery curricula having a minimum of 50% clinical practice. There is a lack of information about the efficacy of BFI Education Standards on student learning and application to practice. The aim of this study was to explore factors affecting student midwives competence and confidence when incorporating BFI Education Standards into clinical practice. Methodology and methods: A three year longitudinal multiple educational case study of a Bachelor of Midwifery programme commenced in 2009. Ethical and R&D approval were gained from the University and five Trusts, each at different stages of BFI clinical accreditation. The inclusion criteria were any student in the September 2009 midwifery cohort and their allocated midwife mentors. From a cohort of 32 students, 22 consented and 16 supplied data at each collection point throughout the three years. Students identified 92 midwife mentors, they had worked with, who were then invited to participate; 16 consented and 6 supplied data at each collection point throughout the three years. A total of 92 questionnaires and 70 one hour interviews were conducted. Data collected from students included questionnaire, individual interview and documentary evidence at 6, 18 and 30 months into the programme. Data from midwife mentors was questionnaire and individual interview at each stage. Documentary evidence was obtained from the students' NMC record of clinical skills and second year biology examination question on infant feeding. Data analysis used NVivo for qualitative data management, and PAWS for quantitative data analysis. Verbatim transcription of interviews was followed by thematic analysis. Findings: Findings are presented using BFI 'Ten Steps' Standards with the underpinning knowledge, skills and attitude framework. All students considered themselves to be competent and confident in 'normal' aspects of infant feeding but only competent in 'complex' feeding scenarios. Students self reported the theoretical component was most important to their learning in years 1 and 3 and clinical placements in year 2. Students who were mothers and students working in BFI accredited units had better examination results. Changes in workforce skill mix and reduced community midwife visits were factors in reported gaps of 'complex' breastfeeding learning opportunities. These were addressed by scenario role play. Reductions in Infant Feeding Advisor hours were found to correlate with increased formula supplementation. Mentors praised students' enhanced theoretical knowledge from their first year, and assessment and planning in the third year. They attributed this to the BFI curriculum. More prescriptive and structured organisational documentation facilitated student learning. Theory practice gaps existed at all five case study sites. At BFI accredited sites mothers and babies were statistically more likely to experience skin-to-skin following any mode of birth (n=1462 p<0.001 phi=0.21). At all sites a normal birth statistically increased the opportunity of mother-baby skin-to-skin (n=1462 p<0.001 phi=0.57) and initiation of breastfeeding (n=1462 p<0.001 phi=0.52). Students embraced a 'hands-off' technique to support breastfeeding and hand expression of the breast against prevailing clinical role modelling. Techniques students developed were 'shadowing', use of props, use of feeding cues and increasing the accessibility of their knowledge to women through facilitative communication skills. Use of infant feeding tools provided through the curriculum supported student learning. Detail provided within the postnatal data was poor and mirrored by mentors reporting poor use of relevant organisational documentation. Students had little opportunity to develop constructive formula feeding support, sterilisation of feeding equipment and reconstitution of formula milk. Anxiety was expressed by mentors and students in providing support to formula feeding women within a BFI framework. The use of interactive teaching methods and individual assessment through a workshop in year 3 were identified by students as significant to their learning. Students desire to support women to breastfeed grew over the 3 years. This was independent of personal feeding experiences of students who were mothers and the non-mothers embedded norms. The reinforcement and incremental delivery of the BFI curriculum in each year was identified as essential in this process. Conclusion: A BFI accredited midwifery curriculum positively impacts on student learning in infant feeding, raises the profile of infant feeding within postnatal care and enables students to create positive experiences for women. This study's findings would recommend that all midwifery curricula embrace BFI Education Standards within a knowledge, skills and attitudes framework.
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Randall, Rebecca Elizabeth. "Evaluating a Nutrition Assistance and Education Program in the Dominican Republic." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/162912.
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Public HealthM.S.
Introduction: The Dominican Ranks 79th in the world for high rates of under five year mortality at 33 deaths per 1000 live births. The Ninos Primeros en Salud (NPS) in Consuelo, DR has an extensive Nutrition Program for children 0-5 years to address food insecurity and malnutrition with nutrition education, regular weight checks, home visits, micronutrient supplementation and supplemental food packages in an attempt to decrease mortality amount 0-5 year olds. Objectives: The primary aim of this study was to compare the two groups (nutrition intervention group and healthy reference group) to determine if there were differences in demographic characteristics among children receiving care at NPS. The secondary aim was to evaluate the Nutrition Program at NPS during the first nine months of the program by observing changes in wasting, weight for height z-score (WHZ), weight for age z-score (WAZ) and height for age z-score (HAZ) in children participating in the nutrition intervention program compared to the healthy reference group. The tertiary aim was to determine if there were differences in outcomes of wasting and WAZ in the Nutrition intervention group in relation to household size. Study Design: Observational study with propensity score frequency matching in healthy reference group. Baseline and up to nine months follow up data were examined on all patients being seen at NPS (n=75) consisting of age, weight, height and birth weight.. Baseline and monthly follow up was also collected on patients enrolled in the nutrition program (n=53) with monthly data consisting of weight, height, age and number living in household. All data were de-identified. Results: The intervention group and healthy reference group differed only in age and birth weight at baseline after matching. The intervention group showed statistically significant improvement in all three areas of weight anthropometric measurements (i.e. wasting, WAZ and WHZ) from pre intervention to post intervention when compared to the healthy reference group. Both the intervention and reference group showed statistically significant decreases in HAZ, with the intervention group showing a decrease in HAZ compared to the healthy reference group. The intervention group also showed significant worsening in measure of stunting over the follow up period. Outcomes measurements of wasting and WAZ did not differ based on household size. Conclusions: The intervention was successful in increasing the weight of malnourished children. However, it appears that the intervention had no positive effect on increasing linear growth. Further investigation is needed to determine the impact of the nutrition intervention on malnutrition, specifically linear growth.
Temple University--Theses
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Schetzina, Karen E., and G. Jaishankar. "ReadNPlay for a Bright Future." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5127.
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Sauers-Ford, Hadley S., Melissa Keene, Claire Marr, Dawn Tuell, Michael DeVoe, David Wood, Jeffrey Simmons, and Craig Gosdin. "Using a Distance-Based Partnership to Start a Hospital Medicine Program and a Quality Improvement Education Program." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5140.
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Distance-based partnerships are being increasingly used in health care and have previously been described to facilitate the training of nurses, researchers, and occupational therapists.1–6 In 2013, the Society of Hospital Medicine’s newly published guidelines for pediatric hospital medicine (PHM) programs indicated that strong leadership is critically important to a program’s success. Many smaller children’s hospitals have very few dedicated pediatric hospitalists, and these hospitalists might not have formal leadership or quality improvement (QI) training, resources, or dedicated time for QI work because of their clinical responsibilities. Similarly, pediatric residency programs at smaller institutions might lack robust inpatient QI experiences for their trainees. Leaders at Cincinnati Children’s Hospital Medical Center (Cincinnati) were approached by leaders at Niswonger Children’s Hospital (Niswonger) to complete a needs assessment of Niswonger’s inpatient program. Niswonger is a 69-bed children’s hospital colocated with Johnson City Medical Center, an adult hospital. These hospitals are located in a suburban area with a large rural catchment area. Both the adult and children’s hospitals are part of a larger health system, Mountain States Health Alliance. Niswonger is affiliated with East Tennessee State University (ETSU) Department of Pediatrics, which provided the majority of physician staffing. The needs assessment, completed in 2012, consisted of several site visits, observation of inpatient rounds, interviews with Niswonger faculty and staff, evaluation of available historical data, and collection of new data. Two main gaps in clinical care and training at Niswonger were identified. The first was the need for a dedicated hospitalist program with providers who did not have competing clinical responsibilities. The general pediatric inpatient unit was historically staffed by several ETSU faculty members, all of whom had primary responsibilities in other areas such as intensive care, outpatient primary care, and infectious disease and none of whom were dedicated pediatric hospitalists. These physicians would typically conduct inpatient teaching rounds in the morning and then resume other clinical responsibilities. The second was the need for QI training for the 19 residents in the ETSU pediatric residency program, an Accreditation Council for Graduate Medical Education requirement.
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McMaken, Cathy Jo, Karen E. Schetzina, Gayatri Jaishankar, Robin Fisher, and Jill Fair. "A Harvest Day Adventure." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5129.
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McMaken, Cathy Jo, Karen E. Schetzina, Gayatri Jaishankar, Robin Fisher, and Jill Fair. "A Safety Hero Adventure." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5130.
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Blair, Cynthia J., Amy Michelle Poole, Fenose Osedeme, R. Selove, James Bledsoe, Florence Weierbach, David Wood, and Hadii Mamudu. "Utilizing the Nicotine Products Policy Index to Assess [Tobacco/Smoking] Policies of Higher Education Institutions in Tennessee." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7674.
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Objective: Tennessee’s tobacco use prevalence rate is 20.7%, compared to 16.1% nationally. This is associated with over 11,000 premature deaths and $5 billion annual costs. Over a third of young adults attend colleges/universities, and the use of electronic nicotine products is highest among this age group. This study created a Tennessee-specific best practices policy rating instrument to assist Higher Education Institutions (HEIs) in crafting comprehensive nicotine product policies. Methods: Between August 2017 and October 2018, a Tobacco-Free Generation Campus Initiative-funded team developed the Nicotine Product Policy Index (NPPI) rating instrument, with 50 items within four sections: 1) environment, 2) enforcement, 3) prevention and treatment services, and 4) policy organization. The policies of 84 Tennessee HEIs were scored using the NPPI, and total scores were transformed to ratings from 0-5 for a comprehensive policy. Results: Of Tennessee’s 34 independent colleges/universities, 11.76% were rated at 0 for lack of policy accessible to investigators. Ratings of 1 were given to 44%, 2 to 8.82%, 3 to 14.71%, and 4 to 17.64%. A rating of 4 was given to 17.64% of independent colleges/universities,15.38% of Tennessee’s 13 Community Colleges and 33.33% of Tennessee’s six Locally Governed Institutions. All four University of Tennessee-affiliated institutions earned a 4 rating. Only one institutional tobacco/smoking policy rated a 5: Tusculum College, an independent college/university. Conclusion: The NPPI could guide development of comprehensive nicotine product policies designed to address the high prevalence of tobacco use.
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Marryat, Louise Jane. "Modelling social, emotional and behavioural development in the first three years of school : what impact do schools have?" Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/6302/.
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Social, emotional and behavioural aspects of development are key to children’s overall development. A failure to develop normally in any one of these areas can have far reaching consequences, affecting the child’s ability to learn and to develop relationships with peers, potentially leading to fewer educational qualifications, a lack of future employment, poverty and a range of other outcomes including difficulty forming relationships, mental health issues and increased criminal behaviour (Tremblay et al., 2004; Woodward & Fergusson, 2000; Ttofi, Farrington, & Lasel, 2012; Hodgins, Larm, Ellenbogen, Vitaro, C Tremblay, 2013; Pingault et al., 2013). In Glasgow City, a large proportion of children live in disadvantaged circumstances, including living in households and areas suffering from multiple deprivation, living with parental substance misuse and witnessing domestic and community violence (Glasgow Centre for Population Health, 2013; Taulbut & Walsh, 2013). These risk factors can all impact on children’s social, emotional and behavioural development (Margolin & Gordis, 2000a; Gennetian, Castells, & Morris, 2010; Chronis et al., 2003). Children also tend to be clustered in schools with other children who may share similar demographic characteristics and who have similar levels of difficulties, which may compound or ameliorate the individual’s strengths or weaknesses. This thesis aimed to explore the levels of children’s social, emotional and behavioural difficulties at the start of Primary School (age 4-5) and at Primary 3 (age 7-8) in Glasgow city and to investigate the stability of these over time. Analysis was carried out using a brief behavioural screening questionnaire, Goodman’s Strengths and Difficulties Questionnaire (SDQ)(Goodman, 2013b), which had been completed by nursery staff and class teachers. The thesis also aimed to examine whether Glasgow City is different in its levels of social, emotional and behavioural difficulties compared with other areas of Scotland and the UK. Clustering of difficulties within schools is analysed in order to explore the relationships between peer difficulties and demographics, individual difficulties over time and ultimately, whether schools have an effect on the development of social, emotional and behavioural difficulties during the first three years of school. The results of this study indicate that, between preschool and P3, levels of Conduct Problems, Emotional Symptoms and Hyperactivity/inattention increased, whilst levels of abnormal Pro-social Behaviours decreased and Peer Relationship Problems remained relatively static. Both means and prevalence rates for children in Glasgow City demonstrated similar patterns to UK norms, though levels of Hyperactivity/inattention problems at P3 were higher than in UK 5-10 year olds. Data from the Growing Up in Scotland study were used to investigate whether a ‘Glasgow Effect’ (i.e. an amount of variation that could not be explained solely by demographic differences in the population) existed in children’s social, emotional and behavioural difficulties at preschool age. Children in the Glasgow sample did have higher rates of social, emotional and behavioural difficulties compared with children in the rest of Scotland. However, this difference in difficulties appeared be entirely accounted for by the difference in demographics within the populations in the different areas. There are various factors which might explain this: sampling issues, such as having to use a Greater Glasgow and Clyde sample rather than Glasgow City, may mask any Glasgow Effect, whilst it may be that differential attrition in the GUS cohort may mean that children with problems are missing from the sample. It could also be that sleeper effects are at work, which may emerge in the form of difficulties later in childhood, or that what we are seeing is a ‘Scottish Effect’ rather than a Glasgow Effect, given that most of the previous research in this area compared Glasgow with demographically similar English cities. At this stage however, it appears that results from Glasgow may be generalisable to other areas, once demographics are controlled for. Multilevel modelling of Strengths and Difficulties Questionnaire (SDQ) data from Glasgow City schools was then used to explore what factors were associated with longitudinal increases in SDQ scores between preschool and P3. Results showed significant differences between schools in the unadjusted models, accounting for 11% of variance in change scores. The adjusted model found that having worsening social, emotional and behavioural difficulties in the first three years of school was associated with being male, being from a White-UK background, and having had Looked After status (been under the supervision of the state) by preschool. Being in a school with a small school roll was also associated with an increase in difficulties over this time. School effects were only reduced slightly in this final adjusted model, accounting for 9% of variance between schools, suggesting that variation in the development of social, emotional and behavioural difficulties may differ somewhat between schools during the first three years. It should be noted that numbers of pupils within schools were small in some cases, leading to wide confidence intervals and possibly reducing significance of the results. Having social, emotional or behavioural problems at P3 (above the cut-off on the SDQ for likely difficulties) was also related to a range of factors. Again in the unadjusted model, there was a statistically significant difference in levels of difficulties between schools. The strongest predictor of such problems was having had an abnormal score at preschool. Also important was being male, having been Looked After by preschool and being in a school with a higher proportion of children eligible for free school meals, which is likely to be a proxy for income deprivation. However, once these characteristics were controlled for, there was no statistically significant difference between schools. The ability to identify a group of children prior to the start of school who are at risk of continued social, emotional and behaviour difficulties raises questions about whether a preschool mental health screening test should be put in place. It would be hoped that this would allow children to access the support they need in order to optimise their development, with a suggestion that a universal screen for these types of problems could double or treble the traditionally low numbers of children receiving help (Goodman et al., 2000). However, there are also difficulties with a screening tool of this nature, including the potential for false identification of difficulties, the potentially negative impact of labelling children, the additional burden that this may place of services and finally the current lack of evidence around a potential effective intervention for children of this age (Goodman et al., 2000; Sayal et al., 2010; Wichstrom et al., 2012). In conclusion, children in Glasgow City have similar prevalence rates of social, emotional and behavioural difficulties at preschool, compared with children in the rest of the UK, but these difficulties are markedly worse in Glasgow City by the third year of school. However, the difference in these scores may just be due to Glasgow City having a more disadvantaged population, which in turn impacts on levels of difficulties. Whilst schools were found to make a difference in relation to children moving up or down the spectrum of difficulties in the first three years of school, there was no evidence that schools contributed to the likelihood of children having an ‘abnormal’ score at P3, though again, this lack of significance could be related to the small numbers of pupils within some schools, as well as the over-riding impact of having difficulties earlier in life. More research is required with larger numbers of students within schools in order to see if the lack of variance seen between schools at P3 is real or whether it is a sampling issue related to small numbers and therefore wide confidence intervals within schools. Qualitative work around the outliers and some of the unusual findings, e.g. that children in smaller schools appear to fare worse, would be beneficial in interpreting the findings. It would also be of great benefit to follow these children up to the next stage of data collection at P6, in order to explore what happens to children’s social, emotional and behavioural difficulties by the end of Primary school.
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Bradshaw, Gwendolen. "Involving service users in the assessment of the performance of pre registration student midwives : an interpretive study of the perceptions of key stakeholders." Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/5971/.
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This study investigates the perceptions of key stakeholders in midwifery education concerning the involvement of service users in student assessment. It identifies the key stakeholders in specific interest groups, as expert professional and expert lay people, parents, student midwives, qualified midwives who mentor students in clinical practice and the heads of midwifery education in University Departments. The work starts from the premise that assessment is an underestimated means of enhancing students' learning and the development of competence to practise as a registered midwife. The inquiry opens by examining the professional context in which maternity services are provided. It identifies the relationships that midwives form with the women and their families for whom they care. These considerations are followed by an interrogation of the literature that reveals a rich variety of interlocking concepts that are apposite considerations in terms of the assessment of student midwives and the involvement of women in it. This finely links the problem to previous research and provides a sound rationale for the conduct of the study. Interpretivism is advanced as a suitable philosophical framework for the prosecution of the study that offers a methodological rationale for a pragmatic, mixed methods investigation. The study design presents a raison d'dtre for a phased approach to the work and data are accrued variously from qualitative and quantitative sources. Although the focus of the work concerned the role of users of maternity services in student assessment and found considerable support for their involvement, what emerged has wider consequences for teaching and learning, the overall student experience and also for women as health service consumers. Having examined the principle dynamics that influence student learning in clinical placements, the study concludes that there is a superficial disharmony between learning and assessment yet it claims the two are mutually complimentary. The inclusion of women in teaching and learning is seen as a potent means to add an extra element to the definition of competence and to add to the authenticity of its assessment.
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Williams, Emily Louise. "An investigation into the effectiveness of social stories with photograph or symbol illustrations for addressing the specific target behaviours of children with a diagnosis of autism spectrum disorder." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13297/.
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This study aimed to investigate the effectiveness of Social Stories utilising either photograph or symbol illustrations to address the target behaviours of children with a diagnosis of Autism Spectrum Disorder (ASD). Multiple single-case experiments were conducted utilising an ABA design with 10 participants, all of whom were boys attending mainstream primary schools within a West Midlands Local Authority. The children ranged in age from 5-11 and all of them had a diagnosis and a primary need in relation to ASD. Personalised Social Stories were composed for each of the participants to address a specific target behaviour that had been identified by the child and members of teaching staff. The stories were written by the researcher alongside a member of staff from the Local Authority's Autism Outreach Service and all adhered to the criteria and guidelines for construction outlined by Carol Gray (2004). The format for each of the stories was identical but for the manipulation of the illustrations. The effectiveness of the intervention was monitored using a variety of measures including a Behaviour Log recording the frequency of the target behaviour across each of the experimental phases; the Strengths & Difficulties Questionnaire (Goodman, 1997); and a Teacher / Teaching Assistant Questionnaire that had been designed by the researcher and was based on items contained within the Behaviour Intervention Rating Scale (BIBS) (Elliot & Treuting, 1991). The data obtained from these measures was analysed through the visual inspection of graphical data and the calculation of effect sizes. Discussion is provided about the suitability, reliability and validity of each of the measures and the methods of data analysis. Overall the study provides evidence of the utility and effectiveness of Social Stories for addressing the target behaviours of children with a diagnosis of ASD. Furthermore it offers an original contribution to the existing literature by exploring the impact of different forms of illustration on story efficacy.
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Begley, Amanda. "The academic, physical and social self-perceptions of pupils with Down syndrome." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/108364/.
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This thesis contains the work from two inter-related studies focusing on the self-perceptions of pupils with Down Syndrome. After a brief account of my value position in relation to the research in Chapter 1, Chapter 2 discusses the literature on self-perceptions. This discussion provides the rationale for study 1. In Chapter 3 the developmental profile of children with Down Syndrome is discussed. This provides the rationale for the choice of research instruments. In study 1 the self-perceptions of 96 pupils with Down Syndrome between the ages of 8 and 16 years were assessed in three school related domains: academic competence, physical competence and social acceptance Results from the Pictorial Scale of Perceived Competence and Acceptance (Harter & Pike, 1981/1984) and a Situations Grid suggested that pupils with Down Syndrome hold very positive self-perceptions in each school related domain, that self-perceptions become more positive with age, are more positive for female than for male pupils and remain positive regardless of school placement type (mainstream or special school). The findings from study 1 left unanswered a number of questions concerning the self- perceptions of pupils with Down Syndrome. Furthermore, examination of individual scores revealed considerable differences in the self-perceptions of individual pupils. Therefore, the aim of study 2 was to investigate factors associated with high and low self-perceptions. Study 2 also allowed pupils, teachers and parents more freedom to participate in the research. Fourteen qualitative case studies were completed. The interview and observation data arising from study 2 revealed the heterogeneity in factors associated with the self-perceptions of pupils with Down Syndrome. In the closing chapters: possible explanations for the study findings and suggestions for further research are raised, the utility of quantitative and qualitative approaches for studying pupils with Down Syndrome is discussed, and the implications of the findings for existing theories are covered.
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Prearo, Alice Yamashita. "O ensino de pediatria na atenção básica em saúde : entre as fronteiras do modelo biomédico e a perspectiva da integralidade do cuidado - um estudo de caso /." Botucatu : [s.n.], 2007. http://hdl.handle.net/11449/104696.
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Resumo: O presente trabalho foi um estudo sobre educação médica, focalizado na experiência de ensino de pediatria na atenção básica, com o objetivo de analisar a contribuição da disciplina de Pediatria Social e Comunitária no 4º ano de graduação em medicina da Faculdade de Medicina de Botucatu (FMB) para o ensino que visa à integralidade do cuidado. Utilizou-se a metodologia qualitativa de pesquisa, tendo como estratégia o estudo de caso. O método de análise usado nessa pesquisa foi fundamentado no referencial teórico da abordagem sóciohistórica, subsidiado pelos estudos de Vigotski. A relevância do estudo justifica-se no esforço que a disciplina de Pediatria Social e Comunitária vem desenvolvendo para contribuir com a diversificação de cenários de ensino e aprendizagem, marcando-se como representante de inovação no curso de Pediatria da FMB. O presente trabalho permitiu analisar o que docentes formuladores da disciplina, médicos supervisores da disciplina e os estudantes do 4º ano da graduação em medicina consideraram como aprendizados relevantes para o profissional de saúde, que só poderiam ser alcançados por meio da sua inserção nos serviços de atenção primária; identificar a contribuição dos médicos supervisores para buscar respostas para questões oriundas dos atendimentos em pediatria em atenção primária; identificar a contribuição dos médicos supervisores no processo de mediação para que os estudantes cheguem a um ponto de aprendizagem que não poderiam alcançar sozinhos; e ainda identificar a importância do papel dos estudantes na sua relação com outros membros da equipe. As entrevistas com os docentes e com os médicos, transcritas e analisadas, e a análise das avaliações escritas realizadas pelos estudantes revelaram núcleos de significação comuns a todos esses atores: a importância da diversificação de cenários de ensino... (Resumo completo, clicar acesso eletrônico abaixo)Abstract: The present work was a study about medical education, focusing on the experience of Pediatrics teaching in primary heath care, and had the objective of analyzing the contribution of the discipline Social and Community Pediatrics in the 4º year of Medicine course at Botucatu Medical School (Faculdade de Medicina de Botucatu FMB) to the teaching that aims at the integrality of care. The quantitative research methodology was used, having the case study as strategy. The analysis method used in this work was grounded on the theorical framework of the social-historical approach, subsidized by Vigotski's studies. The relevance of the study is justified by the effort of the discipline Social and Community Pediatrics has been developing to contribute to the diversification of teaching-learning scenarios, playing its role as representative of the innovation of the Pediatrics course at FMB. The present work allowed analyzing what discipline formulator teachers, discipline supervisor doctors and the fourth-year undergraduate students consider to be relevant learning for the professional in health, which could only have been reached by its insertion into the services of primary care; identify the supervisor doctors' contribution to seek answers to questions that come from pediatric assistance in primary care; identify the supervisor doctors' contribution to the mediation process so that students can reach a learning level which they could not reach by themselves; and, furthermore, identify the importance of the students' role in their relation with the other members of the team. The interviews with the teachers and the doctors, written down and analyzed, and the analysis of the written tests taken by the students reveal signification kernels which are common to all these actors: the importance of the diversification of... (Complete abstract click electronic access below)
Orientador: Agueda Beatriz Pires Rizzato
Coorientador: Sueli Terezinha Ferreira Martins
Banca: Eliana Goldfarb Cyrino
Banca: Angélica Maria Bicudo Zeferino
Banca: Rosana Fiorini Puccini
Banca: Wanda Maria Junqueira Aguiar
Doutor
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Ilha, Jean Pierre Paraboni. "IMPLEMENTAÇÃO DE PROTOCOLO DE UTILIZAÇÃO DE CORTICOSTEROIDE NO CHOQUE SÉPTICO PEDIÁTRICO." Centro Universitário Franciscano, 2017. http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/621.
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High mortality rates are related to pediatric sepsis. Literature is limited on corticosteroid use context in pediatric septic shock, as in article numbers as in methodological quality of studies. The non-padronization for the beginning of this drug use is indicated as the main reason of discrepancy of studies results, and it can be one of the associated factors in mortality in this clinical situation. Based on this problem question, the present study had as general objective to systematize the corticosteroid utilization in cathecolamine resistant pediatric septic shock in a pediatric unity care of an education hospital. As specific objectives, this study considered: to make a bibliographic review on pediatric sepsis aiming the recent management of pediatric septic shock, and to capacitate the local medical staff for the application of corticosteroid utilization protocol in pediatric septic shock, monitoring its application on indicated children. In order to attending the first specific objective, it was made a bibliographic state-of-art review in children sepsis, with resources in internation data base Pubmed and Lilacs. The resulting date from the first specific objective resulted in a book chapter where it was inserted this knowledge, and also as theorical basis for protocol construction for corticosteroid use in the indicated moment in pediatric septic shock. It was concluded that this review, for punctuating the right moment of this drug utilization, aims to contribute to the management of the referred disease, With the purpose of systematizing the conducts and qualifying the professionals' performance, in this process. The second specific objective was about an action-research, involving the protocol construction process of corticosteroid utilization in cathecolamine resistant pediatric septic shock, matching to a specific part of the time sensitive algorithm for management of pediatric septic shock, internationally validated, and the capacitation of the medical staff from the referred unity for its utilization, in the period of june, 2016. From the result data of the second specific objective, and codificated on content analysis, three thematic categories were resulted: previous learning of protocol for treatment of the referred shock, positive actions associated to assistential protocols using in intensive care unities and continued education in these places. After effective medical capacitation there was utilization of this drug from systematic manner in 100% of the patients under this clinical condition, in a six-month period after capacitation, showing that the final product of this work had a good internal validity. With this optimization there is possibility of local future studies of clinical ending.
Altas taxas de mortalidade são relacionadas à sepse na população pediátrica. A literatura é limitada no contexto do uso de corticosteroides no choque séptico pediátrico, tanto em número de artigos quanto na qualidade metodológica dos estudos. A não padronização para o momento de início do uso desse fármaco é indicada como principal motivo da discrepância de resultados dos estudos e pode ser um dos fatores associados a mortalidade nessa situação clínica. Com base nessa questão-problema, o presente estudo teve como objetivo geral sistematizar a utilização de corticosteroide no choque séptico pediátrico resistente a catecolaminas em nível de Unidade de Terapia Intensiva Pediátrica de um hospital de ensino. Como objetivos específicos, este estudo considerou: fazer uma revisão bibliográfica sobre sepse em pediatria, com vistas ao manejo atual do choque séptico pediátrico e capacitar a equipe médica local para a aplicação de protocolo de utilização do corticosteroide no choque séptico pediátrico, monitorando sua aplicação nas crianças indicadas. Para atender ao primeiro objetivo específico foi realizada uma revisão de literatura acerca do estado da arte na sepse infantil, com pesquisas em bases de dados internacionais Pubmed e Lilacs. O dado resultante do primeiro objetivo específico emergiu em um capítulo de livro, onde se inseriu esse conhecimento e, também, como base teórica para a construção de protocolo para uso do corticosteroide no momento indicado, no choque séptico pediátrico. Concluiu-se que essa revisão, em termos de pontuar o momento correto de utilização desse fármaco, permite contribuir para a melhoria no manejo da referida doença, com o propósito de sistematizar as condutas e qualificar a atuação dos profissionais, neste processo. O segundo objetivo específico envolveu uma pesquisa-ação, abrangendo o processo de construção do protocolo do uso de corticoide no choque séptico pediátrico resistente a catecolaminas, correspondendo a uma parte específica do algoritmo tempo-sensível, internacionalmente validado para manejo do referido choque, e à capacitação da equipe médica da unidade citada para a utilização do mesmo, no período de julho de 2016. Dos dados resultantes do segundo objetivo específico, codificados pela análise de conteúdo, resultaram três categorias temáticas: conhecimento prévio de protocolo de manejo do referido choque, ações positivas quanto ao uso de protocolos assistenciais em unidades de terapias intensivas e educação continuada nesses locais. A partir da capacitação efetiva da equipe médica, houve utilização desse fármaco de maneira sistemática em 100% dos pacientes sob tal condição clínica, no período de seis meses decorridos da capacitação, evidenciando-se que o produto final desse trabalho obteve uma boa validade interna. Com essa rotinização, existe possiblidade de futuros estudos locais de desfecho clínico.
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Shahidullah, Jeffrey D. PhD, Paul W. PhD Kettlewell, Kathryn MD DeHart, Kris MD Rooney, Ilene MA Ladd, Tyler BS Bogaczyk, Amy PhD Signore, and Sharon L. PhD Larson. "An Empirical Approach to Assessing Pediatric Residents' Attitudes, Knowledge and Skills in Primary Care Behavioral Health." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss2/4.
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This paper describes an empirical approach to assessing pediatric residents' attitudes, knowledge and skills in primary care behavioral health. Outcomes from that assessment approach are presented from two pediatric residency training programs in the northeastern United States. Thirty-six pediatric residents completed attitudes, knowledge and skills surveys. The survey was developed to align with the American Academy of Pediatrics’ Policy Statement in 2009 citing aspirational competencies for pediatricians in primary care behavioral health. This alignment addressed both learner variables (attitudes, knowledge, and skills) as well as clinical presentations (ADHD, anxiety, depression, and suicide) highlighted in the policy statement. The survey specifically inquired about self-reported confidence and comfort in managing behavioral health concerns using evidence-based practice parameters (attitudes and knowledge) and their measured ability to deliver evidence-based care in response to clinical vignettes (skills). Findings largely revealed no statistically significant differences in attitudes, knowledge or skills between interns and upper-level residents. Training programs can use the approach described in this paper and the assessment instrument with some possible modifications to monitor annual progress and evaluate any changes in didactic and clinical training.
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Bailey, Beth A., David Wood, Andrea Clements, Kerry Proctor-Williams, Kara Boynewicz, Carol Marie Trivette, and Nathaniel Allen Justice. "Polydrug Use and Other Risk Factors Among Women Receiving MAT During Pregnancy: Challenges for Research on Health and Developmental Effects in Infancy and Beyond." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7665.
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Prearo, Alice Yamashita [UNESP]. "O ensino de pediatria na atenção básica em saúde: entre as fronteiras do modelo biomédico e a perspectiva da integralidade do cuidado - um estudo de caso." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/104696.
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prearo_ay_dr_botfm.pdf: 1244495 bytes, checksum: a9c697f1aecc9a3757e03b936fb54fb1 (MD5)O presente trabalho foi um estudo sobre educação médica, focalizado na experiência de ensino de pediatria na atenção básica, com o objetivo de analisar a contribuição da disciplina de Pediatria Social e Comunitária no 4º ano de graduação em medicina da Faculdade de Medicina de Botucatu (FMB) para o ensino que visa à integralidade do cuidado. Utilizou-se a metodologia qualitativa de pesquisa, tendo como estratégia o estudo de caso. O método de análise usado nessa pesquisa foi fundamentado no referencial teórico da abordagem sóciohistórica, subsidiado pelos estudos de Vigotski. A relevância do estudo justifica-se no esforço que a disciplina de Pediatria Social e Comunitária vem desenvolvendo para contribuir com a diversificação de cenários de ensino e aprendizagem, marcando-se como representante de inovação no curso de Pediatria da FMB. O presente trabalho permitiu analisar o que docentes formuladores da disciplina, médicos supervisores da disciplina e os estudantes do 4º ano da graduação em medicina consideraram como aprendizados relevantes para o profissional de saúde, que só poderiam ser alcançados por meio da sua inserção nos serviços de atenção primária; identificar a contribuição dos médicos supervisores para buscar respostas para questões oriundas dos atendimentos em pediatria em atenção primária; identificar a contribuição dos médicos supervisores no processo de mediação para que os estudantes cheguem a um ponto de aprendizagem que não poderiam alcançar sozinhos; e ainda identificar a importância do papel dos estudantes na sua relação com outros membros da equipe. As entrevistas com os docentes e com os médicos, transcritas e analisadas, e a análise das avaliações escritas realizadas pelos estudantes revelaram núcleos de significação comuns a todos esses atores: a importância da diversificação de cenários de ensino...
The present work was a study about medical education, focusing on the experience of Pediatrics teaching in primary heath care, and had the objective of analyzing the contribution of the discipline Social and Community Pediatrics in the 4º year of Medicine course at Botucatu Medical School (Faculdade de Medicina de Botucatu FMB) to the teaching that aims at the integrality of care. The quantitative research methodology was used, having the case study as strategy. The analysis method used in this work was grounded on the theorical framework of the social-historical approach, subsidized by Vigotski's studies. The relevance of the study is justified by the effort of the discipline Social and Community Pediatrics has been developing to contribute to the diversification of teaching-learning scenarios, playing its role as representative of the innovation of the Pediatrics course at FMB. The present work allowed analyzing what discipline formulator teachers, discipline supervisor doctors and the fourth-year undergraduate students consider to be relevant learning for the professional in health, which could only have been reached by its insertion into the services of primary care; identify the supervisor doctors' contribution to seek answers to questions that come from pediatric assistance in primary care; identify the supervisor doctors' contribution to the mediation process so that students can reach a learning level which they could not reach by themselves; and, furthermore, identify the importance of the students' role in their relation with the other members of the team. The interviews with the teachers and the doctors, written down and analyzed, and the analysis of the written tests taken by the students reveal signification kernels which are common to all these actors: the importance of the diversification of... (Complete abstract click electronic access below)
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Mahabee-Gittens, E. Melinda, Robert T. Ammerman, Jane C. Khoury, Lara Stone, Gabe T. Meyers, John K. Witry, Ashley L. Merianos, et al. "Healthy families: study protocol for a randomized controlled trial of a screening, brief intervention, and referral to treatment intervention for caregivers to reduce secondhand smoke exposure among pediatric emergency patients." BIOMED CENTRAL LTD, 2017. http://hdl.handle.net/10150/624340.
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Background: Involuntary exposure to secondhand smoke (SHSe) is an important cause of morbidity in children who present to the pediatric emergency department (PED) and urgent care (UC). SHSe interventions delivered in the PED and UC would benefit both the smoker and child, but there have been no large trials testing the efficacy of such interventions. The Healthy Families program is the first randomized controlled trial to test whether a screening, brief intervention, and referral to treatment (SBIRT) intervention delivered in the PED and UC will be effective in decreasing SHSe in children and increasing cessation in smokers. Methods/design: This trial uses a randomized, two-group design in which caregiver-smokers of children 0-17 years old are recruited from the PED and UC. Eligible caregiver-smokers are randomized to either the: 1) SBIRT Condition with face-to-face, tailored counseling that focuses on the child's illness, the importance of reducing child SHSe, caregiver smoking cessation, and the option to receive nicotine replacement therapy; or 2) Healthy Habits Control Condition which includes face-to-face, tailored attention control "5-2-1-0" counseling that focuses on improving the child's health. Dyadic assessments are conducted in-person at baseline, and via email, phone, or in-person at 6-weeks and 6-months. The primary outcomes are biochemically-verified, 7-day point prevalence and prolonged smoking abstinence. Secondary outcomes are cigarettes smoked per week, 24 h quit attempts, and biochemically validated child SHSe at each time point. The costs of this intervention will also be analyzed. Discussion: This study will test an innovative, multilevel intervention designed to reduce child SHSe and increase smoking cessation in caregivers. If effective and routinely used, this SBIRT model could reach at least one million smokers a year in the U.S., resulting in significant reductions in caregivers' tobacco use, SHSe-related pediatric illness, and healthcare costs in this population of children.
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Couto, Thomaz Bittencourt. "Simulação realística no ensino de emergências pediátricas na graduação." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/5/5141/tde-09012015-162708/.
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INTRODUÇÃO: Simulação e discussão de caso são métodos de ensino efetivos com alta satisfação dos alunos. Nossa hipótese foi que o mesmo caso apresentado com ambos métodos traria ganho de conhecimento imediato similar em pós-teste, porém maior retenção de conhecimento em teste de retenção e maior satisfação com método de ensino com uso de simulação. MÉTODOS: Estudo prospectivo, não randomizado e controlado, usando um desenho cruzado para método de ensino, testes com questões de múltipla escolha e uma pesquisa de satisfação. Alunos de medicina do último ano fizeram o pré-teste e foram alocados em dois grupos. Grupo Enfermaria participou em simulação de anafilaxia (SIM-ANA) e discussão de caso de taquicardia supraventricular (DC-TSV). Grupo PS fez o oposto (SIM-TSV e DCANA). Alunos foram testados para cada tema no fim do seu estágio (pós-teste) e 4 a 6 meses após (teste de retenção). RESULTADOS: A maioria dos alunos (108- 66,3%) completaram todos testes. Nota média para anafilaxia do préteste foi 43,6% SIM-ANA e 46,6% DC-ANA; pós-teste 63,5% SIM-ANA e 67,8% CD-ANA e teste de retenção 61,5% SIM-ANA e 65,5% DC-ANA. Nota média do pré-teste para taquicardia supraventricular foi 33,9% SIM-TSV e 31,6% DCTSV; pós-teste 42,5% SIM-TSV e 47,7% DC-TSV e teste de retenção 41,5% SIM-TSV e 39,5% DC-TSV. Houve melhora significante entre pré e pós-testes (p < 0,05) e não houve diferença entre pós-teste e teste de retenção (p > 0,05) para ambos os temas. Não houve diferença estatisticamente significante entre simulação e discussão de caso para qualquer teste (todos com p > 0,05). Pesquisa de satisfação favoreceu simulação comparado com discussão de caso em seis das oito afirmativas pesquisadas (p < 0,001). CONCLUSÃO: Como intervenção única, simulação não apresenta diferença significante em relação a discussão de caso para aquisição e retenção de conhecimento. A maior satisfação dos alunos com método de ensino mostra um benefício mensurável da simulação em comparação com a discussão de casoINTRODUCTION: Simulation and case-based discussion are effective learning methods with high student satisfaction. Our hypothesis was that the same case presented by both methods would yield similar immediate knowledge gain in post-test, but higher retention of knowledge test and student satisfaction with method in simulation. METHODS: This was a prospective, non-randomized, controlled study using a crossover design for method, multiple choice questionnaires tests and a satisfaction survey. Final year medical students were pre-tested and allocated into two groups. Group Enfermaria participated in anaphylaxis simulation (SIM-ANA) and supraventricular tachycardia case-based discussion (CD-SVT); group PS did the opposite (SIM-TSV and CD-ANA). Students were tested for each theme at the end of their rotation (post-test) and 4-6 months later (retention). RESULTS: Most students (108 - 66.3%) completed all tests. Mean anaphylaxis pre-test score was 43.6% SIM-ANA and 46.6% CDANA; post-test 63.5% SIM-ANA and 67.8% CD-ANA and retention test 61.5% SIM-ANA and 65.5% CD-ANA. Mean supraventricular tachycardia pre-test score was 33.9% SIM-SVT and 31.6% CD-SVT; post-test 42.5% SIM-SVT and 47.7% CD-SVT and retention test 41.5% SIM-SVT and 39.5% CD-SVT. There was significant improvement between pre-tests and post-tests (p < 0.05) and no difference between post-tests and retention tests (p > 0.05) for both themes. No statistically significant differences between simulation and case discussion were found at any tests (all with p > 0.05). Satisfaction survey favored simulation compared with case discussion in six of the eight statements asked (p < 0.001). CONCLUSION: As a single teaching intervention, simulation does not significantly differ from case-based discussion for acquisition and retention of knowledge. Higher student satisfaction shows a measurable benefit of simulation compared to case-based discussion
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Ashwood, Daniel. "Pediatrician Personality Factors and Communication with Non-normative Hearing Children." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1509983864359956.
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Weddle, Phillip, Hanna Phan, and Terri Warholak. "Pediatric Education Diagnosis Survey (PEDS): Analyzing Pediatric Education within PharmD Programs in the United States." The University of Arizona, 2013. http://hdl.handle.net/10150/614311.
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Class of 2013 AbstractSpecific Aims: To evaluate the level of didactic and experiential pediatric education currently provided in ACPE-accredited Doctorate of Pharmacy (PharmD) programs throughout the United States by comparing geographic location and type of institution. Methods: Questionnaires were administered electronically to pediatric clinicians through the American College of Clinical Pharmacy (ACCP) Pediatric Practice and Research Network (PRN) listserve and consisted of demographic questions as well as questions regarding the number of hours of didactic pediatric education within courses, the number of hours of experiential education, and the specific pediatric experiences available to students. Main Results: Questionnaires were completed by 36 Colleges of Pharmacy (29%) and included 26 dedicated pediatric faculty, 9 adjunct pediatric faculty, and 1 non-pediatric faculty who were the primary instructors for pediatric education. The average reported number of pediatric didactic hours was 16.3±19.2 hours. Pediatric didactic education was similar between private and state funded institutions (p=0.24) as well as geographic location (p=0.74). The percentages of students taking the different types of experiential rotations were similar between state funded and private institutions (p=0.64). There was a significant difference between regions for the percentage of students participating in pediatric APPE rotations (p<0.001). Specifically, the Northeast and Midwest regions showed a higher percentage than the South Atlantic, South Central, and West regions (p<0.001). Programs commonly reported the following pediatric rotations: general pediatrics (78%), pediatric critical care (69%), neonatal critical care (67%), and pediatric ambulatory care (28%). Conclusion: Pediatric didactic and experiential education appears to be consistent between state and privately-funded institutions as well as between geographic regions with the exception of a higher percentage of students in the Northeast and Midwest participating in pediatric APPE.
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Hodgson, Olha. "Long-term speech and language deficits and associated neural correlates in survivors of paediatric posterior fossa tumours." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/49208/.
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Background: The present research is the first multi-modal study of language deficits in long-term PFT survivors to date. In addition to a detailed neuropsychological assessment of language, this thesis investigated neural correlates of language processing by employing functional (fMRI) and diffusion (DTI) magnetic resonance imaging techniques. Method: Twenty-one PFT survivors, aged 16-21, and twenty-two matched healthy volunteers completed a series of neuropsychological assessments, task-based language fMRI study (targeting semantic retrieval and speech articulation), and a DTI study. The patients’ clinical profiles and oro-motor functioning were also analysed. Results: Patients demonstrated significantly poorer performance in semantic content, expressive and receptive skills, verbal memory, reading and writing, visuo-motor coordination and non-verbal intelligence, with elevated internal variability of the linguistic profiles, when compared to controls. Semantically-related language skills contributed more to the between-group differences than non-verbal cognitive skills. A significant association between language and non-verbal cognitive abilities in both patients and controls was unconfounded by the age and disease. On fMRI, patients lacked metabolic response in the pre-central and post-central gyri during semantic retrieval. Broca’s, Wernike’s and Geschwind’s areas responded similarly in both hemispheres, with no significant differences between the groups. In all participants Language Content Index predicted the BOLD response on the border of the left lateral occipital cortex and angular gyrus. Expressive Language Index predicted BOLD response in the right frontal pole, paracingulate gyrus, superior frontal gyrus, and middle frontal gyrus. In healthy controls, articulation of speech was associated with activation in the Crus I and Crus II of the right cerebellar hemisphere. Semantic load triggered activation in the Crus VI and VIIb of the vermis, as well as right lobules V and VI of the cerebellum. DTI revealed a global decrease in the fractional anisotropy and increase in the diffusivity scalars in patients, compared to controls, but not different between those patients that received and did not receive radiotherapy. Patients also demonstrated significant reduction in FA index in the bilateral arcuate fasciculus and increased diffusivity in the bilateral SCP. The FA index in the segments of the left-hemispheric cortico-spinal tract, anterior thalamic radiation, superior longitudinal fasciculus and inferior fronto-occipital fasciculus, positively predicted Language Content Index score in patients. Clinical profiles analysis indicated that younger age at diagnosis, radiotherapy treatment and longer duration of mutism (if present) were associated with the poorest language outcomes. Patients with the longest recovery time demonstrated the best manual dexterity abilities. 38% of the patients that met the criteria for a diagnosable language disorder also had reduced oro-motor functioning and reduced FA within left arcuate fasciculus, compared to the remaining patients. Conclusions: Despite the fact that PFTs do not directly impact cortical language-associated areas, patients, particularly those treated with radiotherapy at a younger age, demonstrate deficits in all aspects of language processing. Semantic processing difficulties in PFT survivors are underpinned by the diminished cortical metabolic response during associated task performance, and microstructural changes in the left-hemispheric white matter. Tumours affecting the right cerebellar hemisphere may further predispose patients to developing difficulties in accessing language semantics.
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Coleman, Kerrie. "Pediatric Medication Administration Efficacy| A High-fidelity Pediatric Simulation Workshop for Pediatric Nurses." Thesis, Carlow University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262152.
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The purpose of this scholarly project was to examine the use of a high-fidelity simulation workshop to improve accuracy with pediatric dosage calculations among practicing pediatric nurses. The NLN Jeffries Simulation Theory provided a framework for this descriptive quantitative project. A convenience sample of 15 pediatric nurses completed a 10-question pediatric dosage calculation pre-test, a high-fidelity simulation workshop, a 10-question pediatric dosage calculation post-test, and a post-simulation evaluation survey. In addition, a one-month follow-up 10-question pediatric dosage calculation post-test and a one-month follow-up post- high-fidelity simulation workshop survey were administered via Survey Monkey©, in which 12 pediatric nurse participants completed. Pre-tests and post-tests were analyzed for central tendency and a t-test analysis was performed for statistical significance. Results revealed statistical significance between pre-test and post-test as well as statistical significance between post-test and one-month follow-up post-test. The Likert scale post-simulation survey and one month post-simulation survey were analyzed for central tendency. The results from the post simulation survey and one-month follow-up survey revealed the participants agreed to strongly agreed the high-fidelity simulation workshop impacted their proficiency and accuracy in calculating pediatric dosages. The findings from this project provides insights into the use of high-fidelity simulation as a continuing education tool for the practicing pediatric nurse in relation to pediatric medication efficacy.
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Gonçalves, Heloisa Amaral Gaspar. "Ecocardiografia em terapia intensiva: avaliação de treinamento voltado para intensivistas e emergencistas pediátricos." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/5/5141/tde-29102014-151645/.
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Introdução: O exame ecocardiográfico direcionado realizado por médicos intensivistas e emergencistas pode ser uma ferramenta valiosa para a avaliação e manejo do estado hemodinâmico de crianças gravemente doentes. O objetivo do presente estudo foi avaliar o aprendizado de médicos pediatras de setores de emergência submetidos a um programa de treinamento teórico e prático supervisionado em ecocardiografia de emergência. Método: Treinamento com componente teórico e prático foi realizado por dois ecocardiografistas experientes e teve como alvo 16 médicos intensivistas/emergencistas pediátricos. O programa incluiu análises qualitativas de função do ventrículo esquerdo (VE) e ventrículo direito (VD), avaliação de derrame pericárdio/tamponamento cardíaco, regurgitação valvar e avaliação de variação respiratória de veia cava inferior através do índice de distensibilidade da veia cava inferior (dVCI), além de medidas objetivas de fração de ejeção (FE) e índice cardíaco (IC). As aulas práticas foram realizadas na unidade de terapia intensiva pediátrica do Instituto da Criança do Hospital das Clínicas e cada aluno realizou 24 exames direcionados de ecocardiograma durante o treinamento. Os alunos foram avaliados de forma prática, sendo os resultados dos exames realizados pelos alunos comparados com os exames realizados pelo ecocardiografista experiente. As avaliações ocorreram após 8, 16 e 24 exames práticos. Resultados: A taxa de concordância entre o aluno e ecocardiografista na análise subjetiva da função do VE foi de 81,3% na primeira avaliação, 96,9% na segunda avaliação e 100% na terceira avaliação (p < 0,001). Para o dVCI, observou-se uma concordância de 46,7% na primeira avaliação, 90,3% na segunda avaliação e 87,5% na terceira avaliação (p = 0,004). As médias das diferenças entre os alunos e ecocardiografista na medida de fração de ejeção e índice cardíaco foram 7% e 0,56 L/min/m2, respectivamente, após a terceira etapa do treinamento. Conclusões: O treinamento proposto demonstrou ser suficiente para capacitar os médicos pediatras na análise de função do VE de forma subjetiva e também para as medidas objetivas de dVCI, FE e IC. Este modelo de curso pode facilitar o desenho de outros treinamentos médicos em ecocardiografia de emergência e auxiliar na implementação destes cursos de forma isolada ou inserido em programas de residência médica, gerando melhoria nas habilidades técnicas dos médicos dos setores de emergência e desta forma culminando com melhor cuidado dos pacientes criticamente enfermosBackground: Focused echocardiographic examinations performed by intensivists and emergency room physicians can be a valuable tool for diagnosing and managing the hemodynamic status of critically ill children. The aim of this study was to evaluate the learning curve achieved using a theoretical and practical training program designed to enable pediatric intensivists and emergency physicians to conduct targeted echocardiograms. Methods: Theoretical and practical training sessions were conducted with 16 pediatric intensivist/emergency room physicians. The program included qualitative analyses of the left ventricular (LV) and right ventricular (RV) functions, evaluation of pericardial effusion/cardiac tamponade and valvular regurgitation and measurements of the distensibility index of the inferior vena cava (dIVC), ejection fraction (EF) and cardiac index (CI). The practical training sessions were conducted in the intensive care unit; each student performed 24 echocardiograms. The students in training were evaluated in a practical manner, and the results were compared with the corresponding examinations performed by experienced echocardiographer. The evaluations occurred after 8, 16 and 24 practical examinations. Results: The concordance rates between the students and echocardiographers in the subjective analysis of the LV function were 81.3% at the first evaluation, 96.9% at the second evaluation and 100% at the third evaluation (p < 0.001). For the dIVC, we observed a concordance of 46.7% at the first evaluation, 90.3% at the second evaluation and 87.5% at the third evaluation (p=0.004). The means of the differences between the students\' and echocardiographers\' measurements of the EF and CI were 7% and 0.56 L/min/m2, respectively, after the third stage of training. Conclusions: The proposed training was demonstrated to be sufficient for enabling pediatric physicians to analyze subjective LV function and to measure dIVC, EF and CI. This training course should facilitate the design of other echocardiography training courses that could be implemented in medical residency programs to improve these physicians\' technical skills and the care of critically ill patients
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Breit, Elyse. "Education for Pediatric Oncology Nurses on Fertility Preservation of Pediatric Oncology Patients." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1578.
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Although the survival rate of childhood cancer is high, nearly two thirds of these survivors experience negative long-term secondary side effects from cancer treatments. Infertility is one such side effect that can have a prominent impact on quality of life as the patient ages. It is important for nurses working with pediatric oncology patients to provide the patient and family with education about risk for infertility and fertility preservation (FP) in order to allow families to make decisions about FP before cancer treatment starts. However, pediatric
oncology nurses report being uneducated about FP guidelines and are hesitant to broach this subject with families. The purpose of this HIM thesis is to review nurse perceived barriers
related to educating patients and their families about the risk for infertility following cancer treatments and FP and to make recommendations for improving communication between nurses and families about FP. A search was performed using CINAHL, PreCINAHL, PsychINFO, PsychARTICLES, and Medline databases and examined peer-reviewed quantitative and
qualitative research studies. Key terms used in the database searches were ped' OR child', onco' OR cancer', fert', and nurs'. Findings indicated that there were many barriers for
pediatric oncology nurses, which inhibited the discussion of FP with patients and families such as lack of knowledge and resources, provider attitudes toward FP, and patient factors. Based on the findings, the researcher identified several interventions to aid pediatric oncology nurses in overcoming these barriers to FP discussion.B.S.N.
Bachelors
Nursing
Nursing
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Waddell, Naomi M. "Interpersonal trauma, substance misuse and pregnancy : a phenomenological exploration of pregnant women and midwives in Scotland." Thesis, Edinburgh Napier University, 2018. http://researchrepository.napier.ac.uk/Output/1255223.
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Background: The relationship between interpersonal trauma (IPT) and substance misuse is complex and multi-factorial, but has not been examined fully in the existing few studies involving pregnant women who misuse substances. UK based midwifery education and practice is unique, but there is limited evidence regarding midwives experiences and perceptions of supporting this client group. Aims: The aim of this study was to chronologically map out pregnant women's past experiences of abuse and substance use, explore their experiences and perceptions of their journey to motherhood and explore midwives' experiences and perceptions of supporting this client group. Methods: A qualitative study was conducted. Five eligible pregnant women supported by specialist midwifery services in Central Scotland were recruited. Data were collected using a life history calendar (LHC), followed by an in-depth, semi-structured interview. Six eligible midwives were recruited from one NHS board in Central Scotland. In depth, semi-structured interviews were carried out. Findings: Individual LHCs were converted into chronological timelines. Transcribed interviews were analysed using Interpretative Phenomenological Analysis. The life history calendars revealed the pregnant participants' experiences of IPT and substance misuse as complex, interconnected and ongoing, including during pregnancy and motherhood. Three major overarching themes emerged from the pregnant participants' interview transcripts: “psychological trauma”, “dabbling to addiction” and “addiction and the identity of pregnancy and motherhood”. Three major overarching themes emerged from the midwifery participants' interview transcripts: “psychological trauma”, “stigma” and “managing unmanageable situations”. Conclusions: This study sheds new light on the lived experiences and perceptions of a previously under-researched and largely misunderstood group of vulnerable women. It highlights some of the challenges faced by midwives in clinical practice. Important areas for future research are highlighted, along with implications for multi-disciplinary education, policy and practice.
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Vieira, Maria Rita Rodrigues. "O processo de trabalho do enfermeiro em unidades pediátricas em um hospital de ensino: implantação de um programa educativo." Faculdade de Medicina de São José do Rio Preto, 2007. http://bdtd.famerp.br/handle/tede/19.
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Previous issue date: 2007-06-21In Brazil, the interest in the attention quality to the child s health has been taking as reference the high infant morbidity and mortality indexes along the times, and it has been counting on orientations from world and transnational official services, and propositions from national organizations. The intervention proposals include different health professionals on integrated participation, being respected their own professional specificities. Therefore, the General Objective of this study was to analyze the main aspects on nurses work process in pediatric units in a school hospital, interior of São Paulo state, to plan and introduce the consciousness education aiming at some reflexion of the reality of their own practice. This is descriptive study with quanti-qualitative approach developed into two moments: the descriptive analysis at the first moment; the analysis of Paulo Freire s generative theme for the development of the educational activity at the second. The ethical aspects of research with human beings were preserved as part of the study; 17 (73.9%) of the 23 nurses that have been performing in pediatric units in the morning, afternoon and night shifts participated in the study. At the first moment, the survey of thematic universe was made by means of a structured interview. It allowed to outline the profile and perceptions on the assistance that these nurses performed, observing that: 52.9% aged from 25 to 30 years; 76.5% have been graduated for 3 to 10 years; 94.1% have been performing for 3 to 27 years in the pediatric area; 58.8% had made some training in this area and 64.7% have chosen to work in Pediatrics. The obtained data on their perceptions for the management of the work process in the pediatric units, allowed the identification of generative themes for the educational actions that took place in four meetings with discussion circles; this was the second moment of the research. Four generative themes were identified: the interpersonal relationship in the work unit; the importance of including the child s growth and development in the nurse s care; the continuity of the treatment at home and management in Pediatrics. In the educational meeting, there was the understanding of how the nursing work process occurs in the pediatric units, and which solutions were more feasible for changes in this context, to improve the quality of this assistance. This has allowed to conclude that the strategies of the method applied were appropriate for the reflection regarding their difficulties in the work process as well as the possibility to use the generative content in the discussions for a transforming practice in pediatric nursing environment.
O interesse na qualidade da atenção à saúde da criança no Brasil tem tomado por referência os altos índices de morbidade e mortalidade infantil ao longo dos tempos e contado com orientações de órgãos mundiais, transnacionais e de proposições advindas de organizações nacionais. As propostas de intervenção incluem a participação integrada dos diferentes profissionais de saúde, respeitando-se as especificidades profissionais de cada um. Portanto, o Objetivo Geral deste estudo foi analisar aspectos relevantes sobre o processo de trabalho dos enfermeiros que atuam em unidades pediátricas em um hospital de ensino, do interior de São Paulo, de forma a planejar e implantar a educação conscientizadora no intuito de que reflitam a realidade de sua prática. Utilizou-se neste estudo o método descritivo com abordagem quanti-qualitativa e foi desenvolvido em dois momentos: o primeiro momento se realizou a análise descritiva e no segundo momento, para o desenvolvimento da atividade educativa, a análise temática de Paulo Freire. Preservando-se os aspectos éticos de pesquisas com seres humanos fizeram parte do estudo 17 (73,9%) das 23 enfermeiras que atuavam em unidades pediátricas, nos turnos da manhã, tarde e noite, na referida instituição. No primeiro momento realizou-se o levantamento do universo temático, por meio de entrevista estruturada. Que permitiu traçar o perfil e percepções sobre a assistência que prestavam, verificando-se que: 52,9% tinham entre 25 a 30 anos; 76,5% tinham entre 3 a 10 anos de formada; 94,1% atuavam entre 3 a 27 anos na área de pediatria; 58,8% tinham feito alguma capacitação nesta área e 64,7% escolheram trabalhar em Pediatria. Os dados obtidos sobre suas percepções à gestão do processo de trabalho que realizam nas unidades pediátricas permitiram a identificação dos temas geradores para a ação educativa, que ocorreu em quatro encontros com círculos de discussão, constituindo o segundo momento desta pesquisa. Foram identificados quatro Nota de Resumo temas geradores: o relacionamento interpessoal na unidade de trabalho; a importância de abranger o crescimento e desenvolvimento da criança na assistência do enfermeiro; a continuidade do tratamento no domicílio e o gerenciar em Pediatria. Nos encontros da ação educativa houve a reflexão de como ocorre o processo de trabalho de enfermagem nas unidades pediátricas e quais soluções eram mais viáveis para mudanças neste contexto, de modo a melhorar a qualidade da assistência prestada. Isso permitiu concluir que a estratégia do método aplicado foi adequada para a reflexão quanto às dificuldades no seu processo de trabalho e a possibilidade de utilizarem o conteúdo gerado nas discussões para uma prática transformadora, no âmbito da enfermagem pediátrica.
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Ahmed, Aabid Abdulmajid. "The Impact of Palliative Care on Health Status in HIV-Positive Children." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3271.
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HIV-positive children in sub-Saharan Africa have numerous challenges to overcome. These challenges increase psychosocial stress as well as symptom burden including fatigue, weight loss, pain, and mental changes. The symptoms may persist even after initiation of antiretroviral therapy, so such children need additional care. Palliative care lays emphasis on holistic patient-centered care, including physical, psychological, social, and spiritual symptoms, alongside antiretroviral therapy. There is limited data on the impact of integrating palliative care with standard HIV care and treatment in children. The purpose of this study was to fill the gap in the literature by investigating the impact of palliative care on health status in HIV-positive children on antiretroviral therapy. The theoretical framework was based on the humanistic nursing theory. Using the Mann Whitney U and logistic regression tests, the health-related quality of life of 97 children who received palliative care in addition to standard HIV care was compared to 180 HIV-positive children who received standard HIV care only through chart reviews. According to study results, children receiving palliative care alongside antiretroviral therapy have better physical and psychosocial health compared to children receiving only antiretroviral therapy. Increasing age was a contributing factor to better psychosocial and physical health in patients receiving palliative care. Emotional, social, and school functioning are important factors that determine treatment outcomes in children on antiretroviral therapy, and addressing those factors through palliative care will create a positive social change by improving treatment outcomes, quality of life, and longevity.
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Scheiber-Case, Lisa M. "A Clinical Pathway Education Program for Pediatric Nurses." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1464.
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Clinical pathways have been studied to promote best practices in nursing and enhance patient satisfaction. For 10 years a pediatric orthopedic surgical team at a Midwest hospital has not had a clinical pathway to treat or standardize care for adolescents following posterior spinal fusion surgery. Pain scores and patients' length of stay were collected using a retrospective chart review. This information was used to revise preoperative education materials and develop a visual poster. The purpose of this project was to identify and develop a way to educate the pediatric nursing staff on the use of the developed educational materials, poster, and clinical pathway prior to its implementation. David A. Kolb's learning cycle and the experiential learning model was used as the theoretical foundation of this study. The quality improvement project for the nurses will be developed using a flipped classroom approach as the learning environment. Videos, scenarios, and small group activities will be created and used in an interactive learning environment. The study will use a pretest-posttest design of retrospective chart review data with the independent variable being the education provided to the nurses. Social implications related to this project are to provide information on the plan of care following surgery to the adolescent and caregiver. This project will promote positive social change for adolescents and caregivers who will be engaged in the postoperative care to increase their satisfaction and decrease their anxiety.
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Boynewicz, Kara, Heather Lundeen, Robbie O'Shea, Jennifer Furze, Tricia Catalino, Roberta Gatlin, and Peggy Mohr. "Rapid Fire Talk in Pediatric Physical Therapy Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8343.
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Entry level and post professional physical therapy education is enhanced when learners are actively engaging with material/patients through EPA’s and the essential core competencies. Active learning strategies are educational methods where students are actively involved in their learning. Entrustable Professional Activities (EPA) guide practice based assessment for students and professionals, carrying out trustful activities with multiple competencies. An agreement on the delivery of the essential competencies with active learning strategies to enhance EPA are still up for debate.
First round of rapid fire will compare the delivery of content with focus on traditional, flipped and on-line classrooms. The second round of rapid fire will discuss active learning strategies creating or assessing impactful EPA with clear take home examples. Active learning strategies will include Team Based Learning (TBL), Experiential Learning, Reflection and Patient Simulation. This will conclude with a hearty discussion on classroom structure and strategies in pediatric physical therapy education leading to more effective, gratifying, and memorable learning outcomes.
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Krishna, Shilpa. "Pediatric Pal." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10635704.
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Global explosion of mobile technology has engendered a new instrument to address the challenges in public health and to revolutionize the paradigm of healthcare access and delivery system. Today mobile phone coverage has increased to a significant 90% of the world’s population. The rising ubiquity and infiltration of mobile phones has kindled the beginning of a new era in healthcare, mobile health (mHealth). mHealth is the amalgamation of mobile telecommunication and multimedia into an on the go mobile health care delivery system.
Pediatric Pal is a mHealth application targeted to care for children and help build a healthier tomorrow for them. Pediatric Pal is designed to be the “Drive Thru” for the pediatric healthcare system. The mhealth app focuses on giving patients access to a highly sophisticated medical diagnosis tool. By using latest searching technologies, the system can take a pattern of symptoms in everyday language and instantly compute from our vast database. The app design and development will be outsourced to a web design Hyperlink solutions agency. Database for the app will be maintained in house and test runs will be run within the house.
The main source of revenue for the app will be from user subscription and upfront cash payment. Premium downloads will bring in the extra revenue as well.
Pediatric Pal puts world’s medical knowledge at the patients fingertips and enables them to make sense of your symptoms. It will change the way patients speak to their doctor forever.
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Hale, Kimberly D. "University Students Provide Literacy Support in a Pediatric Clinic." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7041.
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Maguire, Laura L. "Educating Grandparents of Grandchildren with Type I Diabetes Using Simulation: A Dissertation." eScholarship@UMMS, 2015. https://escholarship.umassmed.edu/gsn_diss/38.
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The purpose of this study was to explore the feasibility of using human patient simulation (HPS) to teach Type 1 diabetes (T1DM) management to grandparents of grandchildren with T1DM. Thirty grandparents (11 male, 19 female) of young grandchildren (aged 12 and under) with T1DM were recruited from an urban medical center. Experimental group (n = 14) grandparents received hands-on visual T1DM management education using an HPS intervention, and control group (n = 16) grandparents received similar education using a non-HPS intervention.
Post-intervention, researchers interviewed twelve grandparents (50% HPS, 50% non-HPS) who scored highest and lowest on the Hypoglycemia Fear Survey. Using a mixed-method design, researchers integrated study instrument data and post-intervention interview data to describe grandparent’s experience learning T1DM management. Post-intervention, grandparent scores for knowledge, confidence, and fear showed no significant difference by group assignment, however, all grandparent scores showed improvement from Time 1 to Time 2. Grandparents described how taking part in T1DM education heightened their awareness of T1DM risks. GP T1DM knowledge gains aided GPs to make sense of T1DM risks. Newfound T1DM knowledge enhanced GP T1DM management confidence. Improved T1DM knowledge and confidence helped to defuse T1DM management fear. Although study instruments did not measure significant difference between grandparents who received the HPS intervention and those who did not, the consistency of larger HPS-taught grandparent score improvement is suggestive of a benefit for HPS.
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Clevenger, Kimberly A. "Impact of the Teaching HENRY (Healthy Exercise and Nutrition Recommendations for Youth) Intervention on Physical Activity Knowledge and Behavior in Rural Appalachia." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1428876396.
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Yiallitsis, Katerina. "The clinical relevance of an assessment protocol administered on children with cochlear implants." Thesis, Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06252007-154442.
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Wong, Tracy Jean. "Assessment and evaluation practices in a pediatric dentistry clinical education setting." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42778.
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In clinical teaching and learning settings, there is a need for assessment and evaluation practices to be focused on students' overall performance during patient care, not just technical skills in Dentistry. Competency-based education is intended to provide the framework for dental education at The University of British Columbia (UBC) in terms of curriculum content and assessment of student learning outcomes. Clinical instruction in disciplines such as Pediatric Dentistry depends on clinical practitioner-instructors who have potential to make important contributions to student development. Although they bring strengths as disciplinary experts immersed in the realities of dental practice, most are not well versed in research-based instructional strategies to engage students in critical thinking and self-directed learning for the rigours of independent practice.
In a qualitative study, data were collected by the author (resident Program Coordinator of the UBC Children's Dental Program) through interviews, observation in teaching clinics, and review of documentation to inform the scope and nature of assessment and evaluation practices in the clinical educational settings of Pediatric Dentistry at UBC. Interview data also provided reflections about how clinical practitioner-instructors understand their practice. Data collected were analyzed using principles of grounded theory and merged into themes drawn from the conceptual framework of Hubball and Burt (2004) as well as the use of the UBC Faculty of Dentistry patient care performance criteria and standards for student learning.
Assessment and evaluation practices in clinical settings typically ranged from predominantly directive methods (e.g. traditional teacher-driven and skills-based) that clinical practitioner-instructors experienced themselves as students, to occasional learning-centred methods (e.g. instructor questioning, self-analysis, and reflection) supported by current literature. While clinical practitioner-instructors recognized the importance of student confidence and safety of patient care, most were unfamiliar with authentic methods of assessment and evaluation for competency-based dental education. Further, there was little reflection or collaboration within the community of practitioners about the effectiveness of assessment methods.
These results and a research-informed approach will guide planning of faculty development initiatives (e.g., learning communities focused on learning-centred assessment and evaluation strategies) for clinical practitioner-instructors.
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Howard, Amy Y. "The effects of preoperative education on stress in the pediatric population." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/445.
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The purpose of this research was to critically analyze relevant literature regarding the effects of preoperative education on levels of stress in the pediatric population. The goal of this research is to review and analyze the available literature to determine best practice as it relates to educating the pediatric preoperative patient in order to relieve stress. Research was retrieved from Cumulative Index to Nursing and Allied Health Literature, PsycINFO, and MEDLINE-EBSCOhost databases using keywords pediatric, preoperative, anxiety, stress, fear, children, hospitalized child, education, play therapy, and surgery. Inclusion criteria included research that focused on relieving anxiety or stress in the pediatric surgical patient. Seven research-based articles were found that met the inclusion criteria. Findings indicate surgery is stressful in pediatric patients at all developmental stages. Preoperative education was found to reduce this stress. Verbal, written, and visual means of education all led to a decrease in stress prior to surgery. More research is needed to determine the best developmentally appropriate educational program to relieve stress in the pediatric patient.B.S.N.
Bachelors
Nursing
Nursing
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Krishna, Santosh. "Evaluation of a web-enabled interactive multimedia pediatric asthma education program /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012990.
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Dugoni, Meredith L. "Role of the Pediatric Dental Provider in Human Papillomavirus (HPV) Education." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4733.
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Purpose: This study investigates knowledge about HPV and examines if pediatric dental providers should include HPV education for guardians of patients 10-18 years.
Methods: Legal guardians of 10-18 year-old patients of the Virginia Commonwealth University Pediatric Dental Clinic were enrolled in this prospective cohort study. Participants completed a baseline survey, were provided HPV education, completed an initial follow-up survey, and then completed a 6-month follow-up survey.
Results: A total of 54 participants completed the baseline and initial follow-up surveys and 17 completed the 6-month follow-up survey. The average number of correct responses was 3.4 of 6 knowledge questions, which significantly improved to 5.4 at follow-up (P<.0001). The greatest increase in the percent responding correctly was regarding HPV and oropharyngeal cancer from 22% baseline to 91% at initial follow-up (P<.0001). Regarding Stage of Change, 14 (23%) of those not initially in the Action group had improved at least 1 stage. At the 6-month follow-up, 3 (43%) guardians reported completing the HPV vaccine series.
Conclusions: These results demonstrate limited knowledge about HPV and highlight the pediatric dental provider’s ability to educate. Since the greatest knowledge gap pertained to HPV and oropharyngeal cancer, it is important for pediatric dental providers to increase their role in HPV education. As oral cancers are the purview of dentists, practitioners should be involved with their patients’ consideration of the HPV vaccine.
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Taylor, Suzanne. "Pediatric Nurses' Perceptions of Continuing Professional Development Opportunities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/558.
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With the growth in healthcare research and rapid changes in technology, nurses' participation in lifelong learning is a critical factor in providing excellent patient care. However, many nurses encounter difficulties engaging in continuing professional development (CPD) activities. The purpose of this case study was to understand pediatric nurses' perceptions of CPD opportunities at a tertiary, freestanding, children's hospital in Southern California. Social cognitive theory was the framework for the study. Interviews and focus groups were conducted with a purposeful sample of 39 nurses comprised of day- and night-shift nurses plus nurse managers. The data were coded into categories and themes to explain the findings; the resulting 7 themes illustrated how these nurses perceived CPD. The nurses identified motivators and barriers that influenced their involvement in CPD activities. Most nurses reported that they were able to incorporate new knowledge into their practice and produce excellent patient outcomes but some nurses expressed instances of resistance and practice not supported with evidence-based approaches to care. Although the nurses found the programs adequate, they recommended ideas for improvement, including a need for leadership and management development. A project aimed at providing nurse managers with professional development in leadership was created to improve CPD. The project could improve the nursing profession by helping educators enhance CPD to support nurses in delivering high-quality patient care, thus supporting the healing and well-being of children under their care.
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Lam, Hiu-wa, and 林曉樺. "The use of a nurse-led education program in reducing pediatric eczema." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48335599.
Full textAbstract:
Atopic eczema is a chronic relapsing inflammatory skin disease commonly associated with atopy. The disease is common in early childhood and is characterized by dryness of skin, itchiness and skin flexures. There has been no cure for the disease. Treatments of atopic eczema focus on relieving symptoms, maintaining skin integrity and preventing secondary infection. With good compliance to the treatment, most patients may obtain optimal control. Education is essential for good compliance to the treatment. In local public acute hospitals, the current service provided restricts the time for comprehensive patient education during follow-up by physicians. Some studies indicated that nurse-led programs are effective in managing chronic illness because patients have longer consultation time and more information. The effect of nurse-led program in managing common chronic disease like atopic eczema may be promising. However, there was no systematic review on the use of nurse-led education program in reducing pediatric eczema in the local setting.
Against the above background, this dissertation aims to systematically evaluate the current evidences on the effectiveness of nurse-led education program for pediatric eczematous patients in reducing the severity of eczema, to develop an evidence-based guideline of the program, to assess the implementation potential and to develop implementation strategies and evaluation plan.
A systemic review of the literature from Medline (Ovid SP), PubMed and CINAHL (EBSCOhost) was conducted. A total of 298 citations were retrieved after the database search. Finally, 5 studies were identified and included in the systemic review. Data were extracted and the quality of each included studies was assessed with the help of the appraisal instruments. In which, one study was methodologically strong, two studies were of moderate methodological qualities and two studies were of poor methodological qualities. Among the four studies with severity of eczema as outcome measures, three studies showed significant in reducing severity of eczema. Therefore, we considered sufficient evidence that supported the use of nurse-led education program in reducing pediatric eczema.
An evidence-based guideline of the program was developed. The characteristics of the patients in the local setting are similar to those of the identified studies. The availability of the resources and the readiness of the staff towards the proposed innovation are supportive in the local setting. Thus the findings of the reviewed studies were transferable and the proposed innovation was feasible. Cost-benefit analysis showed that the proposed program could be able to generate a potential saving of about $ 550,000 in the local setting annually.
In the implementation plan, a three-month pilot study on ten patients will be conducted before the implementation of the program. Evaluation will be made after the end of the pilot study and the end of the implementation program. Refining of final protocol will be done according to the evaluation and comments from the pilot study. The severity of eczema and the patient’s satisfaction are considered as primary and secondary patient outcomes respectively. The healthcare provider outcomes are the staff morale and the workload. Systematic outcomes are the admission rate of pediatric ward and the attendance rate of pediatric outpatient clinic, and the cost of innovation. Finally, patient outcomes, healthcare provider outcomes and systemic outcomes would be evaluated in order to identify the effectiveness of the program.published_or_final_version
Nursing Studies
Master
Master of Nursing
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Hale, Kimberly D. "Steps to Establishing a Reach Out and Read Early Literacy Program in Your Pediatric Clinic." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7028.
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Patel, Priya Jitendraprasad. "Educational Survey on Eating Disorders in Post-Graduate Pediatric Curriculum." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1025.
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Purpose: The purpose of this study was to assess if the topic of eating disorders is a part of post-graduate pediatric dental residency training curriculum. This study examined if there is a need for increased training of pediatric dental residents regarding the oral manifestations and treatment of patients with eating disorders.Methods: A cross-sectional online survey was used to compare data from all 66 post-graduate pediatric dental residency program directors. After thirty days a second emailing was conducted, with an additional thirty days to reply. Univariate distributions were obtained and percents for all items were based on the total number of respondents. The university-based programs and the hospital-based programs were compared and analyzed using chi-square analysis based on their percentages. Results: University-based programs were significantly less likely to offer curriculum on anorexia nervosa than hospital-based programs (13% versus 50%, pConclusion: An increase of clinically applicable eating disorder curriculum in post-graduate pediatric training is needed to enable residents to be more knowledgeable and effective practitioners.
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Lunde, Analena Michelle. "Trauma-Informed Education Toolkit for Screening Pediatric Victims of Sexual Abuse and Maltreatment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4870.
Full textAbstract:
The complex challenges facing the sexual assault nurse examiners program in a midwest state are underreporting, late reporting, and poor coordination of care for pediatric victims of child maltreatment with sexual abuse. The main objective of this quality improvement project was the identification of necessary practice-related approaches to care to decrease barriers associated with reporting suspicions of abuse or neglect. An evidence-based, multidisciplinary assessment clinical toolkit that followed clinical components of trauma-sensitive, child-centered screenings triggering a coordinated response to conduct a forensic medical exam within 96 hours of the alleged incident was evaluated. During 3 rounds of surveys following the Delphi technique, 10 members of an expert panel agreed upon critical success indicators were used for the review and final decision for adoption of the toolkit. The final consensus obtained, with an intraclass correlation of 0.924 with a 95% confidence interval, supported implementation of this trauma-informed toolkit which would ensure that medical care and throughput through the system of care addressed the physical and mental needs of the patient and caregivers as well as improvement in the forensic investigative data collection. A child-centered, trauma-sensitive approach to screening and evaluation by healthcare professionals will help decrease the delay to evaluation and to curtail long-term adverse impacts on survivors. This family-based primary prevention effort is a framework for healthcare practitioners to use and includes strategies (i.e., health history, mental health evaluation, family dynamics evaluation) that are child and family centered contributing significantly to positive social change.