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Academic literature on the topic 'Residency'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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Journal articles on the topic "Residency"

Ryabova, Elena V. "Digital Migration of Individuals: Legal Issues of International Taxation." Migration law 2 (June 3, 2021): 26–30. http://dx.doi.org/10.18572/2071-1182-2021-2-26-30.

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Purpose: to assess the existing prospects for e-tax residence on the basis of the revealed significant characteristics of existing approaches to e-individual residence in foreign countries and international tax consequences. Methods: an analysis of the legal regime for e-residents in Estonia from the standpoint of taxing digital business in this country by Russian tax residents, an analysis of the legal regime for digital “nomads” introduced by countries with a comfortable climate, as well as an analysis of a draft introducing e-tax residence regime in Ukraine. The paper is based on the comparative study and the extrapolation of the findings got from the analysis of the draft law in Ukraine to the Russian reality. Findings: the analysis of e-residency regimes for individuals in foreign countries showed the existence of two main approaches to their design: (1) e-residency, not based on physical presence and loss of tax residency in one’s own country, with the right to conduct digital business through a company — tax resident (Estonian experience), and (2) tax residency for digital “nomads” for the purpose of physical presence in a country with comfortable climatic environment and remote work in their countries, accompanied by the potential loss of tax residency in the country of labor or business. Conclusion: In connection with the digitalization, the legislator in foreign countries provides interesting ideas regarding the digital or physical attraction of migrants to their countries. Several countries have announced the launch of e-tax residency programs. However, in the context of traditional international taxation related to personal income such programs will show ineffectiveness.

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Faville, Elizabeth, Suzanne Turner, and John A. Armitstead. "Strengths in numbers: Assessing the use of StrengthsFinder 2.0 in a pharmacy residency program." American Journal of Health-System Pharmacy 77, Supplement_3 (July 28, 2020): S66—S70. http://dx.doi.org/10.1093/ajhp/zxaa156.

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Abstract Purpose To quantify the trends of StrengthsFinder 2.0 domains and traits in pharmacy residents within a single residency program. To recognize and discuss the application of resident StrengthsFinder 2.0 traits within a residency program. Methods This is a retrospective review of StrengthsFinder 2.0 domains and traits among first- and second-year postgraduate year (PGY) pharmacy residents over the past 6 years in a community-based health system. Perspectives on the utility of the StrengthsFinder 2.0 assessment within a residency program, from the viewpoints of a residency program director, a system director of pharmacy, and a current resident, were also obtained and recorded. Results A total of 34 residents with 170 StrengthsFinder 2.0 traits were included in this data analysis. The top StrengthsFinder 2.0 domains of all pharmacy residents were Strategic Thinking and Relationship Building, being exhibited by 36% and 28%, respectively. Learner, Achiever, Harmony, Input, and Restorative were found to be the most frequently reported StrengthsFinder 2.0 traits among all pharmacy residents examined. Learner and Harmony were found to be the top traits of first-year pharmacy residents (11% and 9%), while Achiever and Learner were the most common traits found in the second-year pharmacy residents (13% and 10%). The system pharmacy director, residency program director, and current resident agreed that the assessment tool enhances the resident experience. However, each has their own perspective on the benefits of the StrengthsFinder assessment with respect to the residency program. Conclusion Overall, the top 5 StrengthsFinder 2.0 traits seen in pharmacy residents who have completed a PGY1 or PGY2 residency at Lee Health were: Learner (18%), Achiever (9%), Harmony (7%), Input (6%), and Restorative (6%). Achiever, Harmony, Learner, Input, and Restorative were found to be the most common traits across all categories reported. These trends are similar to those reported in previous studies of StrengthsFinder 2.0 assessment of pharmacy students and residents. Evaluating individual StrengthsFinder 2.0 traits at the start of the residency year provides a framework for each resident to complete ongoing self-evaluations. In addition, familiarity with the common traits seen within residents allows residency leadership members to make more thoughtful decisions regarding resident assignments for learning experiences or committee appointments.

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Starosta, Kaitlin, Susan L. Davis, Rachel M. Kenney, Michael Peters, Long To, and James S. Kalus. "Creating objective and measurable postgraduate year 1 residency graduation requirements." American Journal of Health-System Pharmacy 74, no. 6 (March 15, 2017): 389–96. http://dx.doi.org/10.2146/ajhp160138.

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Abstract Purpose The process of developing objective and measurable postgraduate year 1 (PGY1) residency graduation requirements and a progress tracking system is described. Summary The PGY1 residency accreditation standard requires that programs establish criteria that must be met by residents for successful completion of the program (i.e., graduation requirements), which should presumably be aligned with helping residents to achieve the purpose of residency training. In addition, programs must track a resident’s progress toward fulfillment of residency goals and objectives. Defining graduation requirements and establishing the process for tracking residents’ progress are left up to the discretion of the residency program. To help standardize resident performance assessments, leaders of an academic medical center–based PGY1 residency program developed graduation requirement criteria that are objective, measurable, and linked back to residency goals and objectives. A system for tracking resident progress relative to quarterly progress targets was instituted. Leaders also developed a focused, on-the-spot skills assessment termed “the Thunderdome,” which was designed for objective evaluation of direct patient care skills. Quarterly data on residents’ progress are used to update and customize each resident’s training plan. Implementation of this system allowed seamless linkage of the training plan, the progress tracking system, and the specified graduation requirement criteria. Conclusion PGY1 residency requirements that are objective, that are measurable, and that attempt to identify what skills the resident must demonstrate in order to graduate from the program were developed for use in our residency program. A system for tracking the residents’ progress by comparing residents’ performance to predetermined quarterly benchmarks was developed.

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盧奐廷, 盧奐廷, 林名男 Huan-Ting Lu, 吳晉祥 Ming-Nan Lin, 黃信彰 Jin-Shang Wu, 林偉瑄 Shinn-Jang Hwang, and 林季緯 Wei-Hsuan Lin. "工時規範對家庭醫學住院醫師訓練影響—住院醫師觀點." 台灣家庭醫學雜誌 32, no. 1 (March 2022): 045–56. http://dx.doi.org/10.53106/168232812022033201005.

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目的：本研究探討家庭醫學科住院醫師自2019年適用勞動基準法規定後，對工時規範之滿意度、健康影響、學習成效、醫療品質與病人安全層面進行調查，並進一步比較不同訓練職級、不同醫院訓練容額、與不同醫院層級住院醫師在工時規定影響看法上的差異。 方法：以2017至2019訓練年度進入家庭醫學專科醫師訓練計畫的住院醫師為對象，以問卷調查工時限制所造成的影響。結果：共有286位家庭醫學住院醫師參與研究，其中有近九成滿意目前工時限制規定，且普遍認為工時限制不會降低訓練品質。其中第一年住院醫師超時的比例較高，較資深住院醫師同意工時規定會減少教學指導與學習體驗的比例較高，但多數還是認為並不影響教學品質。超過半數第一年住院醫師認為醫療錯誤發生率會降低，資深住院醫師則多認為不變。雖然所有醫院層級的住院醫師都認為工作時疲勞情況與嗜睡程度有所改善，但地區與區域級醫院仍有少部分住院醫師認為工作時疲勞及嗜睡程度更明顯。 結論：實施工時限制後，大部分家庭醫學科住院醫師滿意目前工時限制規定，認為工時限制不會降低訓練品質，也不需要延長受訓年限。學員普遍認為對於工時限制對住院醫師的身心健康有正向影響，對於病人受到的醫療品質與病人安全則不受影響。  Objective: The study assessed family medicine residents’ overall satisfaction with the resident duty hour restriction implemented in 2019 and explored their perceptions of the impacts of the restriction on their well-being, education, and patient safety. The study further compared the differences in residents’ perceptions based on the level of residency training, size of residency training program, and level of training hospital. Methods: Residents admitted to the family medicine residency training program by the Taiwan Association of Family Medicine from 2017 to 2019 were selected to participate in this study. A prospective anonymous questionnaire survey was administered to family medicine residents nationwide to gather their opinions and suggestions regarding the newly implemented resident duty hour reform. Results: A total of 286 family medicine residents responded to the questionnaire survey. Nearly 90% of the residents were satisfied with the current duty hour regulations and found the restriction unlikely to compromise the quality of residency training. First-year residents reported a greater frequency of working overtime, compared to residents of other levels. The more senior the residents, the stronger the belief that duty hour restriction reduced time for learning and faculty guidance; however, the majority of the responding residents were of the opinion that the restriction did not affect the overall quality of residence training. Over 50% of the first-year residents felt the restriction helped reduced the likelihood of medical error, while more senior residents found the likelihood unchanged. Regardless of the levels of their training hospitals, a great part of the residents found the problems of fatigue and daytime sleepiness alleviated, yet there was still a minority of residents in regional and district hospitals felt the problems aggravated. Conclusion: After the implementation of duty hour restriction, most family medicine residents are satisfied with the current regulations and feel no significant impact of the restriction on the quality of residency training. In their opinion, there is no need to extend the length of residency training. The duty hour reform does exert positive influences on their physical and mental health and bring about no impact on patients’ safety and quality of care.

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Santalo, Oscar, Joelle Farano, Jacqualine Igwe, and Niaz Deyhim. "Survey of health-system pharmacy administration and leadership residencies." American Journal of Health-System Pharmacy 77, no. 6 (February 6, 2020): 449–56. http://dx.doi.org/10.1093/ajhp/zxz327.

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Abstract Purpose To perform an inquiry with response measurement from health-system pharmacy administration and leadership (HSPAL) residency program directors and residents to distinguish variances between the programs and identify enhancement opportunities for key stakeholders. Methods Members from the Pharmacy Administration Resident Collaboration Research Committee developed separate 20-question survey instruments to assess the strengths and areas of opportunity for HSPAL residency programs from the perspective of residency program directors and residents. The survey instruments were designed to evaluate the level of pharmacy service integration across HSPAL programs nationwide. Results Nearly half of the residency program directors within the listserv (40.74%, 33/81) participated in the survey. The recognized areas of opportunity by residency program directors include community pharmacy leadership, professional organization involvement, sterile compounding, and supply chain management. About a third (32.54%, 41/126) of the residents participated in the survey. Residents reported the least exposure to community pharmacy leadership, human resource management, informatics, professional organizations, and ambulatory care/specialty rotations. The overall recommendations for HSPAL residency programs are to incorporate C-suite–level experiences, improve alumni engagement, develop longitudinal human resource/financial experiences, and encourage resident credential obtainment. Conclusion In order to foster professional and leadership growth for HSPAL residents, residency programs should consider incorporating C-suite–level experiences, longitudinal human resource/finance experiences, alumni engagement opportunities, rotation variety, professional organization involvement, and support in credential obtainment.

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Lozano, Paula, Vincent M. Biggs, Barbara J. Sibley, Terri M. Smith, Edgar K. Marcuse, and Abraham B. Bergman. "Advocacy Training During Pediatric Residency." Pediatrics 94, no. 4 (October 1, 1994): 532–36. http://dx.doi.org/10.1542/peds.94.4.532.

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Despite broad concerns about the welfare of children, most pediatric residents are not able to engage in child advocacy during their busy training years. Yet residency can provide an opportunity for young pediatricians to learn valuable advocacy skills by undertaking an independent project with an experienced mentor. We describe the University of Washington Pediatrics Residency Program's experience in training interested residents in child advocacy. Basic requirements are that advocacy projects must not interfere with clinical training, resident participation must be voluntary, and faculty with advocacy skills must be available to help guide the residents. Four resident projects are outlined and guidelines for instituting such programs are presented.

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Gudgel, Brett M., Andrew T. Melson, Justin Dvorak, Kai Ding, and R. Michael Siatkowski. "Correlation of Ophthalmology Residency Application Characteristics with Subsequent Performance in Residency." Journal of Academic Ophthalmology 13, no. 02 (July 2021): e151-e157. http://dx.doi.org/10.1055/s-0041-1733932.

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Abstract Purpose Only from reviewing applications, it is difficult to identify which applicants will be successful ophthalmology residents. The change of the USMLE Step 1 scoring to “Pass/Fail” removes another quantitative metric. We aimed to identify application attributes correlated with successful residency performance. This study also used artificial intelligence (AI) to evaluate letters of recommendation (LOR), the Dean's letter (MSPE), and personal statement (PS). Design Retrospective analysis of application characteristics versus residency performance was conducted. Participants Residents who graduated from the Dean McGee Eye Institute/University of Oklahoma Ophthalmology residency from 2004 to 2019 were included in this study. Methods Thirty-four attributes were recorded from each application. Residents were subjectively ranked into tertiles and top and bottom deciles based on residency performance by faculty present during their training. The Ophthalmic Knowledge Assessment Program (OKAP) examination scores were used as an objective performance metric. Analysis was performed to identify associations between application attributes and tertile/decile ranking. Additional analysis used AI and natural language processing to evaluate applicant LORs, MSPE, and PS. Main Outcome Measures Characteristics from residency applications that correlate with resident performance were the primary outcome of this study. Results Fifty-five residents and 21 faculty members were included. A grade of “A” or “Honors” in the obstetrics/gynecology (OB/GYN) clerkship and the presence of a home ophthalmology department were associated with ranking in the top tertile but not the top decile. Mean core clerkship grades, medical school ranking in the top 25 U.S. News and World Report (USNWR) primary care rankings, and postgraduate year (PGY)-2 and PGY-3 OKAP scores were predictive of being ranked in both the top tertile and the top decile. USMLE scores, alpha-omega-alpha (AOA) status, and number of publications did not correlate with subjective resident performance. AI analysis of LORs, MSPE, and PS did not identify any text features that correlated with resident performance. Conclusions Many metrics traditionally felt to be predictive of residency success (USMLE scores, AOA status, and research) did not predict resident success in our study. We did confirm the importance of core clerkship grades and medical school ranking. Objective measures of success such as PGY-2 and PGY-3 OKAP scores were associated with high subjective ranking.

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Kwan, Benjamin Y. M., Benedetto Mussari, Pam Moore, Lynne Meilleur, Omar Islam, Alexandre Menard, Don Soboleski, and Nicholas Cofie. "A Pilot Study on Diagnostic Radiology Residency Case Volumes From a Canadian Perspective: A Marker of Resident Knowledge." Canadian Association of Radiologists Journal 71, no. 4 (February 10, 2020): 490–94. http://dx.doi.org/10.1177/0846537119899227.

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Purpose: New guidelines from the Accreditation Council for Graduate Medical Education (ACGME) have proposed minimum case volumes to be obtained during residency. While radiology residency programs in Canada are accredited by the Royal College of Physicians and Surgeons of Canada, there are currently no minimum case volumes standards for radiology residency training in Canada. New changes in residency training throughout Canada are coming in the form of competency-based medical education. Using data from a pilot study, this article examines radiology resident case volumes among recently graduated cohorts of residents and determines whether there is a correlation between case volumes and measures of resident success. Materials and Methods: Resident case volumes for 3 cohorts of graduated residents (2016-2018) were extracted from the institutional database. Achievement of minimum case volumes based on the ACGME guidelines was performed for each resident. Pearson correlation analysis (n = 9) was performed to examine the relationships between resident case volumes and markers of resident success including residents’ relative knowledge ranking and their American College of Radiology (ACR) in-training exam scores. Results: A statistically significant, positive correlation was observed between residents’ case volume and their relative knowledge ranking ( r = 0.682, P < .05). Residents’ relative knowledge ranking was also statistically significant and positively correlated with their ACR in-training percentile score ( r = 0.715, P < .05). Conclusions: This study suggests that residents who interpret more cases are more likely to demonstrate higher knowledge, thereby highlighting the utility of case volumes as a prognostic marker of resident success. As well, the results underscore the potential use of ACGME minimum case volumes as a prognostic marker. These findings can inform future curriculum planning and development in radiology residency training programs.

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Truong, Julie T., Mitchell J. Barnett, Terrill T.-L. Tang, Eric J. Ip, Janet L. Teeters, and Katherine K. Knapp. "Factors Impacting Self-Perceived Readiness for Residency Training." Journal of Pharmacy Practice 28, no. 1 (March 27, 2014): 112–18. http://dx.doi.org/10.1177/0897190014527318.

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Objective: To examine the factors impacting postgraduate year 1 (PGY1) residents’ self-perceived readiness for residency. Methods: A total of 1801 residents who matched in American Society of Health-System Pharmacists (ASHP)-accredited PGY1 programs were e-mailed individualized invitations to take an online survey. The survey collected self-ratings of readiness for residency training competencies including time management and organization, foundational knowledge, clinical practice, project management, and communication. Key Findings: Data from 556 completed surveys were analyzed. Residents agreed they were ready to perform activities requiring time management and organization (median = 4, mean = 4.08), foundational knowledge (median = 4, mean = 3.83), clinical practice (median = 4, mean = 3.67), and communication (median = 4, mean = 4.05). Residents who completed at least 1 academic advance pharmacy practice experience (APPE), 5 clinical APPEs, or held a bachelors degree felt more confident than their counterparts in regard to project management ( P < .001, <.001, and .01, respectively). Conclusion: PGY1 residents generally felt prepared for time management and organization, foundational knowledge, and communication residency training competencies. This was significant for those who completed 1 or more academic APPEs, 5 or more clinical rotations, or a bachelors degree. Study results may assist pharmacy schools in preparing students for residency training, prospective resident applicants in becoming more competitive candidates for residency programs, and residency program directors in resident selection.

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Stohl, Hindi E., Nancy A. Hueppchen, and Jessica L. Bienstock. "Can Medical School Performance Predict Residency Performance? Resident Selection and Predictors of Successful Performance in Obstetrics and Gynecology." Journal of Graduate Medical Education 2, no. 3 (September 1, 2010): 322–26. http://dx.doi.org/10.4300/jgme-d-09-00101.1.

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Abstract Background During the evaluation process, Residency Admissions Committees typically gather data on objective and subjective measures of a medical student's performance through the Electronic Residency Application Service, including medical school grades, standardized test scores, research achievements, nonacademic accomplishments, letters of recommendation, the dean's letter, and personal statements. Using these data to identify which medical students are likely to become successful residents in an academic residency program in obstetrics and gynecology is difficult and to date, not well studied. Objective To determine whether objective information in medical students' applications can help predict resident success. Method We performed a retrospective cohort study of all residents who matched into the Johns Hopkins University residency program in obstetrics and gynecology between 1994 and 2004 and entered the program through the National Resident Matching Program as a postgraduate year-1 resident. Residents were independently evaluated by faculty and ranked in 4 groups according to perceived level of success. Applications from residents in the highest and lowest group were abstracted. Groups were compared using the Fisher exact test and the Student t test. Results Seventy-five residents met inclusion criteria and 29 residents were ranked in the highest and lowest quartiles (15 in highest, 14 in lowest). Univariate analysis identified no variables as consistent predictors of resident success. Conclusion In a program designed to train academic obstetrician-gynecologists, objective data from medical students' applications did not correlate with successful resident performance in our obstetrics-gynecology residency program. We need to continue our search for evaluation criteria that can accurately and reliably select the medical students that are best fit for our specialty.

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Dissertations / Theses on the topic "Residency"

Waddington, Keirrie L. "New Graduate Residency." Thesis, Carlow University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825506.

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Background: Shortly after the graduate nurses’ orientation period, the expectation is to rapidly function as a competent nurse. With this expectation, the graduate nurse experiences stress when attempting to quickly make the transition from student to practicing professional nurse. New nurses report that the primary reason they are leaving their employment within the first year is related to stress and thus low job satisfaction.

Purpose: The overall turnover rate for a community Catholic Hospital’s Critical Care Department is 60% within the past year. Combating the turnover, increasing satisfaction, and ensuring patient safety is what is needed for this hospital.

Methodology: The design for this project is comparative and correlational utilizing the Casey Fink New Graduate Nurse Survey. Residents involved in the revised residency program were surveyed on their job satisfaction and comfort-confidence after six months of residency. The results from the new residents were compared to nurses who had completed the previous residency program who had at least six months of experience.

Results: The results demonstrated the new residency program had no statistical significance on comfort, however, presented a statistically significant association with how new nurses experience the work environment of the Critical Care department.

Conclusions: The results of the study revealed a need for on-going assessment of the residents past the six month integration period. Another identified need that was noted was for on-going preceptor education and consistency. The study also discovered the need to explore other methods of increasing comfort during and after their residency period.

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Michael, Gary E. "ETSU Residency Training Seminar." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6431.

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Sillman, Kathryn V. "Examining the Role of Residency Content Coaching in an Urban Teacher Residency Program." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:104987.

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Thesis advisor: Marilyn Cochran-Smith
The clinical experience of future urban teachers is increasingly regarded as one of the most important aspects of teacher preparation (NCATE, 2010; NRC, 2010). However, there is widespread agreement that further knowledge must be acquired on what constitutes rich clinical experience, and on the influence of such learning opportunities especially in urban, high-needs contexts (Anderson & Stillman, 2013; Levine, 2006; Picus, Monk, & Knight, 2012). This dissertation aims to increase our understanding of clinical experience. Based on sociocultural and socio-constructivist perspectives, and drawing on Lave and Wenger’s (1991) theories of learning within communities of practice, this dissertation employed qualitative research methods to examine the phenomenon of content coaching during an urban teacher residency program. This dissertation argues that residency content coaching provided a context within which residents could integrate what they were learning about “ambitious teaching” (Lampert & Graziani, 2009; Newmann & Wehlage, 1993) into their own practice through ongoing negotiations with their coaches. Coaching interactions were by and large responsive to individual resident’s learning needs, and guided residents to begin to place their students’ learning at the center of decision-making when planning, teaching, and assessing. The dissertation further investigates the actual and aspirational characteristics of coaching in this context. Overall findings suggest that content coaching addresses several persistent problems of traditional pre-service fieldwork supervision (Darling-Hammond, 2010; Featherstone, 2007), and offers a more coherent approach. Consequently, this dissertation contributes to our collective understanding of clinical experience in preparing teachers to teach ambitiously in urban classrooms
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Redman, Pam. "Effectiveness of a Critical Care Nurse Residency Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3201.

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The importance of nurse residency programs is addressed in the literature; however, a review of residency program outcomes and effectiveness is needed. Guided by Roy's adaptation model and Deming's plan-do-check-act model, the purpose of this quality improvement project was to assess the current state of a longstanding critical care nurse residency program in meeting organizational goals and objectives and to recommend modifications to the program related to external factors, internal challenges, and educational deficits of nurses entering the program. A review of the evidence-based literature and feedback from focus groups of leadership stakeholders were used to develop recommendations for residency program improvement. Using qualitative analysis of the focus group data, three common themes emerged related to external factors: financial resources, patient acuity, and generational differences that influence nurse satisfaction with the residency program. Three additional themes emerged related to organizational barriers to satisfaction with the program: preceptor availability and development, limited training hours due to productivity standards, and leader time to support novice nurses. Reality shock when starting to practice in the high acuity critical care area was the most frequently reported educational deficit among new nurses. Recommendations for program improvement included obtaining feedback from residency program participants and preceptors, initiating preceptor development pathways, reinstituting a dedicated cost center for nurse residents' training, and using competency assessment tools to customize training plans for residency program participants. This project has the potential for social change by increasing job satisfaction and retention of new nurses and improving health outcomes in critical care patients.

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Christian, Alan B. "Influences on the retention of residency-trained and non-residency trained Navy Dental Corps officers." Monterey California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/9924.

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Approved for public release; distribution is unlimited.
MBA Professional Report
Approved for public release; distribution is unlimited.
This research project identifies key influences on the retention of Navy Dental Officers beyond their post-obligation period. Two sample groups were selected. The first sample group was selected from Dental Officers who did not receive a Navy sponsored residency program and the second group from Dental Officers who completed a Navy sponsored residency program. Logistic regression models were developed for the Non-Residency and Residency sample data obtained from Bureau of Medicine and Surgery Manpower Information System. The results revealed that accession source, dental specialty and the number of operational tours as a percentage of total tours an officer completes during his or her obligation period were significant factors for retention of Dental Officers in the Non-Residency Model. Significant factors identified for the Residency Model were gender, age when first paid as a Navy Dentist, the number of years Dental Officers waited to begin a Navy-sponsored residency program and dental specialty. Dental Officers who receive their residency training between their sixth and eight year of service are more likely to remain on active duty more than one year beyond their obligated service commitment than officers beginning residency programs earlier or later in their careers.

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Franklin, Tammy Lea. "Educating Nurses About Nurse Residency Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6562.

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Educating Nurses About a Nurse Residency Program by Tammy Lea Franklin MSN, Walden University, 2012 BSN, Oklahoma City University, 2010 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University May 2019 The problem addressed in this project was the challenges related to retention of new graduate nurses. This includes Registered Nurses (RNs), Licensed Practical Nurses (LPNs), and Bachelor of Science Nurses (BSNs) on two medical/surgical units in an acute care facility. The purpose was to work with a project team to develop an education module and accompanying resources to present to new medical/surgical BSNs, RNs, and LPNs through a 3-month nurse residency program. The framework guiding the project was Duchscher's transition shock which guides the stages of doing, being, and knowing for new graduate nurses as they move from classroom to the bedside. The project question was: Will an educative process specifically designed to implement a 3-month nurse residency program for new graduate RNs, and LPNs in the two medical/surgical units increase retention rates when compared to data 1 year pre-intervention? The educational modules included 6 2-hour concept based sessions delivered biweekly over a 3-month period by the medical/surgical specialty coordinators. Results showed positive and statistically significant results of a 17% turnover rate of new graduate medical/surgical nurses compared to a 33% turnover rate specific to the medical-surgical new graduate nurses 1 year pre-intervention. The project contributed to positive social change by providing education that increased retention, job satisfaction, and provided professional socialization.

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Harrington, Paul Dillon III Gropper Sareen Annora Stepnick. "College freshmen weight gain residency effects /." Auburn, Ala., 2009. http://hdl.handle.net/10415/1962.

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Nivens, Ryan Andrew. "Teaching Mathematics Methods During Residency 1." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/220.

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Bossaer, John B., and M. Decoske. "What’s Next? Options After Residency Training." Digital Commons @ East Tennessee State University, 2011. https://www.amzn.com/1449604838.

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Securing and Excelling in a Pharmacy Residency is a practical guide and handbook for pharmacy students seeking a residency, residents currently enrolled in a program, and residency program leadership. This user-friendly text encourages high-quality pharmacy residency training, which elevates the individual, the profession, and ultimately patient care. Answering the need for residency training and improvement raised by the ASHP/ACCP joint 2020 initiative, Securing and Excelling in a Pharmacy Residency uniquely prepares students for the increasingly competitive pharmacy residency market. This one-of-a-kind resource is also helpful to guide individuals currently enrolled in a residency and their mentors. This valuable resource also addresses options after residency training, priceless guidance for both current residents and faculty advisers.

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Bird, Michele Marie. "Evaluation of a nursing residency program." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/808.

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Recruitment and retention of professional nurses are crucial issues for hospital departments of nursing. Recognizing the necessity to bridge the gap that persists between nursing education and nursing services, hospitals have designed programs to assist new nurses make the transition to current nursing practice. By helping individuals make the transition to current nursing practice it is hoped that staff nurses will be retained.

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Books on the topic "Residency"

Getting cut: Failing to survive surgical residency training. Lanham, MD: University Press of America, 2007.

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D, Victor Lyle, ed. The residency handbook. New York: Parthenon Pub. Group, 1994.

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Berhow, Melissa T., William W. Feaster, and John G. Brock-Utne. Life After Residency. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93374-6.

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Brock-Utne, John G., William W. Feaster, and Melissa T. Berhow. Life After Residency. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-87692-4.

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Kevin, Clauson, Benavides Sandra, and American Society of Health-System Pharmacists, eds. Get the residency: ASHP's guide to residency interviews and preparation. Bethesda, Md: American Society of Health-System Pharmacists, 2012.

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Brink, A. J. Report on the training of interns in South Africa. Parow: South African Medical Research Council, 1986.

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Akhter, Asim. Studio RM Residency, 2010. Lahore: Ejaz Galleries, 2010.

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Jim, Alice Ming Wai. Informal residency: Gailan Ngan. Vancouver, BC: Centre A - Vancouver International Centre for Contemporary Asian Art, 2005.

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Astolfi, Bohner Jean, ed. From residency to reality. New York: McGraw-Hill, 1988.

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Center, National Institutes of Health (U S. ). Clinical. The pharmacy residency program. Bethesda, Md: U.S. Dept. of Health and Human Services, Public Health Service, National Institutes of Health, 1986.

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Book chapters on the topic "Residency"

Levesque, Roger J. R. "Residency Requirements." In Encyclopedia of Adolescence, 2362–64. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_715.

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Katz, Daniel, and Alan Sim. "Residency Training." In Comprehensive Guide to Education in Anesthesia, 41–57. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8954-2_4.

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Gorlewski, Julie, Amanda Winkelsas, Suzanne N. Rosenblith, Corrie Stone-Johnson, Elisabeth Etopio, David Gorlewski, Tiffany Karalis Noel, et al. "Residency Partners." In A Case for Change in Teacher Preparation, 78–97. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003198253-6.

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Krone, Ben. "In Residency." In Under Pressure, 117–24. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003038375-14.

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Levesque, Roger J. R. "Residency Requirements." In Encyclopedia of Adolescence, 3137–38. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_715.

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Eisenberg, Ronald L. "Special Residency Issues." In Radiology and the Law, 71–73. New York, NY: Springer New York, 2004. http://dx.doi.org/10.1007/978-1-4612-2040-4_10.

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Gupta, Nikhil K., Sumeet Batra, and Tobias S. Köhler. "Preparations Beyond Residency." In Surgeons as Educators, 499–520. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64728-9_26.

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Nolting, Laura, and Thomas Cook. "Residency Ultrasound Education." In Ultrasound Program Management, 91–102. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63143-1_8.

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Nguyen, Chau, David Dragas, and Ian H. Rutkofsky. "The Residency Interview." In International Medical Graduates in the United States, 379–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62249-7_24.

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Salzman, David H., Heather L. Heiman, Brigid M. Dolan, and Jennifer Trainor. "Readiness for Residency." In Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education, 271–86. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34811-3_15.

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Conference papers on the topic "Residency"

Cruz, Aristides I., Joseph A. Gil, Avi Goodman, and Alan H. Daniels. "Resident Exposure to Pediatric Orthopaedic Procedures During Orthopaedic Residency." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.644.

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Dang, Hung, Erick Purwanto, and Ee-Chien Chang. "Proofs of Data Residency." In ASIA CCS '17: ACM Asia Conference on Computer and Communications Security. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3052973.3053016.

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Smith, Nichole. "Residency Reflections: Engaging in Reflective Journaling During the Residency Year (Poster 1)." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1880470.

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Hamdan, Kamal, and Anthony Normore. "STEM TEACHERS IN ADVANCED RESIDENCY (STAR): A CUTTING-EDGE TEACHER RESIDENCY PROGRAM." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1937.

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Sun, Zhaohong, Taiki Todo, and Makoto Yokoo. "New Algorithms for Japanese Residency Matching." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/58.

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We study the Japanese Residency Matching Program (JRMP) in which hospitals are partitioned into disjoint regions and both hospitals and regions are subject to quotas. To achieve a balanced distribution of doctors across regions, hard bounds are imposed by the government to limit the number of doctors who can be placed in each region. However, such hard bounds lead to inefficiency in terms of wasted vacant positions. In this paper, we propose two suitable algorithms to reduce waste with minimal modification to the current system and show that they are superior to the algorithm currently deployed in JRMP by comparing them theoretically and empirically.

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Bohra-Mishra, Pratikshya. "Ancillary Benefit of Teacher Residency Programs." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570278.

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Kimmo, Margarita, Ingrid Pappel, and Dirk Draheim. "E-Residency as a Nation Branding Case." In ICEGOV '18: 11th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209415.3209447.

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Dice, Dave, Virendra J. Marathe, and Nir Shavit. "Persistent unfairness arising from cache residency imbalance." In SPAA '14: 26th ACM Symposium on Parallelism in Algorithms and Architectures. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2612669.2612703.

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Shringarputale, Sushrut, Patrick McDaniel, Kevin Butler, and Thomas La Porta. "Co-residency Attacks on Containers are Real." In CCS '20: 2020 ACM SIGSAC Conference on Computer and Communications Security. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3411495.3421357.

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Poon, Selina, Dan Kiridly, Muhammad Mutawakkil, Rachel Gecelter, Stephen Wendolowski, Rachel Porter, and Lewis Lane. "Race and Ethnic Diversity in Orthopaedic Surgery Residency." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.642.

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Reports on the topic "Residency"

Christian, Alan B. Influences on the Retention of Residency-Trained and Non-Residency Trained Navy Dental Corps Officers. Fort Belvoir, VA: Defense Technical Information Center, June 2004. http://dx.doi.org/10.21236/ada424670.

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Dickerman, Joel L. Problem Differentiation in a Family Practice Residency Program. Fort Belvoir, VA: Defense Technical Information Center, December 1997. http://dx.doi.org/10.21236/ada338303.

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Prisciandaro, Joann, Charles Willis, Jay Burmeister, Geoffrey Clarke, Rupak Das, Jacqueline Esthappan, Bruce Gerbi, et al. Essentials and Guidelines for Clinical Medical Physics Residency Training Programs. AAPM, October 2013. http://dx.doi.org/10.37206/149.

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Cairney, William J., Joel L. Dickerman, and Donald G. Spradlin. Objective Measurement of Clinical Competencies in a Family Practice Residency Program. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada338339.

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Sternick, Edward S., Richard G. Evans, E. Roblert Heitzman, James G. Kereiakes, Edwin C. McCullough, Richard L. Morin, J. Thomas Payne, et al. Essentials and Guidelines for Hospital Based Medical Physics Residency Training Programs. AAPM, 1990. http://dx.doi.org/10.37206/35.

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Lane, Richard G., Donna M. Stevens, John P. Gibbons, Lynn J. Verhey, Kenneth R. Hogstrom, Edward L. Chaney, Melissa C. Martin, et al. Essentials and Guidelines for Hospital-Based Medical Physics Residency Training Programs. AAPM, 2006. http://dx.doi.org/10.37206/91.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.

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Wood, Paul. Urban Native American Educational Attitudes: Impact of Educational Background and Childhood Residency. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6414.

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Kahn, Shulamit, and Megan MacGarvie. The Impact of Permanent Residency Delays for STEM PhDs: Who leaves and Why. Cambridge, MA: National Bureau of Economic Research, October 2018. http://dx.doi.org/10.3386/w25175.

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Yun, Cathy. Preparing Transitional Kindergarten to 3rd Grade Educators Through Teacher Residencies. Learning Policy Institute, June 2022. http://dx.doi.org/10.54300/139.797.

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In California, 2021 legislation expanded transitional kindergarten (TK) to be universal for all 4-year-olds by 2025–26. This expansion will require an additional 11,900 to 15,600 credentialed teachers. Given projected workforce needs and historic investments in teacher preparation, early childhood–focused residencies can help districts strategically build TK teacher workforces. This brief describes two early childhood residency programs—Fresno’s Teacher Residency Program and UCLA’s IMPACT program—to help inform the development of strong early learning–focused residencies.

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Academic literature on the topic 'Residency'

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Journal articles on the topic "Residency"

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Books on the topic "Residency"

Book chapters on the topic "Residency"

Conference papers on the topic "Residency"

Reports on the topic "Residency"