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Journal articles on the topic 'Supervision after training'
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Pusung, Chaterine Diana, Emiliana Taringan, and Wilhemus Hary Susilo. "IMPACT OF CLINICAL NURSING COMPETENCIES DOCUMENTING NURSING CARE AFTER THE MANAGER'S CLINICAL SUPERVISION TRAINING." Jurnal Ilmiah Perawat Manado (Juiperdo) 7, no. 2 (December 31, 2019): 92–108. http://dx.doi.org/10.47718/jpd.v7i2.805.
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Background. Supervision is an activity of assisting, guidance, teaching, supporting someone in completing their work under policies and procedures, how to develop new skills and a broader understanding of their work so they can do it better. Aims: This study aims to determine the effect of supervising head clinic training on the competence of implementing nurses in documenting nursing care at Hospital X North Sulawesi. Methods: involving 178 respondents divided by 134 respondents in the intervention group and 44 respondents in the control group by purposive sampling technique. Result: The results of the structural model match test showed that there was a significant influence of head nurse clinic supervision training on the level of headroom clinic supervision ability significantly with a value of t = 49.12; there is a significant influence of the ability of head nurse clinical supervision to the interpersonal headroom relationship significantly with t value = 2.75; there is an influence of the level of education and length of work on the competence of implementing nurses in documenting nursing care significantly with a value of t => 2; Simultaneously there was the contribution of the head nurse clinic supervision training, the level of headroom clinical supervision ability to the interpersonal relationship of the room head with a value of R2 = 16%; Simultaneously there are contributions of the chief room clinical supervision training, the level of head nurse clinical supervision ability, the interpersonal relationship of the head nurse with the implementing nurse, age, education level, length of work to nurse competence in documenting nursing care values with R2 = 61%. Conclusion: The nursing care documentation program through IT is one of the techniques to improve the quality of nursing care services.
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Merentek, Grace Aneke, Asnet Leo Bunga, and Wilhemus Hary Susilo. "IMPACT OF PATIENT SATISFACTION IN THERAPEUTIC COMMUNICATION ASPECTS AFTER IMPLEMENTATION OF CLINIC SUPERVISION BY NURSE MANAGER." Jurnal Ilmiah Perawat Manado (Juiperdo) 7, no. 1 (July 31, 2019): 50–65. http://dx.doi.org/10.47718/jpd.v7i1.802.
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Background: Nursing is an activity of providing care to individuals, families, groups or communities both sick and healthy as a form of professional service where the nursing practice is a service organized by nurses in the form of nursing care. One of the tasks of the nursing manager is to coordinate through supervision/supervision. Aims: This study aims to analyze, explore the effect of training and implementation of clinical supervision on nurse-patient therapeutic communication. Methods: This study used quasi-experimental design research before and after post control group. The number of samples in this study was 100 respondent nurses and patients who were divided into 75 intervention groups who were given training and implementation of supervision and control groups of 25 respondents. Results: The study showed that the improvement in the supervision capability of the headroom clinics increased significantly (p = 0,000) after training and implementation of clinical supervision. Patient satisfaction with therapeutic communication has increased with a value (p = 0,000). Conclusion: Implementation of clinical supervision contributed to patient satisfaction and therapeutic communication of patient nurses by 17.6%, while 82.4% was influenced by other variables (quality of service, hospital products). This study further recommends the implementation of clinical supervision to be one of the models in developing the quality of nursing services.
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Bowen, Joanna, and Alexander Bremner. "Psychotherapy training as part of general psychiatry training." Psychiatric Bulletin 14, no. 9 (September 1990): 542–43. http://dx.doi.org/10.1192/pb.14.9.542.
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Training in psychotherapy for junior registrars is often piecemeal and relegated to an after hours out-patient and supervision. We are fortunate in having had the opportunity for a whole-time psychotherapy placement at the Cassel Hospital, Ham Common, Richmond, itself an internationally renowned clinical and training centre devoted to psychotherapeutic treatment of in-patients and out-patients.
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Herbert, James T., Jared C. Schultz, Puiwa Lei, and Deniz Aydemir-Döke. "Effectiveness of a Training Program to Enhance Clinical Supervision of State Vocational Rehabilitation Personnel." Rehabilitation Counseling Bulletin 62, no. 1 (August 26, 2017): 3–17. http://dx.doi.org/10.1177/0034355217725721.
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A training program to improve clinical supervision behavior, knowledge, self-efficacy, and working alliance among state vocational rehabilitation supervisors (SVRS) was studied. SVRS ( n = 180) were randomly assigned to either the control or experimental group. To further validate training effectiveness, counselors ( n = 350) who were assigned to both groups of supervisors also completed parallel outcome measures evaluating their supervisors’ performance. Results indicate differential impact when comparing changes across baseline, Posttest 1 (approximately 6 weeks after baseline), and Posttest 2 data collection (approximately 6 months after baseline) between both supervisory groups. Specifically, in comparison with the control group, supervisors who received the training reported greater changes at Posttest 1 regarding time spent in individual supervision, frequency, and time devoted to group supervision as well as perceived value in providing clinical supervision. Posttest 2 evaluation between groups noted differences in clinical supervision knowledge and behavior, frequency of individual supervision sessions, and time spent in group supervision. In contrast, counselors assigned to one of the supervisory groups reported few differences in parallel outcome measures. Although the intervention provided some support for its effectiveness for supervisors, further modifications are needed before a valid training model exists for rehabilitation counseling.
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Feigl, Georg C. "PEER TEACHING GROSS ANATOMY TO STUDENT TUTORS. Enseñanza entre pares de la Anatomía Macroscópica a los tutores estudiantiles." Revista Argentina de Anatomía Clínica 10, no. 1 (April 8, 2018): 11–17. http://dx.doi.org/10.31051/1852.8023.v10.n1.19341.
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Objectives: Anatomical student tutors have to provide high skills for teaching students in dissection courses. To increase the quality of these student tutors, peer teaching concepts need be introduced. Materials and Methods: Student tutors received peer teaching by an experienced board-certified anatomist. The training included live dissections of the dissection program of two modules (Locomotion and topographical anatomy) in an open quorum. The training lasted for two to three hours per session. Additionally, the tutors could view video instructions. In the dissection hall, a special hierarchical supervising system was used. Official online student´s evaluation (Likert scale 1-5 [1 good-5 poor]) before and after implementation of this training system were compared to assess the result of the peer teaching method (supervision, support, interest in learning success, support in learning behaviour). Results: The assessment of tutor´s significantly increased in all statements (Locomotion: supervision [before: 2.25; after: 1,45]; interest in learning behaviour [before: 2.33; after: 1,45]; interest in learning success [before: 2.61; after: 1,45]; support [before: 2.03; after: 1,6]; positive personal comments [before: 25 comments; after: 150 comments]; Topographical anatomy: supervision [before: 1,89; after: 1,6]; interest in learning behaviour [before: 1,93; after: 1,4]; interest in learning success [before: 2,1; after: 1,78]; support [before: 1,88; after: 1,68]; positive personal comments [before: -; after: 120 comments]). Conclusions: The implemented teaching method seems to increase the quality of the student tutors successfully. Objetivos: Los tutores estudiantiles de anatomía tienen que poseer grandes habilidades para poder guiar a otros estudiantes durante los cursos de disecciones. Para mejorar la calidad de los tutores estudiantiles es necesario establecer conceptos de aprendizaje entre pares. Métodos: Los tutores estudiantiles recibieron una formación bajo el concepto de aprendizaje entre pares por parte de un médico anatomista certificado con mucha experiencia en el ámbito. El entrenamiento incluyó disseciones en vivo del programa de disecciones de dos módulos (aparato locomotor y anatomía topográfica) en un quórum abierto. El entrenamiento duró dos a tres horas por cada sesión. Adicionalmente, los tutores pudieron observar instrucciones de disecciones en videos. En la sala de disecciones, se aplicó un sistema jerárquico de supervision. El resultado del aprendizaje entre pares (supervision, apoyo en general, interés en el éxito de aprendizaje, apoyo en la conducta de aprendizaje) fue comparado por medio de un sistema de evaluación oficial para los estudiantes (escala de Likert 1-5 [1 buena – 5 mala]) previamente y posteriormente a la aplicación de este sistema de entrenamiento. Resultados: La valoración de los tutores aumentó significativamente en todos los parámetros comparados (aparato locomotor: supervisión [previamente: 2.25; posteriormente: 1,45]; interés en la conducta de aprendizaje [previamente: 2.33; posteriormente: 1,45]; interés en el éxito de aprendizaje [previamente: 2,61; posteriormente: 1,45]; apoyo en general [previamente: 2,03; posteriormente: 1,6]; observaciones personales positivas [previamente: 25 commentarios; posteriormente: 150 commentarios]; anatomía topográfica: supervisión [previamente: 1,89; posteriormente: 1,6]; interés en la conducta de aprendizaje [previamente: 1,93; posteriormente: 1,4]; interés en el éxito de aprendizaje [previamente: 2,1; posteriormente: 1,78]; apoyo en general [previamente: 1,88; posteriormente: 1,68]; observaciones personales positivas: [previamente -; posteriormente: 120 commentarios]). Conclusión: El método de aprendizaje entre pares aplicado para la docencia de tutores estudiantiles en la anatomía mejora significativamente la calidad y la satisfacción de los tutores.
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Esquenazi, Alberto, and Robert DiGiacomo. "Rehabilitation After Amputation." Journal of the American Podiatric Medical Association 91, no. 1 (January 1, 2001): 13–22. http://dx.doi.org/10.7547/87507315-91-1-13.
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The principles of amputee rehabilitation, from preamputation to reintegration into the work force and community, are reviewed. The authors discuss exercise techniques, training programs, and environmental modifications that have been found to be helpful in the rehabilitation of the amputee. The exercise programs presented here are divided into four main components: flexibility, muscle strength, cardiovascular training, and balance and gait. The programs include interventions by the physical, occupational, and recreational therapist under the supervision and guidance of a physician. (J Am Podiatr Med Assoc 91(1): 13-22, 2001)
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Robson, A. J., C. G. Wallace, A. K. Sharma, S. J. Nixon, and S. Paterson-Brown. "Effects of training and supervision on recurrence rate after inguinal hernia repair." British Journal of Surgery 91, no. 6 (May 21, 2004): 774–77. http://dx.doi.org/10.1002/bjs.4540.
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Safi, Diomaris, Albert Miranda, and David M. Sylva. "A-188 Starting Well: Creating Training Opportunities for Graduate Students Interested in Neuropsychological Assessment." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1243. http://dx.doi.org/10.1093/arclin/acab062.206.
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Abstract Objective Practicum experiences are critical to internship readiness. While established guidelines for practicum training in clinical neuropsychology exist, the application of such guidelines across training sites has received little attention. The objective of this study is to compare practicum training models across different sites. Methods We surveyed training supervisors regarding the cost and benefit of training practicum students in their setting. Results Despite wide variability across settings, results indicated that on average, practicum sites spent around 6 hours per week in direct active training and onboarding during the first 1–3 months of the training year. After 3–4 months, the hours spent on supervision decreased to about 1–2 hours of individual supervision and 1–2 hours of group supervision per week. By the 8th month, each practicum student provided the clinic with approximately 36 hours of direct service (considered an administrative benefit to the clinic). Conclusion Training practicum students is a labor of love, with overall net administrative benefits to the clinic. An advantage was seen in settings with multiple trainees, trainees at multiple levels, and tiered supervision models with access to diverse didactic experiences.
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Silvera, David H., Bruno Laeng, and Tove I. Dahl. "The Training of Doctoral Students of Psychology in the United States." European Psychologist 8, no. 1 (March 2003): 48–53. http://dx.doi.org/10.1027//1016-9040.8.1.48.
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This article describes both formal and informal aspects of doctoral training of psychology students in the United States. We first describe admission procedures and the financial support of doctoral students and then discuss the various milestones in a typical doctoral program. There follows an overview of what is expected of doctoral students and a description of the working environment (e.g., faculty and fellow students) in doctoral programs. Finally, we provide a brief analysis of the doctoral training system in the United States. One question of particular importance is whether the close supervision associated with many doctoral programs prepares the student adequately for supervising researchers and developing a research program of his/her own after graduation.
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Whitfield, Graeme, Moira Connolly, Alan Davidson, and Chris Williams. "Use of cognitive–behavioural therapy skills among trained psychiatrists." Psychiatric Bulletin 30, no. 2 (February 2006): 58–60. http://dx.doi.org/10.1192/pb.30.2.58.
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Aims and MethodPrevious studies have suggested that despite the cost of attendance at postgraduate cognitive–behavioural therapy (CBT) courses, psychiatrists are unable to engage in CBT after qualification. A postal survey of psychiatrists with postgraduate CBT training currently practising in Scotland was performed to assess the levels of training and supervision that they provide, therapeutic CBT activity, and supervision and continued professional development that they receive.ResultsOf the 58 psychiatrists, 51 replied to the survey (88%). Less than half of the respondents supervised other staff. Although 43 (84%) engaged in some therapeutic CBT activity, only 25 (49%) received supervision for their own practice. The main reasons given for not engaging in CBT therapeutic activity were that there was inadequate ‘protected time’ and that CBT had not been included in ‘job plans'.Clinical ImplicationsPsychiatrists can help to disseminate CBT skills. To do this, they require personal supervision, and time for the development and maintenance of therapeutic skills as well as for the training and supervision of others. This survey builds on the results of others and indicates that these requirements are currently being inadequately met.
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Blattman, Christopher, Eric P. Green, Julian Jamison, M. Christian Lehmann, and Jeannie Annan. "The Returns to Microenterprise Support among the Ultrapoor: A Field Experiment in Postwar Uganda." American Economic Journal: Applied Economics 8, no. 2 (April 1, 2016): 35–64. http://dx.doi.org/10.1257/app.20150023.
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We show that extremely poor, war-affected women in northern Uganda have high returns to a package of $150 cash, five days of business skills training, and ongoing supervision. Sixteen months after grants, participants doubled their microenterprise ownership and incomes, mainly from petty trading. We also show these ultrapoor have too little social capital, but that group bonds, informal insurance, and cooperative activities could be induced and had positive returns. When the control group received cash and training 20 months later, we varied supervision, which represented half of the program costs. A year later, supervision increased business survival but not consumption. (JEL I38, J16, J23, J24, L26, O15, Z13)
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Leisubun, Rosina, Asnet Leo Bunga, and Sudibyo Supardi. "Effect of Interactive Supervision Training on Improving of Nursing Behavior in Prevention of Infection and Effective Communication." Indonesian Journal of Health Research 2, no. 2 (August 30, 2019): 60–74. http://dx.doi.org/10.32805/ijhr.2019.2.2.50.
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Introduction. Nurse behavior in prevention of infection and effective communicate aimed at minimizing arrows and maximizing patient safety. Implementation of nurse behavior can be realize by hand washing and communicate is effective and complete. To evaluate the associated behaviors of implementing nurses can be done by supervision method by chief of the room or nursing supervisor. This study aims to determine the effect of interactive supervision training on improving the behavior of nurses in prevention of infection: hand washing & effective communication. Methods. The research is a quantitative research with a quasi-experimental design using pre & post test design with a control group. The sample in the study was 17 supervisor and 70 nurse nurses. Interventions carried out are interactive supervision training for chief of the room & team leader/PJ Shift. Results. The result of the study found difference in behavior of nurses on hand washing & SBAR communication before & after training (p value=0,000) Further analysis shows a good influence between interactive supervision training on improving nurse performance in hand washing & SBAR communication compliance (p value=0,000). Conclusion. Expected to he carried out in a interactive supervision of all implementing nurses in an effect to improve safety of patients.
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Schoenbrodt, Lisa, Fran Silverman, and Megan Boyd. "A Clinical Supervision Model for Nontraditional Graduate Students in Training." Perspectives on Administration and Supervision 19, no. 1 (March 2009): 25–29. http://dx.doi.org/10.1044/aas19.1.25.
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Abstract With the increasing critical shortage of qualified speech-language pathologists (SLPs) in the schools, graduate programs are charged with thinking beyond traditional programs in order to train committed candidates to serve school-aged populations in a cost-effective manner. The Department of Speech Pathology at Loyola College engaged in a partnership with the Maryland State Department of Education whereby students would be provided a scholarship for their degree, and in return would complete five years of employment upon graduation. A critical component of this program stipulated that students be employed and supervised in a local education agency. After experimenting with numerous models for clinical supervision in the school, one model emerged as effective. The college, student, and school perspective regarding effectiveness is presented.
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Rohr, Elisabeth. "Farewell to a Dead Horse: Group Analytic Supervision Training in Post-War Guatemala." Group Analysis 42, no. 2 (May 20, 2009): 107–19. http://dx.doi.org/10.1177/0533316409104360.
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Group analytic therapy, supervision, and counselling are completely unknown in Guatemala, Central America. But after a long and devastating war, an internationally supported peace and reconciliation process offered the opportunity to introduce new methods into mental health services, to cope with the psycho-social effects of a traumatized society. This article describes difficulties that were connected with the establishment of group analytic supervision training in Guatemala, focusing on aspects of trauma that emerged in supervisory case work.
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Frydenberg, Erica, and Vicki McKenzie. "Self-assessment and instructor assessment: Contribution to supervision in a brief counselling skills training program." Journal of Psychologists and Counsellors in Schools 2 (November 1992): 17–25. http://dx.doi.org/10.1017/s1037291100002235.
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Whilst there are many critical elements in the teaching of micro-counselling skills, feedback is an essential component of an effective training program. This paper describes supervision linked to a program of instruction. More particularly it examines the relative merit and contribution of utilising both instructor rating and self-rating as a means of providing educative feedback during the process of supervision in a brief counselling training program. Instructor rating and self-rating measures were taken on two occasions, first at the commencement of a six-week training program and secondly at the completion of the course. It was found that instructor rating was consistently lower than self-rating, but both reflected an improvement in counselling skills acquisition. Students indicated an ability to be self-critical after a period of counselling training to the extent that instructor rating matched more closely self-rating, after the second interview.
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Kilbertus, Sarah, Kaif Pardhan, Juveria Zaheer, and Glen Bandiera. "Transition to practice: Evaluating the need for formal training in supervision and assessment among senior emergency medicine residents and new to practice emergency physicians." CJEM 21, no. 3 (March 7, 2019): 418–26. http://dx.doi.org/10.1017/cem.2019.8.
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ABSTRACTObjectivesEmergency medicine residents may be transitioning to practice with minimal training on how to supervise and assess trainees. Our study sought to examine: 1) physician comfort with supervision and assessment, 2) what the current training gaps are within these competencies, and 3) what barriers or enablers might exist in implementing curricular improvements.MethodsQualitative data were collected in two phases through individual interviews from September 2016 to November 2017, at the University of Toronto and McMaster University after receiving ethics approval from both sites. Eligible participants were final year emergency medicine residents, residents pursuing an enhanced skills program in emergency medicine, and attendings within their first 3 years of practice. A semi-structured interview guide was developed and refined after phase one, to reflect content identified in the first set of interviews. All interviews were recorded, transcribed, coded, and collapsed into themes. Data analysis was guided by constructivist grounded theory.ResultsA thematic analysis revealed five themes: 1) Supervision and assessment skills were acquired passively through modelling, 2) the training available in these areas is variably used, creating a diversity of comfort levels, 3) competing priorities in the emergency department represent significant barriers to improving supervision and assessment; 4) providing negative feedback is difficult and often avoided; and 5) competence by design will act as an impetus for formal curriculum development in these areas.ConclusionsAs programs transition to competence by design, there will be a need for formal training in supervision and assessment, with a focus on negative feedback, to achieve a standardized level of competence among emergency physicians.
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Raudenbush, Stephen W., Suwanna Eamsukkawat, Ikechuku Di-Ibor, Mohamed Kamali, and Wimol Taoklam. "On-the-Job Improvements in Teacher Competence: Policy Options and Their Effects on Teaching and Learning in Thailand." Educational Evaluation and Policy Analysis 15, no. 3 (September 1993): 279–97. http://dx.doi.org/10.3102/01623737015003279.
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On-the-job teacher learning is vital to the success of reforms aimed at improving the quality of primary education in the developing world. In this study, we consider two policy options for improving the competence of the incumbent teacher: providing in-service training and encouraging regular classroom supervision. The results, based on a nationwide sample of small rural primary schools in Thailand, indicate that a teacher’s experience in in-service training courses predicts neither instructional quality nor student achievement. In sharp contrast, intensity of internal supervision significantly predicts both instructional quality and student achievement, after controlling for a variety of covariates measured at the school, teacher, and classroom levels. The supervision effect, similar in magnitude to the preservice education effect, is quite large. Intensive fieldwork in carefully selected rural schools suggests that, for effective principals, teacher supervision is a critical component in a larger strategy designed to create and sustain an “ethos of improvement” in academic teaching and learning
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Loutfi, A., APH McLean, and J. Pickering. "Training General Practitioners in Surgical and Obstetrical Emergencies in Ethiopia." Tropical Doctor 25, no. 1_suppl (January 1995): 22–26. http://dx.doi.org/10.1177/00494755950250s110.
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A 6-month course for training general practitioners (GPs) in surgical emergencies was developed and piloted in Ethiopia. The course was designed after an assessment of the surgical manpower needs in Ethiopia. Seven GPs were selected by the Ministry of Health (MOH) from rural hospitals that had no surgical specialists but had operating facilities. The course consisted of 1 week of lectures followed by 11 weeks each in obstetrics/gynaecology and general surgery. The GPs trained in district hospitals under the supervision of surgical specialists. Emphasis was placed on practical experience in managing a limited number of previously identified surgical emergencies. Follow up 9 months after completion of the course showed that five of the seven GPs had completed significant numbers of life saving procedures. Complications occurred largely in advanced disease. Difficulties remain with the recognition of the GPs' training and their supervision. We conclude that GPs can be trained to provide life saving surgery in a short training programme at a modest cost, but mechanisms for ensuring ongoing support need to be established.
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Del-Ben, Cristina Marta, Jaime Eduardo Cecílio Hallak, Alcion Sponholz Jr, João Mazzoncini de Azevedo Marques, Cybelli Morelo Labate, José Onildo Betioli Contel, and Antonio Waldo Zuardi. "Accuracy of psychiatric diagnosis performed under indirect supervision." Revista Brasileira de Psiquiatria 27, no. 1 (March 2005): 58–62. http://dx.doi.org/10.1590/s1516-44462005000100013.
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This work aimed at comparing the accuracy of the psychiatric diagnoses made under indirect supervision to the diagnoses obtained through Structured Clinical Interview for DSM-III-R (SCID). The study was conducted in 3 university services (outpatient, inpatient and emergency). Data from the emergency service were collected 3 years later, after changes in the training process of the medical staff in psychiatric diagnosis. The sensitivity for Major Depression (outpatient 10.0%; inpatients 60.0%, emergency 90.0%) and Schizophrenia (44.4%; 55.0%; 80.0%) improved over time. The reliability was poor in the outpatient service (Kw = 0.18), and at admission to the inpatient service (Kw = 0.38). The diagnosis elaborated in the discharge of the inpatient service (Kw = 0.55) and in the emergency service (Kw = 0.63) was good. Systematic training of supervisors and residents in operational diagnostic criteria increased the accuracy of psychiatric diagnoses elaborated under indirect supervision, although excellent reliability was not achieved.
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Martin, Priya, Saravana Kumar, LuJuana Abernathy, and Matthew Browne. "Good, bad or indifferent: a longitudinal multi-methods study comparing four modes of training for healthcare professionals in one Australian state." BMJ Open 8, no. 8 (August 2018): e021264. http://dx.doi.org/10.1136/bmjopen-2017-021264.
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ObjectivesThe aim of the study was to compare the differences in learning outcomes for supervision training of healthcare professionals across four modes namely face-to-face, videoconference, online and blended modes. Furthermore, changes sustained at 3 months were examined.Design/methodsA multimethods quasi-experimental longitudinal design was used. Data were collected at three points—before training, immediately after training and at 3 months post-training. Quantitative and qualitative data were collected through anonymous surveys and reflective summaries, respectively.ResultsParticipants reported an increase in supervision knowledge and confidence immediately after training that was sustained at 3 months with all four modalities of training. Using analysis of variance, we found these changes were sustained at 3 months postcompletion (confidence p<0.01 and knowledge p<0.01). However, there was no statistically significant difference in outcomes between the four modes of training delivery (confidence, p=0.22 or knowledge, p=0.39). Reflective summary data highlighted the differences in terminology used by participant to describe their experiences across the different modes, the key role of the facilitator in training delivery and the merits and risks associated with online training.ConclusionsWhen designed and delivered carefully, training can achieve comparable outcomes across all four modes of delivery. Regardless of the mode of delivery, the facilitator in training delivery is critical in ensuring positive outcomes.
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Ackermann, Lily L., Emily A. Stewart, and Jeffrey M. Riggio. "Improved Supervision and Safety of Discharges Through Formal Discharge Education." American Journal of Medical Quality 34, no. 3 (August 30, 2018): 226–33. http://dx.doi.org/10.1177/1062860618794283.
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The goal of this study is to evaluate change in residents’ assessment of supervision and safety of the discharge process after formal discharge instruction education. An educational lecture and workshop addressing high-risk medications, medication reconciliation, follow-up, and handoffs were provided to internal medicine residents. Residents were given a longitudinal survey before and after the discharge education session. Significant improvement in perception was demonstrated in review of discharge instructions ( P < .001), review of new medications/side effects with patients ( P < .001), and review of discharge instructions with and receiving feedback from attending physicians ( P < .001). On review of 40 discharge instructions pre and post intervention, there was an improvement in completion of instructions for high-risk medications ( P < .05 [14 insulin, 26 anticoagulation]). This intervention was viewed positively by residents; more than two thirds of all residents favored a process of formal training over the current model of “training by doing.”
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Safan, Sanaa Moustafa, Amal Refat Gab Allah, and Rehab Abd Allah Nassar. "Clinical supervision coaching program for head nurses and its relation to their professional identity." Clinical Nursing Studies 8, no. 1 (February 19, 2020): 41. http://dx.doi.org/10.5430/cns.v8n1p41.
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Background: While formal education and training establish the basis for new leadership roles, coaching helps the nurse manager to put this training into use.Aim: To explore the effect of clinical supervision coaching program in relation to head nurses’ professional identity.Methods: Quasi-experimental research design was employed in conducting the study. This study was conducted at Menoufia University Hospitals, Egypt. A group of (41) head nurses and a group of (205) staff nurses were selected for this study. Three tools were used; Knowledge questionnaire about clinical supervision, clinical supervision effectiveness scale and professional identity questionnaire.Results: The majority of the studied head nurses had inadequate levels of knowledge (95.1%) and clinical supervision effectiveness (65.9%) at the pre coaching phase and had significantly improved in the post and follow up phases. Professional identity was also low (80.5%) at the pre coaching phase and had significantly improved after coaching.Conclusions: There was a positive correlation between the head nurse’s clinical supervision knowledge and effectiveness and their professional identity at all study phases. Coaching was effective in improving clinical supervision and professional identity.Implications: It is recommended that coaching be used to support head nurses in a wide range of situations: orientation as a new nurse manager, support during role transitions, during new initiatives and during changing responsibilities as well as for ongoing development and succession planning that maximize their professional capabilities.
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Presot, Ivanete Milagres, Rodrigo Pedro Pinto Soares, Ana Paula Madureira, Kelly Alves Bicalho, and Celina Maria Modena. "Quality perception in research laboratories from Fiocruz after QMS implementation." Revista de Administração Pública 48, no. 1 (February 2014): 237–52. http://dx.doi.org/10.1590/s0034-76122014000100010.
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Quality Management System has been implemented at the René Rachou Research Center since 2003. This study investigated its importance for collaborators (Cs) in laboratories. This was a quantitative and descriptive study performed in a group of 113 collaborators. It was based on the World Health Organization handbook: Quality Practices in Basic Biomedical Research. The questionnaires evaluated the parameters using the Likert scale. Biosafety, training and ethics were considered to be the most important parameters. Supervision and quality assurance, data recording, study plan, SOPs and file storage achieved intermediate evaluation. The lower frequency of responses was obtained for result report, result verification, personnel and publishing practices. Understanding the perception of the collaborators allows the development of improvement actions aiming the construction of a training program directing strategies for disseminating quality.
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Kaplan, Daniel, Barbara Silverstone, Keith Chan, and Amanda Spishak-Thomas. "Supervisory Leaders in Aging: One-Year Practice Change Outcomes of Innovative Training Program." Innovation in Aging 4, Supplement_1 (December 1, 2020): 19. http://dx.doi.org/10.1093/geroni/igaa057.062.
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Abstract Social services for older adults are instrumental in addressing vulnerabilities associated with aging. Yet, practitioners report needing expanded geriatric knowledge and enhanced supervision. Agency-based supervision is essential to skilled practice and staff retention, directly impacting the quality of services delivered by the teams they support. The Supervisory Leaders in Aging (SLA) program of the National Association of Social Workers (NASW) was designed to strengthen supervision of the social service workforce. The SLA program, adopted in four states (IL, FL, MD, and NY), trained 134 MSW supervisors who support 1,200 social service staff, aimed at enhancing the well-being of 264,000 clients annually. This paper reports newly available final outcomes data from the 3-year implementation study of SLA. Trainees self-rated use of relevant supervisory best-practices was measured with novel 30-item instrument which captured frequency in use of supervisory best practices. The measure was administered prior to the first session and at three and twelve months after the final session. Comparisons of ratings across time periods demonstrate a range of positive and significant increases at the end of program workshops (0.12–0.56; mean of 0.30 points) and after one year (0.18–0.53; mean of 0.34 points). Supervisory best practices were maintained by those who already engaged in these behaviors, and participants who previously underutilized best practices adopted and maintained these behaviors as a result of the workshops. Implications of this tested model for enhancing workforce capacity will be discussed, including variation of impacts by supervisor characteristics and retention of learning gains over time.
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Carow, Scott D., Eric M. Haniuk, Kenneth L. Cameron, Darin A. Padua, Stephen W. Marshall, Lindsay J. DiStefano, Sarah J. de la Motte, Anthony I. Beutler, and John P. Gerber. "Risk of Lower Extremity Injury in a Military Cadet Population After a Supervised Injury-Prevention Program." Journal of Athletic Training 51, no. 11 (November 1, 2016): 905–18. http://dx.doi.org/10.4085/1062-6050-49.5.22.
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Context: Specific movement patterns have been identified as possible risk factors for noncontact lower extremity injuries. The Dynamic Integrated Movement Enhancement (DIME) was developed to modify these movement patterns to decrease injury risk. Objective: To determine if the DIME is effective for preventing lower extremity injuries in US Military Academy (USMA) cadets. Design: Cluster-randomized controlled trial. Setting: Cadet Basic Training at USMA. Patients or Other Participants: Participants were 1313 cadets (1070 men, 243 women). Intervention(s): Participants were cluster randomized to 3 groups. The active warm-up (AWU) group performed standard Army warm-up exercises. The DIME groups were assigned to a DIME cadre-supervised (DCS) group or a DIME expert-supervised (DES) group; the former consisted of cadet supervision and the latter combined cadet and health professional supervision. Groups performed exercises 3 times weekly for 6 weeks. Main Outcome Measure(s): Cumulative risk of lower extremity injury was the primary outcome. We gathered data during Cadet Basic Training and for 9 months during the subsequent academic year. Risk ratios and 95% confidence intervals (CIs) were calculated to compare groups. Results: No differences were seen between the AWU and the combined DIME (DCS and DES) groups during Cadet Basic Training or the academic year. During the academic year, lower extremity injury risk in the DES group decreased 41% (relative risk [RR] = 0.59; 95% CI = 0.38, 0.93; P = .02) compared with the DCS group; a nonsignificant 25% (RR = 0.75; 95% CI = 0.49, 1.14; P = .18) decrease occurred in the DES group compared with the AWU group. Finally, there was a nonsignificant 27% (RR = 1.27; 95% CI = 0.90, 1.78; P = .17) increase in injury risk during the academic year in the DCS group compared with the AWU group. Conclusions: We observed no differences in lower extremity injury risk between the AWU and combined DIME groups. However, the magnitude and direction of the risk ratios in the DES group compared with the AWU group, although not statistically significant, indicate that professional supervision may be a factor in the success of injury-prevention programs.
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Maluf Junior, Ivan, Alfredo Benjamin Duarte Da Silva, Anne Karoline Groth, Marlon Augusto Camara Lopes, Adriana Sayuri Kurogi, Renato Da Silva Freitas, and Flávio Daniel Saavedra Tomasich. "An alternative experimental model for training in microsurgery." Revista do Colégio Brasileiro de Cirurgiões 41, no. 1 (January 2014): 72–74. http://dx.doi.org/10.1590/s0100-69912014000100014.
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OBJECTIVE: to describe a new model of training in microsurgery with pig spleen after splenectomy performed by undergraduate students of the Discipline of Operative Technique of the UFPR Medical School. METHODS: after the completion of splenectomy we performed dissection of the vascular pedicle, distal and proximal to the ligation performed for removal of the spleen. After complete dissection of the splenic artery and vein with microscope, clamps were placed and the vessels were cut. We then made the anastomosis of the vessels with 9.0 nylon. RESULT: the microsurgical training with a well-defined routine, qualified supervision and using low cost experimental materials proved to be effective in the practice of initial microvascular surgery. CONCLUSION: the use of pig spleen, which would be discarded after splenectomy, is an excellent model for microsurgical training, since besides having the consistency and sensitivity of a real model, it saves the sacrifice of a new animal model in the initial learning phase of this technique.
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Budrienė, Lina, Vaida Karpavičiūtė, and Vilma Dudonienė. "Functional Training Effect on Functional Movements and Physical Capacity in 10 to 13-Year-Old Children Attending Swimming Activities." Reabilitacijos mokslai: slauga, kineziterapija, ergoterapija 1, no. 24 (August 20, 2021): 17–25. http://dx.doi.org/10.33607/rmske.v1i24.1072.
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Background. Functional training is used both in rehabilitation - to restore lost functions, and in professional sports - to improve results in competitions. Functional training is characterized by complex training of physical features, and it develops specific movements.
The aim was to evaluate functional training effect on functional movements, static endurance of trunk muscles and dynamic balance in children aged 10 to 13 attending swimming activities.
Methods. The study involved 24 children in the age group of 10–13 who attended swimming activities 5 times a week. Subjects were randomly divided into two groups: subject (n = 12) and control (n = 12). Participants of the subject group while attending regular swimming activities were prescribed functional training of 10-week once a week with supervision of a physiotherapist. The participants of the control group while attending regular swimming activities were prescribed a routine swimmer training of 10-week once a week in the gym under the supervision of a sports coach. Static endurance, dynamic balance, leg muscle’s explosive force and swimming competition results corresponding to the time interval of the beginning and end of the study were assessed before and after the interventions.
Results. All the evaluated indicators had tendency to improve, but significant differences between the results of the two groups were found in the static endurance of the abdomen and trunk lateral muscles, dynamic balance, functional movements, long jump results and 50-meter swimming results.
Conclusion. Functional training under the supervision of a physiotherapist can significantly improve the functional and physical capacity of children attending swimming activities.
Keywords: physical characteristics, functional training, endurance, balance, functional movements.
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Taylor Salisbury, Tatiana, Brandon A. Kohrt, Ioannis Bakolis, Mark JD Jordans, Louise Hull, Nagendra P. Luitel, Paul McCrone, et al. "Adaptation of the World Health Organization Electronic Mental Health Gap Action Programme Intervention Guide App for Mobile Devices in Nepal and Nigeria: Protocol for a Feasibility Cluster Randomized Controlled Trial." JMIR Research Protocols 10, no. 6 (June 15, 2021): e24115. http://dx.doi.org/10.2196/24115.
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Background There is a growing global need for scalable approaches to training and supervising primary care workers (PCWs) to deliver mental health services. Over the past decade, the World Health Organization Mental Health Gap Action Programme Intervention Guide (mhGAP-IG) and associated training and implementation guidance have been disseminated to more than 100 countries. On the basis of the opportunities provided by mobile technology, an updated electronic Mental Health Gap Action Programme Intervention Guide (e-mhGAP-IG) is now being developed along with a clinical dashboard and guidance for the use of mobile technology in supervision. Objective This study aims to assess the feasibility, acceptability, adoption, and other implementation parameters of the e-mhGAP-IG for diagnosis and management of depression in 2 lower-middle-income countries (Nepal and Nigeria) and to conduct a feasibility cluster randomized controlled trial (cRCT) to evaluate trial procedures for a subsequent fully powered trial comparing the clinical effectiveness and cost-effectiveness of the e-mhGAP-IG and remote supervision with standard mhGAP-IG implementation. Methods A feasibility cRCT will be conducted in Nepal and Nigeria to evaluate the feasibility of the e-mhGAP-IG for use in depression diagnosis and treatment. In each country, an estimated 20 primary health clinics (PHCs) in Nepal and 6 PHCs in Nigeria will be randomized to have their staff trained in e-mhGAP-IG or the paper version of mhGAP-IG v2.0. The PHC will be the unit of clustering. All PCWs within a facility will receive the same training (e-mhGAP-IG vs paper mhGAP-IG). Approximately 2-5 PCWs, depending on staffing, will be recruited per clinic (estimated 20 health workers per arm in Nepal and 15 per arm in Nigeria). The primary outcomes of interest will be the feasibility and acceptability of training, supervision, and care delivery using the e-mhGAP-IG. Secondary implementation outcomes include the adoption of the e-mhGAP-IG and feasibility of trial procedures. The secondary intervention outcome—and the primary outcome for a subsequent fully powered trial—will be the accurate identification of depression by PCWs. Detection rates before and after training will be compared in each arm. Results To date, qualitative formative work has been conducted at both sites to prepare for the pilot feasibility cRCT, and the e-mhGAP-IG and remote supervision guidelines have been developed. Conclusions The incorporation of mobile digital technology has the potential to improve the scalability of mental health services in primary care and enhance the quality and accuracy of care. Trial Registration ClinicalTrials.gov NCT04522453; https://clinicaltrials.gov/ct2/show/NCT04522453. International Registered Report Identifier (IRRID) PRR1-10.2196/24115
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Ashworth, Polly, Christopher Williams, and Ivy Marie Blackburn. "WHAT BECOMES OF COGNITIVE THERAPY TRAINEES? A SURVEY OF TRAINEES’ OPINIONS AND CURRENT CLINICAL PRACTICE AFTER POSTGRADUATE COGNITIVE THERAPY TRAINING." Behavioural and Cognitive Psychotherapy 27, no. 3 (July 1999): 267–77. http://dx.doi.org/10.1017/s1352465899273080.
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Training in cognitive therapy includes a grounding in relevant empirical research, and the development of a range of clinical skills. It is recognized that this training will need to be continually updated in line with new developments. Several postgraduate training courses in cognitive therapy or cognitive behaviour therapy exist in the United Kingdom. Such courses are expensive in terms of both direct and indirect costs. A postal survey was employed to investigate the effects of the one-year post-qualification course in cognitive therapy at the Newcastle Cognitive Therapy Centre on trainees who had attended the course. The questionnaire examined trainees’ views about the course, of their current clinical skills in cognitive therapy and their use of cognitive therapy since leaving the course. Finally, continuing professional development, on-going supervision and further training in cognitive therapy were examined.
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Wambier, Letícia Maíra, Gisele Dias, Priscila Bittar, Márcia Thaís Pochapski, Denise Stadler Wambier, Ana Cláudia Rodrigues Chibinski, and Fábio André dos Santos. "The influence of tooth brushing supervision on the dental plaque index and toothbrush wear in preschool children." Revista de Odontologia da UNESP 42, no. 6 (December 2013): 408–13. http://dx.doi.org/10.1590/s1807-25772013000600003.
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OBJECTIVE: To evaluate the effectiveness of tooth brushing supervision in one or more sessions on dental plaque removal and toothbrush wear. MATERIAL AND METHOD: 3- to 5-year-old children received new toothbrushes and attended a puppet theater about oral health. Forty-nine children were randomly selected and divided into 3 groups (GI=20; GII=14; GIII=14). Fones' brushing method was demonstrated to the GI and GII groups to evaluate the following: the professional direct supervision and tooth brushing training in five sessions (GI), the professional direct supervision and a one-training session (GII) and the puppet theater influence only (GIII-control group). The dental plaque index (IPL) was recorded at baseline (T0), after 24 days (T1) and after 46 days (T2) and toothbrush wear (ID) was recorded on T1 and T2. The Kruskal-Wallis test and the Friedman test (IPL), as well as the one-way ANOVA and the paired Student's t-test (ID) (p<0.05) were employed to analyze the data. RESULT: GI showed a significant difference from the others groups in T1 and T2 (p<0.01).The index of toothbrush wear increased (p<0.0001) from 24 days (0.52±0.35mm) to 46 days (0.90±0.48mm), but there was no significant association between toothbrush wear and plaque index for T1 (r=0.230-p= 0.116) as well as for T2 (r=0.226-p=0.121). CONCLUSION: The multiple sessions of professional supervision were effective to reduce the dental plaque index, which was not influenced by toothbrush wear, showing continuous oral hygiene motivation needs.
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Filho, JoäO Gonçalves, and Luiz Paulo Kowalski. "Surgical complications after thyroid surgery performed in a cancer hospital." Otolaryngology–Head and Neck Surgery 132, no. 3 (March 2005): 490–94. http://dx.doi.org/10.1016/j.otohns.2004.09.028.
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OBJECTIVE: This study evaluates the incidence and risk factors of complications in patients submitted to thyroidectomy in a cancer hospital with residency training. STUDY DESIGN: A retrospective chart and complications review of 1020 patients (1990–2000) underwent to thyroidectomy. RESULTS: At our cancer hospital, 1020 patients underwent thyroidectomy. The main postoperative complications consisted of transient hypocalcemia in 134 (13.1%) patients, permanent hypocalcemia in 26 (2.5%) patients, transient vocal cord palsy in 14 (1.4%) patients, and permanent vocal cord palsy in 4 (0.4%) patients. The type of thyroidectomy, neck dissection, and paratracheal lymph node dissection were significantly associated with transitory and permanent hypocalcemia. CONCLUSION: Thyroid surgery can be performed safely in a surgical residency training program under direct supervision of an experienced surgeon with little morbidity to the patients. Hypocalcemia is the most significant complication. Neck and para-tracheal lymph node dissections were the most significant predictors of hypocalcemia in patients who underwent total thyroidectomy.
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Catzikiris, Nigel, Amanda Tapley, Simon Morgan, Elizabeth G. Holliday, Jean Ball, Kim Henderson, Taryn Elliott, Neil Spike, Cathy Regan, and Parker Magin. "Maintaining capacity for in-practice teaching and supervision of students and general practice trainees: a cross-sectional study of early career general practitioners." Australian Health Review 42, no. 6 (2018): 643. http://dx.doi.org/10.1071/ah16285.
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Objectives Expanding learner cohorts of medical students and general practitioner (GP) vocational trainees and the impending retirement of the ‘baby boomer’ GP cohort threaten the teaching and supervisory capacity of the Australian GP workforce. Engaging newly qualified GPs is essential to sustaining this workforce training capacity. The aim of the present study was to establish the prevalence and associations of in-practice clinical teaching and supervision in early career GPs. Methods The present study was a cross-sectional questionnaire-based study of recent (within 5 years) alumni of three of Australia’s 17 regional general practice training programs. The outcome factor was whether the alumnus taught or supervised medical students, GP registrars or other learners in their current practice. Logistic regression analysis was used to establish associations of teaching and supervision with independent variables comprising alumnus demographics, current practice characteristics and vocational training experiences. Results In all, 230 alumni returned questionnaires (response rate 37.4%). Of currently practising alumni, 52.4% (95% confidence interval (CI) 45.6–59.0%) reported current teaching or supervisory activities. Factors significantly (P<0.05) associated with alumni currently undertaking in-practice clinical teaching and supervision were: Australian medical graduation (odds ratio (OR) for international graduates 0.36; 95% CI 0.14–0.92), working in a regional or remote area (OR 2.75; 95% CI 1.24–6.11) and currently undertaking nursing home visits, home visits or after-hours work (OR 2.01; CI 1.02–3.94). Conclusions Rural–urban and country-of-graduation differences in the engagement of early career GPs in practice-based apprenticeship-like teaching or training should inform strategies to maintain workforce training capacity. What is known about the topic? Projected changes in the demand for and supply of clinical teaching and supervision within Australian general practice will require greater uptake of teaching and supervision by recently qualified GPs to ensure sustainability of this teaching model. Although interest in and undertaking of teaching roles have been documented for GP or family medicine trainees, studies investigating the engagement in these clinical roles by GPs during their early post-training period are lacking. What does this paper add? This paper is the first to document the prevalence of teaching and supervision undertaken by early career GPs as part of their regular clinical practice. We also demonstrate associations of practice rurality, country of medical graduation and undertaking non-practice-based clinical roles with GPs’ engagement in teaching and supervisory roles. What are the implications for practitioners? Establishing current teaching patterns of GPs enables appropriate targeting of new strategies to sustain an effective teaching and supervisory capacity within general practice. The findings of the present study suggest that exploring focused strategies to facilitate and support international medical graduates to engage in teaching during their vocational training, aided by focused supervisor support, may be of particular value.
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Törnquist, Anna, Sarah Rakovshik, Jan Carlsson, and Joakim Norberg. "How Supervisees on a Foundation Course in CBT Perceive a Supervision Session and what they Bring Forward to the Next Therapy Session." Behavioural and Cognitive Psychotherapy 46, no. 3 (September 14, 2017): 302–17. http://dx.doi.org/10.1017/s1352465817000558.
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Background: There is limited research into the effect of supervision in cognitive behavioural therapy (CBT) from the supervisees’ perspective. Aims: The aim of the study was to acquire knowledge from the supervisees’ perspective as to what in particular in the supervision process contributes to the therapy process. Method: Fourteen supervisees on a foundation course participated in the study. A qualitative approach was used with thematic analysis of the participants’ written diaries after supervision and therapy sessions. Results: Analyses of supervisees’ experiences suggested that a variety of therapeutic interventions were easier to implement if one had the supervisor's support and felt free to decide if and when the suggested interventions could best be implemented. Evaluation in the form of positive feedback from the supervisor indicating that the supervisee was ‘doing the right thing’ was perceived to be important. A unifying theme when supervisees felt they were not getting anything out of the supervision was that the supervisees did not have a supervision question. Conclusions: The results of this research suggest that the supervisor's support during training is perceived to be important for the supervisee. Receiving positive feedback from one's supervisor in an evaluation is perceived to have a great impact on whether the therapist implements the suggested therapeutic interventions discussed in the previous supervision.
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Lopes, Barbara C., Caroline Kamau, and Rusi Jaspal. "Coping With Perceived Abusive Supervision: The Role of Paranoia." Journal of Leadership & Organizational Studies 26, no. 2 (August 29, 2018): 237–55. http://dx.doi.org/10.1177/1548051818795821.
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Two studies (a cross-sectional survey of 90 U.K. workers and an experiment with 100 U.K. workers) examined the cognitive and behavioral effects of abusive supervision. Both studies confirmed the hypothesis that workers who experience abusive supervision show paranoia and that makes them more prone to a type of cognitive error called the “sinister attribution error.” This is where workers misattribute innocent workplace events such as tripping over something or hearing colleagues laughing to malevolent motives such as wanting to harm or mock them. Study 1 also showed that abusive supervision is associated with lower well-being. Perceived organizational support buffers these effects, and this is associated with workers making fewer sinister attribution errors, thereby protecting well-being. Study 2 explored the role of contextual cues by exposing workers to images of abusive supervision. This increased their paranoia and contributed to workers making sinister attribution errors when they were asked to interpret workplace events. Moreover, depending on the types of contextual cues, workers were more likely to express the intention of workplace deviance after thinking about past experiences of abusive supervision. We recommend that corporate ethical responsibilities include training managers and workers about the negative cognitive and mental health effects of abusive supervision.
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Hoaas, Hanne, Bente Morseth, Anne E. Holland, and Paolo Zanaboni. "Are Physical Activity and Benefits Maintained After Long-Term Telerehabilitation in COPD?" International Journal of Telerehabilitation 8, no. 2 (December 15, 2016): 39–48. http://dx.doi.org/10.5195/ijt.2016.6200.
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This study investigated whether physical activity levels and other outcomes were maintained at 1-year from completion of a 2-year telerehabilitation intervention in COPD. During the post-intervention year, nine patients with COPD (FEV1 % of pred. 42.4±19.8%; age 58.1±6 years) were encouraged to exercise on a treadmill at home and monitor daily symptoms and training sessions on a webpage as during the intervention. Participants were not provided supervision or motivational support. Physical activity levels decreased from 3,806 steps/day to 2,817 steps/day (p= 0.039). There was a decline in time spent on light physical activity (p=0.009), but not on moderate-to-vigorous activity (p=0.053). Adherence to registration of symptoms and training sessions decreased significantly. Other outcomes including health status, quality of life, anxiety and depression, self-efficacy, and healthcare utilization did not change significantly. In conclusion, provision of equipment for self-management and unsupervised home exercise might not be enough to maintain physical activity levels.
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Magliano, Lorenza, Andrea Fiorillo, Claudio Malangone, Corrado De Rosa, Grazia Favata, Annarita Sasso, Monica Prezioso, et al. "Benefits and difficulties in implementing family psychoeducational interventions for schizophrenia in mental health services: results from a multicentre Italian study." Epidemiology and Psychiatric Sciences 14, no. 4 (December 2005): 235–42. http://dx.doi.org/10.1017/s1121189x00007983.
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SUMMARYAims – This study aims to explore: a) the feasibility of psycho-educational interventions for families of users with schizophrenia in clinical practice by trained staff; b) the benefits and problems encountered by professionals in the use of these interventions. Methods – 46 professionals from 23 Italian Mental Health Sen'ices (MHS) attended at a three-module training course in psycho-educational interventions and four supervisions in the subsequent year. Following the course, participants provided the intervention to families of users with schizophrenia. The difficulties and benefits encountered by trainees to use the intervention were registered on the Family Intervention Schedule.Results – 83% of the participants completed the training course. Following the course, the intervention started in 71 families from 17 MHS. 76% of trainees provided the intervention to 2-5 families, while 13% of them only held informative sessions on schizophrenia. During the supervision period, the organisational difficulties experienced by the professionals were stable, while the benefits increased. Differences in benefits and difficulties were detected in relation to the trainees’ experience and professional roles. Conclusions – It is possible to introduce psycho-educational interventions in MHS after a relatively brief period of training and supervision of the staff. Organisational difficulties need to be addressed to increase the dissemination of these interventions on a large scale.Declaration of Interest: None of the authors has had any interest or he/she has received any form of support, including that from drug companies and honoraria for lectures and consultancies, potentially in conflict with this scientific work. None of the authors has received any form of fee for his/her participation in this study. This study was supported by grants received from the “M. Lugli” Foundation (grant n. 2/18/8) and from the National Institute of Health, Italy (grant no. 1AL/F3).
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Situmorang, Nursiti Nuryamsinar. "Pengaruh Pendidikan Dan Pelatihan Calon Kepala Sekolah Terhadap Peningkatan Kompetensi Supervisi Kepala Sekolah Dasar Di Kabupaten Bandung." ETHOS (Jurnal Penelitian dan Pengabdian) 7, no. 1 (January 21, 2019): 151–62. http://dx.doi.org/10.29313/ethos.v7i1.4358.
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Abstract. This research was based on reality that the supervision skills of headmasters in Bandung District is still under expectation. It was because that most headmasters do not understand the supervision procedures towards teachers’ performances. Therefore, the purpose of this research is to evaluate the impact of training to headmaster candidates towards their supervision skills in level primary school in Bandung District. This study used quantitative approach with survey to gain the data from purposive sample (72 candidates) using questionnaire (Likert scale), documentation and test. Data analysis used was Product Moment correlation test with the result: (1) the training of primary school headmaster candidates held by LPMP Jawa Barat was in high level category which is effective and reached the target based on pre and post test which showed significant result; (2) after training, the supervision skill of the candidates was improved and support teachers in solving teaching problems in order to improve learning quality; (3) the training gave significant improvement at 31.4% and the rest (68.8%) was affected by other factors which was not analysed in this study. The recommendation based on this study are: (1) the training content should be more details and complete in order to gain candidates’ comprehension; (2) the supervision instrument should be developed systematically; and (3) this study should be followed up to seek other factors and apply on different research subjects.Abstrak. Latarbelakang masalah kompetensi supervsi kepala sekolah di Kabupaten Bandung masih rendah, karena belum memahami prosedur melaksanakan supervisi. Tujuan penelitian ini untuk mengkaji seberapa besar pengaruh pendidikan dan pelatihan calon kepala sekolah terhadap peningkatan kompetensi supervisi kepala sekolah dasar Kabupaten Bandung. Metode penelitian digunakan metode survai dengan pendekatan kuantitatif. Sampel sama dengan populasi yaitu 72 orang. Instrumen pengumpulan data, meliputi angket, dokumentasi dan tes. Analisis data digunakan uji korelasi Product Moment. Kesimpulan (1) pendidikan dan pelatihan calon kepala sekolah dasar Kabupaten Bandung di LPMP Jawa Barat, secara keseluruhan berada pada kategori tinggi, dan efektif dapat mencapai target yang ditentukan, karena terdapat peningkatan nilai yang signifikan; (2) kompetensi supervisi kepala sekolah dasar Kabupaten Bandung setelah pendidikan dan pelatihan di LPMP Jawa Barat, secara keseluruhan berada pada kategori tinggi, karena dapat meningkatkan kualitas pembelajaran guru dan prestasi peserta didik; (3) pendidikan dan pelatihan calon kepala sekolah dapat memberikan pengaruh yang signifikan terhadap peningkatan kompetensi supervisi kepala sekolah dasar di Kabupaten Bandung sebesar 31,4 %, sedangkan sisanya sebesar 68,6 % dipengaruhi faktor lain yang tidak diteliti dalam penelitian ini Rekomendasi (1) materi pendidikan dan pelatihan agar disusun lebih rinci, sistimatis, dan lengkap; (2) mengembangkan kisi-kisi instrumen supervisi akademik; dan (3) penelitian ini perlu ditindaklanjuti lebih komprehensif dengan subjek penelitian yang berbeda.
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Durmaz, Emma. "Theatre-Based Hospital Placements for Firefighters." British Journal of Perioperative Nursing (United Kingdom) 15, no. 9 (September 2005): 396–99. http://dx.doi.org/10.1177/175045890501500905.
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Airway obstruction is the most common cause of death in the prehospital environment. It is estimated that 85% of these patients had otherwise survivable injuries. The aim of the project was to increase firefighters' skills in airway management techniques, to include the laryngeal mask airway (LMA), by providing theatre-based hospital placements under the supervision of a consultant anaesthetist. The training in the use of the LMA by firefighters is currently a pilot project to assess the potential for its use operationally, based on ease of training to a competent level and retention of skills after one year.
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Chi, Zewen, Li Dong, Furu Wei, Wenhui Wang, Xian-Ling Mao, and Heyan Huang. "Cross-Lingual Natural Language Generation via Pre-Training." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (April 3, 2020): 7570–77. http://dx.doi.org/10.1609/aaai.v34i05.6256.
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In this work we focus on transferring supervision signals of natural language generation (NLG) tasks between multiple languages. We propose to pretrain the encoder and the decoder of a sequence-to-sequence model under both monolingual and cross-lingual settings. The pre-training objective encourages the model to represent different languages in the shared space, so that we can conduct zero-shot cross-lingual transfer. After the pre-training procedure, we use monolingual data to fine-tune the pre-trained model on downstream NLG tasks. Then the sequence-to-sequence model trained in a single language can be directly evaluated beyond that language (i.e., accepting multi-lingual input and producing multi-lingual output). Experimental results on question generation and abstractive summarization show that our model outperforms the machine-translation-based pipeline methods for zero-shot cross-lingual generation. Moreover, cross-lingual transfer improves NLG performance of low-resource languages by leveraging rich-resource language data. Our implementation and data are available at https://github.com/CZWin32768/xnlg.
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Baharom, Rahimi, Zulkiffli Abdul Hamid, Yusnani Yusoff, and Ahmad Ihsan Mohd Yassin. "Perception of Industries on Student Performance of Bachelor of Engineering (Hons.) Electrical Engineering Program." International Journal of Engineering & Technology 7, no. 3.15 (August 13, 2018): 6. http://dx.doi.org/10.14419/ijet.v7i3.15.17395.
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This paper presents a study on the perception of industries to the performance of Bachelor of Engineering (Hons.) Electrical Engineering students of Faculty of Electrical Engineering, Universiti Teknologi MARA (UiTM), Malaysia. This study was carried out based on the industrial training course whereby, during this period, the students are attached with the industry under supervision from their qualified personnel. After the students complete this course, they are evaluated by their industrial training supervisors using rubric measures provided by the faculty. The supervisors’ perception on the performance of all students in the degree programme (155 students) was evaluated based on the marks given to the students according to their communication skills, professionalism and work performance after completion of the industrial training. The results from the rubrics form was analysed to identify the strengths and the weaknesses of the students. The study revealed several weaknesses of students, which can be improved upon by conducting special training or courses for them to enhance their performance before graduation.
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Wang, Qianrong, Iris K. W. Chan, and Vivian W. Q. Lou. "Effectiveness of a Holistic Capacity-Building Program for Volunteers in Community-Based End-of-Life Care." Research on Social Work Practice 30, no. 4 (January 14, 2020): 408–21. http://dx.doi.org/10.1177/1049731519898530.
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Objective: Despite the importance of volunteers in end-of-life care (EoLC), ways to empower their engagement therein remain unclear. The aim of our study was to examine the effectiveness of a holistic capacity-building program for volunteers in community-based EoLC. Methods: Applicants completed a capacity-building program in four steps: motivational screening, core competence training, internships, and in-service supervision. Screening involved completing a self-administered risk assessment and being interviewed by a social worker, and a questionnaire was developed to evaluate the effectiveness of training at pretraining, posttraining, and 6-month follow-up. Results: Of 171 applicants, 88 completed core competence training after screening, and 53 continued volunteering for the 6 months that followed. Their competence in EoLC, awareness of self-care, and death work competence significantly improved after training and remained intact at 6-month follow-up. Conclusions: The four-phase capacity-building program effectively empowered volunteers to provide EoLC for elderly persons in their communities.
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Cartreine, James A., Trina E. Chang, Janette L. Seville, Luis Sandoval, John B. Moore, Shuai Xu, and Mark T. Hegel. "Using Self-Guided Treatment Software (ePST) to Teach Clinicians How to Deliver Problem-Solving Treatment for Depression." Depression Research and Treatment 2012 (2012): 1–11. http://dx.doi.org/10.1155/2012/309094.
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Problem-solving treatment (PST) offers a promising approach to the depression care; however, few PST training opportunities exist. A computer-guided, interactive media program has been developed to deliver PST electronically (ePST), directly to patients. The program is a six-session, weekly intervention modeled on an evidence-based PST protocol. Users are guided through each session by a clinician who is presented via hundreds of branching audio and video clips. Because expert clinician behaviors are modeled in the program, not only does theePSTprogram have the potential to deliver PST to patients but it may also serve as a training tool to teach clinicians how to deliver PST. Thirteen social workers and trainees usedePSTself-instructionally and subsequently attended a day-long workshop on PST. Participants’ PST knowledge level increased significantly from baseline to post-ePST(P=.001) and did not increase significantly further after attending the subsequent workshop. Additionally, attending the workshop did not significantly increase the participants' skill at performing PST beyond the use of theePSTprogram. Using theePSTprogram appears to train novices to a sufficient level of competence to begin practicing PST under supervision. This self-instructional training method could enable PST for depression to be widely disseminated, although follow-up supervision is still required.
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Paudel, P., P. Beckschäfer, and C. Kleinn. "Impact of training on different observers in forest inventory." Banko Janakari 31, no. 1 (May 30, 2021): 12–22. http://dx.doi.org/10.3126/banko.v31i1.37338.
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Observers with different experience levels are involved in the measurement of large number of sample plots during forest inventories, particularly in national forest inventories. However, limited information exist on the quality of data produced by different observers in forest inventory after certain levels of training. This study tries to evaluate the measurement error in forest inventory associated with observers' experience after initial and field-based training for measuring the most fundamental variables- DBH (cm), total tree height (m), and horizontal distance (m) together with bearing (azimuth) to tree from the plot-centre. On completing the second level of training, the mean of the differences in DBH measurement decreased for both the ‘experienced’ and ‘inexperienced’ groups. The mean of the differences in height measurement in the case of the experienced observers was very low as compared to the inexperienced ones. However, the mean of the differences in azimuth measurement showed that the experienced groups were overestimating by at least 1 degree. There was no trend in deviation of measurement for all four variables regardless of tree size. The decrease in the mean and error of differences in measurements after second training showed that field-based training with supervision and training on the use of instruments at laboratories were required for inexperienced surveyors whereas update in working and measurement procedure would be sufficient for the experienced ones.
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Samoylov, A. N., and D. G. Arsiutov. "The role of educational cycles in the training system for vitreoretinal surgeons. Ten years of WetLab work experience in Kazan." Modern technologies in ophtalmology, no. 3 (July 15, 2021): 150–53. http://dx.doi.org/10.25276/2312-4911-2021-3-150-153.
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Purpose. To analyze the ten-year experience of the WetLab educational course on vitreoretinal surgery in Kazan, to evaluate the effectiveness of a multi-stage approach in the training of vitreoretinal surgeons. Material and methods. Since 2011, 210 doctors from 47 regions of the Russian Federation and 5 neighboring countries completed the Wetlab educational course in Kazan. C 25 courses have been conducted. After completing the course, the trainees participated in various seminars and master classes on vitreoretinal surgery, an individual training and mentoring program was organized. Results. More than 80% of the students, within 2 years after completing their studies on the main course and subsequent participation in additional educational activities, began to independently perform vitreoretinal surgeries. More than 50% of graduates today know all the main methods of modern vitreoretinal interventions. Conclusion. The effectiveness of multi-stage training of vitreoretinal surgeons is shown. Multi-stage training includes at the first stage a basic theoretical course and practicing practical skills within the WetLab program, at the second stage – participation in specialized seminars and master classes, supervision of a graduate of the course by a teacher-mentor according to an individual program. Such a training system for vitreoretinal surgeons allows about 80% of those who have completed training to start independent work after training. Keywords: vitreoretinal surgery, ophthalmology, training.
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Shaikh, G., R. Ireland, M. McBreen, and R. Ramana. "Audit of a recently introduced stimulus dosing policy in an electroconvulsive therapy clinic." Psychiatric Bulletin 23, no. 9 (September 1999): 541–43. http://dx.doi.org/10.1192/pb.23.9.541.
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Aims and methodTo audit the clinical practice of seizure threshold estimation and subsequent stimulus dose adjustment in the electroconvulsive therapy (ECT) clinic. Case notes of patients who had ECT over a six-month period were audited. Results were discussed at an audit meeting and guidelines and training modified appropriately prior to the second cycle of the audit.ResultsInitial dose titration was poor in the first period, but improved in the second. The majority of patients were insufficiently stimulated after missed seizures in both periods and stimulus doses were not being reduced following prolonged seizures.Clinical implicationsThe audit identified the need for continuing supervision of trainees in addition to clear training and guidelines.
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Buesching, Christina D., Chris Newman, and David W. Macdonald. "How dear are deer volunteers: the efficiency of monitoring deer using teams of volunteers to conduct pellet group counts." Oryx 48, no. 4 (February 11, 2014): 593–601. http://dx.doi.org/10.1017/s0030605313000227.
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AbstractDeer populations are increasing throughout the northern hemisphere, and unregulated numbers can jeopardize biodiversity and the economy. These populations are difficult to monitor using visual counts. Estimating densities from surveys of faecal pellets is reliable but time-consuming and thus, if carried out by professionals, expensive. Utilizing volunteers has clear advantages. Based on research from the UK (6 years) and Nova Scotia, Canada (4 years), we investigated the methodological refinements and training required to achieve reliable data when using volunteers. For safety reasons volunteers worked in teams of 5–10 (n = 611) under supervision of scientists. We compared faecal accumulation rate and faecal standing crop surveys using 10 × 10 m quadrats. Both methods produced similar estimates of density, but because of significant time savings and greater volunteer enjoyment we favour faecal standing crop over faecal accumulation rate surveys. Volunteer teams surveyed quadrats significantly faster than a single professional but needed significantly longer to reach and stake out new quadrats. On average, teams found 68% of all droppings. Performance of individuals was affected by training, gender, and willingness and aptitude to survey. After five quadrats men scored significantly higher than women but this difference was reduced after 20 quadrats. Age did not affect performance but willingness and aptitude correlated with ability to find and identify droppings. We conclude that volunteers can monitor deer effectively but that techniques should be modified. The provision of context, training, supervision and verification by a professional are essential. Because of the drain on scientists’ time, cost-effective volunteer deployment is a question of scale.
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van Vendeloo, Stefan N., Paul L. P. Brand, Boudewijn J. Kollen, and Cees C. P. M. Verheyen. "Changes in Perceived Supervision Quality After Introduction of Competency-Based Orthopedic Residency Training: A National 6-Year Follow-Up Study." Journal of Surgical Education 75, no. 6 (November 2018): 1624–29. http://dx.doi.org/10.1016/j.jsurg.2018.04.006.
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Borges, Nathalia Cristina de Souza, Ariane Hidalgo Mansano Pletsch, Mariana Barbosa Buzato, Natalia Akemi Yamada Terada, Fernanda Maria Ferreira da Cruz, and Rinaldo Roberto de Jesus Guirro. "The effect of proprioceptive training on postural control in people with diabetes: A randomized clinical trial comparing delivery at home, under supervision, or no training." Clinical Rehabilitation 35, no. 7 (January 28, 2021): 988–98. http://dx.doi.org/10.1177/0269215521989016.
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Objective: Analyze postural control in the bipedal position as well as during gait and functional tests in patients with type 2 diabetes mellitus after supervised and unsupervised proprioceptive training. Design: A three-group randomized controlled trial. Setting: Physiotherapeutic Resources Lab, Department of Health Sciences, Ribeirão Preto Medical School, University of São Paulo Subjects: Eighty patients with type 2 diabetes allocated to three groups: control, home training, and supervised training. Interventions: The supervised and home training groups performed two weekly sessions of proprioceptive exercises for 12 weeks. The control group was not submitted to any of treatment. Main measures: Bipedal balance, gait, and performance on functional tests were evaluated before and after 12 weeks using the Balance Evaluation Systems Test (BESTest) and the force plate. Results: No significant improvements were found regarding postural control, gait, or performance on the functional tests, as evidenced by the inter-group comparisons of the total BESTest score [control: 90.7 (81.5–92.6); home training: 85.2 (77.8–90.3); supervised training: 88.4 (82.6–91.4), P > 0.05] as well as the tests performed on the force plate ( P > 0.05). The clinical effect size of the proposed intervention was less than 0.2, demonstrating no effect for the main outcome variable evaluated by the “Sensory Orientation” item of the BESTest and by the mCTSIB (pressure plate). Conclusions: The proposed proprioceptive training did not lead to improvements in postural control in patients with type 2 diabetes with no clinical signs of diabetic distal polyneuropathy when analyzed using the BESTest clinical evaluation and a force plate. Trial registration: NCT01861392 (clinicaltrials.gov).
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Gray, Thomas G., Weiguang Li, and Tom Farrell. "Using videos in a smartphone app logbook to aid obstetricians and gynaecologists with reflection following critical events." BMJ Simulation and Technology Enhanced Learning 5, no. 4 (April 20, 2018): 210–14. http://dx.doi.org/10.1136/bmjstel-2017-000299.
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IntroductionReflection is essential for continuous professional development. Many opportunities to reflect during training in obstetrics and gynaecology are not utilised. A Smartphone App (Healthcare Supervision Logbook), allows doctors training in obstetrics and gynaecology to view videos to aid reflection. The App incorporates a comprehensive logbook of practical skills. A self-facilitated reflective process, prompted by offering the viewing of a video when logging an event such as a shoulder dystocia, has been integrated into the logbook. The objective of this study was to evaluate how this function aids reflection.MethodsForty doctors training in obstetrics and gynaecology undertook a shoulder dystocia drill as part of a mock examination. After completing the drill, participants scored their performance on a proforma, before watching a video of simulated standard management for shoulder dystocia on a Smartphone. Participants then re-scored themselves before completing a survey. This assessed their agreement with three statements on a five-point Likert scale.Results50% of participants marked themselves lower after watching the video. 100% agreed or strongly agreed that watching the video helped them reflect on the shoulder dystocia drill. 80% agreed or strongly agreed that they would feel more prepared to deal with shoulder dystocia as a result of using the video to reflect. 93% agreed or strongly agreed that they would be willing to use a Smartphone App with videos to aid reflection following critical events. Student’s t test showed that viewing the standardised video clip on the App resulted in a significant down-marking (P<0.0005).ConclusionsMany emergency scenarios in obstetrics and gynaecology unfold quickly and are rapidly resolved, doctors-in-training need to use opportunities for self-directed reflection. Using the video self-reflection function integrated into Healthcare Supervision Logbook Smartphone App could help to prompt this process, which could be utilised in other specialities and disciplines.
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Davison, Lorraine, Huma Amer, Jamuna Krishnan, Elisha Seale, Kirsten Young, and Sarah Romans. "Trainee welfare: a New Zealand perspective." Australasian Psychiatry 27, no. 3 (October 31, 2018): 215–18. http://dx.doi.org/10.1177/1039856218810150.
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Objective: To explore key sources of stress experienced during training by psychiatry registrars and identify which coping strategies they found helpful or unhelpful. Method: We used three data sources: a) ‘stress’ vignettes written by Stage 3 trainees; b) minutes of regular registrar meetings; c) focus groups. We analysed these using abbreviated grounded theory, generating themes. Results: The main sources of stress during training were disempowerment, adverse events, difficult supervision and cultural perspectives. Other themes included difficulties in after-hours work, and organisational issues. Stressors may differ in impact according to training stage. Peer support and a good supervisory relationship reduced stress. Conversely, a poor supervisory relationship compounded stress. Trainees were motivated to address modifiable problems. Conclusions: A variety of stressors influence training at all stages. Trainees, the College and employers each have a role in promoting trainee welfare. Interlinking cultural dimensions are not currently addressed in the training curriculum and require attention. A good supervisory relationship can buffer many stressors for trainees.