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Journal Cover International Journal of Health Sciences Education
  [2 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2325-9981
   Published by East Tennessee State University Homepage  [1 journal]
  • Interprofessional Team Development in Student Led Clinics in Rural
           Northeast Tennessee

    • Authors: Michelle L. Lee et al.
      Abstract: Background/Rationale - East Tennessee State University developed four interprofessional (IP) team-based education and practice clinics from within an already established network of nine nurse-managed clinics. The purpose of these IP clinic teams is to build capacity for interprofessional practice (IPP) and deliver effective health management to patients with multiple chronic conditions (MCC) through evidence-based practice to improve health outcomes in underserved populations.Description of Innovative Approach - This project took the innovative approach of acknowledging the specialized knowledge, skills, and contributions of nursing, pharmacy, and nutrition specialties, empowering each discipline to be an active decision-maker in the healthcare team. The IP team embedded themselves in existing nurse managed clinics, conducting “student led” clinics at the various sites. A Clinical Fellows Model was utilized to enhance the students learning experience and to promote IPP upon graduation.Challenges and Strategies of IP Team Development - During the first year of the project, the IP team overcame barriers with purposeful strategy which has created unique opportunities for the remaining grant period. Challenges and barriers were overcome with attention to building team collaboration through education and familiarity with working in the interprofessional setting.Discussion – The Clinical Fellows Model was derived from four IP competencies: roles and responsibilities, values and ethics, teamwork, and communication. The student led IP clinics have grown in the number of sites and disciplines supporting East Tennessee State University’s vision of true interprofessional education and practice for managing patients with MCC.
      PubDate: Mon, 10 Apr 2017 09:51:06 PDT
       
  • Using Qualitative Methods to Improve Physician Research Training:
           Understanding the Student Perspective

    • Authors: Jacqueline M. Knapke et al.
      Abstract: For several decades now, physician-scientists have been referred to as an “endangered species.” Many factors have contributed to the dearth of clinical investigators, and training programs in clinical research are just one tool in a multi-pronged strategy to increase the number of successful physician-scientists working in health research. A qualitative approach that analyzes students’ educational goals and experiences can help fill the gaps in our knowledge about how best to train aspiring physician-scientists. This study was an interpretive phenomenology that evaluated the Master of Science program in Clinical and Translational Research (MSCTR) at the University of Cincinnati. The purpose of the study was to allow students to articulate their expectations, needs, and experiences in the MSCTR. The study included a group level assessment (GLA) and document review. Findings suggest several reasons students enrolled in the MSCTR, as well as some areas for improvement in the program: more physician-centered classes, a more directed curriculum, and a more cohesive course plan overall. Conclusions from these recommendations are that student perspectives can inform decisions around curricula and instructional methods in powerful ways, particularly when combined with a qualitative methodological approach. This study revealed several insights into how faculty and administrators can more effectively train physicians in research methodology. Training should be as applied and relevant as possible to make it directly applicable to clinical practice. This goal could be enhanced if classes – particularly statistics classes – were more physician-oriented. The curriculum of a clinical research training program for clinicians should be clear and directed, but with some flexibility and space within the curriculum for classes within areas of specialization. Collaboration should be integrated throughout, and courses should follow a logical, interconnected sequence.
      PubDate: Mon, 10 Apr 2017 09:51:01 PDT
       
  • Institutional Collaboration to Accelerate Interprofessional Education

    • Authors: Susan Mace Weeks et al.
      Abstract: Evidence has been generated and synthesized to support enhanced outcomes in healthcare environments supportive of interprofessional practice. Despite the preponderance of evidence, many health professions education programs do not prepare their students for interprofessional practice. Multiple factors influence the integration of interprofessional education into a program’s curricular offerings including availability of potential partnering professions, conflicting schedules, lack of curricular alignment, and logistical challenges. This manuscript describes initiatives and innovations used to replace health profession and institutional silos with interprofessional and cross-institutional collaboration in Fort Worth, Texas, USA. While the initial point of connection involved the administrators and faculty members from Texas Christian University and the University of North Texas Health Science Center collaborating to create interprofessional training opportunities for health professions students, this collaboration continues to generate new innovations and cooperative initiatives. These initiatives include research projects supported by significant external funding awards and a decision by the leaders of the two institutions to collaborate to develop a new medical school.
      PubDate: Mon, 10 Apr 2017 09:50:58 PDT
       
  • Guest Editorial by Wendy M. Nehring, RN, PhD, FAAN, FAAIDD

    • Authors: Wendy Nehring
      PubDate: Mon, 10 Apr 2017 09:50:54 PDT
       
  • Interprofessional Research, Training and Outreach: The ETSU Prescription
           Drug Abuse/Misuse Working Group

    • Authors: Robert P. Pack et al.
      PubDate: Tue, 23 Aug 2016 13:11:56 PDT
       
  • Initial Feasibility and Efficacy of an Interprofessional Education Pilot
           Program

    • Authors: Katie Baker et al.
      PubDate: Tue, 23 Aug 2016 13:11:51 PDT
       
  • Our Roots/Our Story: Interprofessional education at East Tennessee State
           University

    • Authors: Joseph Florence et al.
      PubDate: Tue, 23 Aug 2016 13:11:48 PDT
       
  • Integrating IPE into an Academic Health Sciences Center: A Bottom-Up and
           Top-Down Approach

    • Authors: Wilsie Bishop
      PubDate: Tue, 23 Aug 2016 13:11:44 PDT
       
  • Interprofessional education: It is more than a passing fad

    • Authors: Michael A. Crouch et al.
      PubDate: Tue, 23 Aug 2016 09:39:10 PDT
       
  • A Collaborative Practice Training Model for Pediatric Primary Care

    • Authors: Jodi Polaha et al.
      PubDate: Tue, 23 Aug 2016 07:45:08 PDT
       
  • Identifying Intimate Partner Violence during Pregnancy in Prenatal Care
           Settings

    • Authors: Tifani R. Fletcher et al.
      Abstract: More than 324,000 women each year are estimated as having experienced intimate partner violence (IPV) during pregnancy. Correctly identifying women experiencing all forms and severity of IPV is necessary to inform the implementation of interventions to prevent and treat IPV. This can optimally be accomplished with data from accurate screening instruments. The United States Preventative Services Task force has recently recommended that all women who are pregnant should be screened for IPV over the course of their pregnancy and postnatal visits. Currently, clinical practice and research are hindered by the lack of validated IPV screening measurements for a pregnant population. The current review examined accuracy measures of empirically tested IPV screening measures, and evaluated them for use in prenatal health care settings. Based on the information collected and presented, recommendations regarding which screens are, and are not, appropriate to use in prenatal care settings to identify IPV were presented. Further rigorous studies are needed to identify and evaluate screening measurements and procedures to increase sensitivity and suitability for use in a variety of clinical settings for pregnant women.
      PubDate: Thu, 28 Jan 2016 13:15:46 PST
       
  • Educational Strategies for Reducing Medication Errors Committed By Student
           Nurses: A Literature Review

    • Authors: Kristi Miller et al.
      Abstract: Medication errors cause harm, yet most of them are preventable (Institute of Medicine, 2006). Nurses spend 40% of their time administering medications; therefore they play a key role in the reduction of medication errors. Little empirical evidence has been collected about the effectiveness of nursing education in reducing medication errors committed by nursing students. Traditional educational interventions focus on the five rights of medication administration; however, the literature shows that interventions focused on instilling a culture of safety have a greater impact on reducing medication errors. The purpose of this article is to review educational strategies that have been implemented and tested in pre-licensure nursing programs to reduce medication errors committed by nursing students.
      PubDate: Thu, 28 Jan 2016 13:15:44 PST
       
  • Letter from Editors

    • Authors: Lisa Haddad et al.
      PubDate: Thu, 28 Jan 2016 13:15:43 PST
       
  • Bringing a Behavioral Health Consultant to Residency: Implications for
           Practice and Training

    • Authors: Natasha Gouge et al.
      Abstract: This study examined pediatric residents’ responsiveness and experiences in the context of a new pilot program, building an on-site Behavioral Health Consultant (BHC) into their primary care training site. Fifteen pediatric residents were divided so that 9 had access to an on-site BHC and 6 did not. Over the first year of the program, research assistants observed 322 patient visits to record concerns raised, residents’ responses, and visit length. Data regarding BHC activity and residents’ subjective impressions of the program were also collected. Results showed that at least one BH concern was raised in 24% of observed visits. Residents with access to the BHC initiated 89 on-the-spot referrals, resulting in 127 BHC-to-patient interactions. On average, residents spent 10 additional min/visit when BH concerns were raised but those with access to the BHC saved 8 min/visit when BH concerns were raised. Overall, residents utilized the service, particularly first and second year residents. Those with BHC access managed BH concerns in less time than those in the control group. Residents who utilized the BHC were very satisfied, perceived a better quality of care and patient outcomes, and desired future BHC collaboration. Implications for training residents in the area of pediatric behavioral health by using an on-site provider are discussed.
      PubDate: Mon, 20 Oct 2014 11:35:20 PDT
       
  • Wearable Technology In Obstetrical Emergency Simulation: A Pilot Study

    • Authors: Jami Goodwin et al.
      Abstract: Background: Medical student involvement in clinical care of obstetrical emergencies is limited. Wearable technology, namely Google Glass, has been used to enhance the simulation experience for trainees at our institution. We present a pilot study that examines the utility of this technology in medical students’ education through remotely-conducted exercises in obstetric emergencies.Materials & Methods: A total of thirteen medical students accepted the opportunity to participate in an obstetric emergencies training exercise with remote monitoring. Students wore the Google Glass device while participating in two simulated obstetrical emergencies: shoulder dystocia and vaginal breech delivery. A remote instructor monitored the students’ performance and gave verbal instructions during the simulation. Students then filled out a questionnaire grading the effectiveness of the exercise.Results: Of all participating students, 55% reported Glass extremely valuable for their education. None reported it as not being valuable. 15% reported that Glass distracted them in their simulation activity. 100% of participants reported it being more than “successful" in its potential to improve emergency obstetric care. 55% reported that Glass or a similar device is “extremely likely” to be incorporated into medicine. None reported that it is unlikely to be used in the future of medicine.Conclusions: Wearable technology has the potential to provide improved learner experience. This technology can be successfully used to provide student exposure to simulated emergencies. Further studies evaluating the participation of students and other learners in simulated obstetrical emergencies are needed to determine how effective wearable technology can become in medical education and ultimately patient care as well.
      PubDate: Mon, 20 Oct 2014 11:35:19 PDT
       
  • Reflections from an Undergraduate Student Peer Facilitator in the Team Up
           for Healthy Living School-Based Obesity Prevention Project

    • Authors: Caroline E. Crenshaw et al.
      Abstract: Team Up for Healthy Living was a cluster-randomized trial to evaluate a cross-peer school-based obesity prevention program in Southern Appalachia. Undergraduate students from the disciplines of Kinesiology, Nutrition, and Public Health were trained as peer facilitators to deliver an 8-week curriculum in high school Lifetime Wellness classes. The focus of the curriculum was on improving diet and physical activity with an additional emphasis on enhancing leadership and communication skills. Control group participants received their regularly scheduled Lifetime Wellness curriculum. The current article is about the experiences of an undergraduate kinesiology student participating as a peer-facilitator in the Team-Up for Healthy Living trial. A brief overview of the program and peer facilitator training is followed by this students reflections on both personal development and student outcomes.
      PubDate: Mon, 20 Oct 2014 11:35:17 PDT
       
  • Letter from Editors

    • Authors: Wendy Nehring et al.
      PubDate: Mon, 20 Oct 2014 11:35:16 PDT
       
  • Development of a Partnership for International Rural Advanced Pharmacy
           Practice Experiences

    • Authors: Emily K. Flores et al.
      Abstract: Objective. To design a faculty-guided international elective Advanced Pharmacy Practice Expereince (APPE) in partnership with a medical relief organization. To expose students to pharmacy-related opportunities in non-traditional settings focused on an indigent population, while obtaining a global perspective on healthcare.Methods. The College of Pharmacy partnered with an international medical relief organization utilizing their resources for trip planning and in-country logistics to provide a framework for a pharmacy student rotation. The international trip is a portion of the calendar month rotation, while the balance is faculty-guided discussion groups, involvement in formulary planning, developing educational materials, and local medical relief work. Student course evaluations, exit interviews, and post-trip debriefing were used to evaluate the rotation experience.Results. The APPE rotation met all pre-selected objectives outlined by the American Association of Colleges of Pharmacy. This is evidenced by complete submersion into a developing country’s culture and healthcare system as well as student course evaluation responses. Students evaluated seven rotation objectives with the College of Pharmacy’s Likert scale. The average score was 4.8 of 5, which demonstrated the student’s either agreed or strongly agreed that each objective was met. Additionally, the response to the exit interview and group de-briefing questions confirmed that the students successfully met the goals and objectives of the APPE rotation.Conclusions. Partnering with an international medical organization can provide a framework for a faculty-guided international elective APPE experience, requiring minimal resources from the College of Pharmacy while providing a quality international experience.
      PubDate: Thu, 12 Jun 2014 08:25:17 PDT
       
  • Report of a Curriculum Used in a Peer-Delivered Intervention to Reduce
           Obesity of Adolescents in Southern Appalachia and its Relationship to the
           National Health Education Standards

    • Authors: Diana Mozen et al.
      Abstract: Adolescent obesity in Southern Appalachian is among the highest in the nation. Even though adolescent obesity is a major public health concern, effective interventions are limited. Team Up for Healthy Living is a cluster-randomized control trial developed to test the effectiveness of a cross-peer intervention with high school students focusing on healthy eating and physical activity. This instructional article describes the 8-week curriculum developed and utilized by Team Up for Healthy Living with an emphasis on the relationship to National Health Education Standards. This is important given the standards were created to promote and support health-enhancing behaviors for students all across America. Findings showed that this intervention adhered highly to the National Health Education Standards. It may be important for future school based obesity prevention efforts to consider using these standards as a framework to help meet national health education goals.
      PubDate: Thu, 12 Jun 2014 08:25:15 PDT
       
  • The Use of High-fidelity Simulation in Psychiatric and Mental Health
           Nursing Clinical Education

    • Authors: Bethany A. Murray
      Abstract: Background: High-fidelity simulation recreates real-life situations in a safe learning environment and encourages critical thinking in students. Published research in simulation in psychiatric/mental health nursing is sparse.Methods: Four scenarios exemplifying drug or alcohol abuse utilizing the computerized, mannequin SimMan® were implemented. Students evaluated their learning experience following completion of the simulation via a 20-item, Likert-scale survey which included open-ended questions.Results: Results were positive. Students rated all items on the survey as “agree” or “strongly agree” (Mean 4.77, SD=0.55).Conclusions: High fidelity clinical education simulations are an effective means of facilitating student learning of psychiatric and mental health clinical experiences. Students found simulation to be a useful and engaging means by which to learn to care for clients with drug or alcohol abuse disorders.
      PubDate: Thu, 12 Jun 2014 08:25:14 PDT
       
 
 
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