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Journal Cover International Journal of Health Sciences Education
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  This is an Open Access Journal Open Access journal
   ISSN (Print) 2325-9981
   Published by East Tennessee State University Homepage  [1 journal]
  • An Empirical Approach to Assessing Pediatric Residents' Attitudes,
           Knowledge and Skills in Primary Care Behavioral Health

    • Authors: Jeffrey D. Shahidullah PhD et al.
      Abstract: This paper describes an empirical approach to assessing pediatric residents' attitudes, knowledge and skills in primary care behavioral health. Outcomes from that assessment approach are presented from two pediatric residency training programs in the northeastern United States. Thirty-six pediatric residents completed attitudes, knowledge and skills surveys. The survey was developed to align with the American Academy of Pediatrics’ Policy Statement in 2009 citing aspirational competencies for pediatricians in primary care behavioral health. This alignment addressed both learner variables (attitudes, knowledge, and skills) as well as clinical presentations (ADHD, anxiety, depression, and suicide) highlighted in the policy statement. The survey specifically inquired about self-reported confidence and comfort in managing behavioral health concerns using evidence-based practice parameters (attitudes and knowledge) and their measured ability to deliver evidence-based care in response to clinical vignettes (skills). Findings largely revealed no statistically significant differences in attitudes, knowledge or skills between interns and upper-level residents. Training programs can use the approach described in this paper and the assessment instrument with some possible modifications to monitor annual progress and evaluate any changes in didactic and clinical training.
      PubDate: Mon, 13 Nov 2017 13:53:56 PST
  • Using Standardized Patients for Training and Evaluating Medical Trainees
           in Behavioral Health

    • Authors: Jeffrey D. Shahidullah et al.
      Abstract: Training delivered to medical students and residents in behavioral health is widely acknowledged to be inadequate. While the use of standardized patients is common in medical training and education for physical health conditions via the adherence to clinical protocols for evaluation and treatment, this approach is infrequently used for behavioral health conditions. Used under specific circumstances, standardized patient encounters have long been considered a reliable method of training and assessing trainee performance on addressing physical health conditions, and are even comparable to ratings of directly observed encounters with real patients. This paper discusses common issues and challenges that arise in using standardized patients in behavioral health. Although current evidence of its value is modest and challenges in implementation exist, the use of standardized patients holds promise for medical training and education and as an evaluation tool in behavioral health.
      PubDate: Mon, 13 Nov 2017 13:53:51 PST
  • Assessment of Midwifery and Nursing Students’ Nutrition Competence in
           Ethiopia: A Cross Sectional Study

    • Authors: Endris Mekonnen Yimer et al.
      Abstract: Background: Malnutrition is a major public health problem in Ethiopia contributing to half of infant and child mortality. The 2014 mini Ethiopian Demographic and Health Survey revealed that four out of ten children under five are stunted, nearly one out of ten are wasted, and a quarter are underweight. One of the factors that contributed to the high stunting rate is the shortage of capable providers who are competent to provide nutrition services. The purpose of this study was to assess graduating midwifery and nursing students’ nutrition competence and explore the factors that influence their competence.Methods: A cross-sectional survey was employed in June 2015. Students’ knowledge was assessed using objective written assessment questions; and their skills were assessed using a five-station objectively structured clinical examination. Students’ perception of the nutrition learning environment and their learning experience was obtained by administering a structured questionnaire using interviews. Bivariate and multivariable analysis, including Chi-square test and independent sample t-test, were used to detect statistically significant associations or differences.Results: A total of 113 students from four public universities in Ethiopia participated in the study. Only 38.1% of students demonstrated adequate competency in nutrition. The mean percentage score for nutrition knowledge and skills were 63.8% and 46.6% respectively. There was no statistically significant difference between midwifery and nursing students’ nutrition competence (P>0.05). Both cadres scored a mean value above 50% in the knowledge assessment, except in the competency areas of nutrition and HIV. However, both showed lesser competence in performing basic nutrition skills such as anthropometry. Midwives scored higher than nurses on counseling mothers on optimal breast feeding (p=0.001). The majority (98.2%) of students reported that they had no access to nutrition skills laboratory when they took the nutrition course. In multivariable analysis, students who perceived the practice sites as conducive for nutrition skills learning achieved higher levels of competence.Conclusions: The target students were deficient in nutrition competencies. The study suggests revision of midwifery and nursing curricula for adequacy and relevance of nutrition contents, learning and assessment techniques. Nutrition skills learning both in skills lab and at clinical and practical settings need to be strengthened.
      PubDate: Mon, 13 Nov 2017 13:53:46 PST
  • Letter from the Editors

    • Authors: Lisa Haddad et al.
      PubDate: Mon, 13 Nov 2017 13:53:42 PST
  • 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

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

    • 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

    • 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
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