Integrating problem-based learning in a nursing informatics curriculum
In recent years employers in health care organizations have been recognizing the need for nurses to enter the workforce with a set of informatics competencies. Numerous nursing informatics programs have been established worldwide. The challenge becomes to explore innovative tools that will equip nurses with the appropriate skills to utilize information technology to improve health care quality and patient safety and redesign health care services.
The Macy Interprofessional Collaborative Project, the University of Washington
Through multiyear grants awarded by the Macy and Hearst Foundations, the Macy Interprofessional Collaborative is in year two of developing a simulation-based, team training program. The program's overall goal is to improve the delivery of safe, high quality care by increasing interprofessional team communication. The training will be validated and incorporated into existing, credit-based curricula in health sciences schools and will include both a faculty development component and an exportable web-based toolkit for adaptation of the training at other health science institutions.
A survey of nursing faculty needs for training in use of new technologies for education and practice
This study describes nursing faculty's use, knowledge of, and training needs associated with distance learning, simulation, telehealth, and informatics tools in nursing education and practice. Web-based surveys were completed by 193 faculty members from nursing schools in the western United States. More than half of the respondents were frequent users of distance learning and informatics tools. Approximately 66% of faculty reported they were competent with distance learning and informatics tools.
Current trends in interprofessional education of health sciences students: A literature review
There is a pressing need to redesign health professions education and integrate an interprofessional and systems approach into training. At the core of interprofessional education (IPE) are creating training synergies across healthcare professions and equipping learners with the collaborative skills required for today's complex healthcare environment. Educators are increasingly experimenting with new IPE models, but best practices for translating IPE into interprofessional practice and team-based care are not well defined.
Interprofessional education in team communication: Working together to improve patient safety
BACKGROUND: Communication failures in healthcare teams are associated with medical errors and negative health outcomes. These findings have increased emphasis on training future health professionals to work effectively within teams. The Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) communication training model, widely employed to train healthcare teams, has been less commonly used to train student interprofessional teams.
The Gap Between Academia and Practice: Reflections From a Nurse Researcher
In this editorial, the author asserts that, although the current model of academic nursing is unlikely to change in the short-term, it is paramount that those in the field of academic nursing embrace the responsibility to be informed about health care reform and the different models of care (i.e., accountable care organizations, medical homes) and ensure that nursing students at all degree levels have opportunities to learn and engage with these initiatives through IPE and collaborative practice experiences.
The Use of Symbol, Myth, Model and Ritual in Interdisciplinary Professional Education
This paper was originally published in the Proceedings of the Ninth Annual Interdisciplinary Health Team Care Conference, which took place September 10-12, 1987 at the State University of New York at Stony Brook. It is reproduced here with the permission of the authors.
Models of Assessment of Religious and Spiritual Needs in Health Care
This paper was originally published in the Proceedings of the Fifth Annual Interdisciplinary Health Team Care Conference, which took place September 28-30, 1983 in Rochester, New York. It is reproduced here with the permission of the authors.
This paper explores the models used by different mental health care professionals in an ecumenical setting which provides a context and an idiom for religious concerns of the client.
This paper seeks to explore the following questions:
Health professionals for the 21st century: A students' view
The report of the Global Commission on Education of Health Professionals for the 21st Century, in The Lancet, calls for a new era of professional education. The production of this report was a tall task, and we applaud the commissioners for taking on such a challenge. Its publication has the potential to profoundly change the way we train future health professionals.