Testing for competence rather than for "intelligence"
The author argues that while traditional intelligence tests have been validated almost entirely against school performance, the evidence that they measure abilities which are essential to performing well in various life outcomes is weak. Most of the validity studies are correlational in nature and fail to control for the fact that social class might be a 3rd variable accounting for positive correlations between test scores and occupational success, and between level of schooling achieved and occupational success.
Intensive care decisions about level of aggressiveness of care
Questionnaires were used to assess (a) the factors intensive care unit resident physicians (N = 33) and nurses (N = 57) perceived as influential in making decisions about level of aggressiveness of patient care (LAC), (b) who residents and nurses believed should be involved versus who was involved in decision making, and (c) the amount of collaboration they perceived in their practices. Questionnaires then were used to assess decision making about 314 patients.
Response to "A Conceptual Model of Collaborative Nurse-Physician Interactions: The Management of Traditional Influences and Personal Tendencies"
The authors respond to the model of nurse-physician interaction described in: Corser, W.D. (1998). A Conceptual Model of Collaborative Nurse-Physician Interactions: The Management of Traditional Influences and Personal Tendencies. Research and Theory for Nursing Practice, 12(4), 325-341.
Engaging Care Teams in
A portal for care teams seeking to increase patient engagement
Lifelong Learning in Medicine and Nursing
The Josiah Macy Foundation’s 2007 conference on continuing education (CE) in the health professions identified the need, and set the stage for, improvement in this last and longest phase of health professionals’ education. Establishing a platform for change in an era of health care reform, the report stressed incorporatingfindings from the extensive literature of health professions’ CE.
Redesigning Continuing Education in the Health Professions
A workforce of knowledgeable health professionals is critical to the discovery and application of health care practices to prevent disease and promote wellbeing. Yet today’s professional health workforce is not consistently prepared to provide high quality health care and assure patient safety. One contributing factor to this problem is the absence of a comprehensive and well-integrated system of continuing education in the health professions.
Integrating Oral Health into Professional Nursing Practice: An Interprofessional Faculty Tool Kit
This journal article presents an interprofessional faculty tool kit for preparing professional nurses with basic knowledge, skills, and attitudes in oral health promotion and disease prevention.
The Real Contribution of the Behavioral Sciences: Perspective, not Content
The real strength of the behavioral sciences in medical education comes not from defining a defensible turf of facts about the science of behavior, but from offering a unique complementary perspective, alongside the perspectives of the other basic science departments. The behavioral sciences help students understand the very role of perspectives and how they will need to select from the available metaphors to understand both changing medical practice and the diseases of tomorrow.
Collected Works on Interdisciplinary and Interprofessional Education and Practice
A bibliography of all publications authored or co-authored by Dewitt C. Baldwin, Jr. in the field of interprofessional education and practice.
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Interview with DeWitt C. Baldwin Jr.
Please note: The full text of this article is only available to those with subscription access to the Informa Healthcare database. Contact your institutional library or the publisher for details.