The report has found a need for tailored training, more continuing professional development, and for more recognition and incentives for those choosing a career in health and social care for older people.
Training and Education in Professional Psychology Vol. 12, Iss. 3, (Aug 2018): 125-134. DOI:10.1037/tep0000190
The purpose of this systematic review of the literature was to further understand the goals of cultural competency trainings and the procedures used to train psychologists, and to synthesize evaluations of the outcomes of these trainings.. Please contact the library to request a copy of this article - http://bit.ly/1Xyazai
This paper presents findings from a study that evaluated mental health nursing students’ experience of a team mentoring model called Coaching and Peer Assisted Learning (C‐PAL). At present there are no published research studies into the effectiveness of team mentorship utilised by nursing students within in‐patient mental health settings.. To read the full article, log in using your MPFT NHS OpenAthens details. SSOTP (legacy account) - You can request a copy of this article by replying to this email. Please ensure you are clear which article you are requesting.
Peer-assisted learning (PAL) increasingly features within medical school curricula. While there is evidence of its effectiveness, less is known about how it promotes learning. Cognitive and social congruence between peer-tutor and student have been described as important concepts underpinning teaching and learning in PAL. We employed interpretative phenomenological analysis for an in-depth exploration of how medical students experience PAL sessions.
Open access. Despite the established interest in evidence-based practice (EBP) as a core competence for clinicians, evidence for how best to teach and evaluate EBP remains weak. We sought to systematically assess coverage of the five EBP steps, review the outcome domains measured, and assess the properties of the instruments used in studies evaluating EBP educational interventions.
Academic Foundation Programme (AFP) trainees face challenges in making the most of the research opportunities available to them. Improved support for trainees throughout the AFP may result in improved outcomes and increase retention of clinical academic trainees. Peer support may address some of the challenges faced by AFP trainees at this early stage of their careers. A Plan-Do-Study-Act (PDSA) approach was used to design and implement a peer support programme for AFP trainees in paediatrics. . To read the full article, log in using your NHS OpenAthens details.
La analítica de aprendizaje resulta de la aplicación del big data a la formación y el desarrollo consiste en analizar los datos que deja tras de sí un estudiante en sus procesos de formación y aprendizaje y utilizar la información para mejorarlos
FrailtySIM is a Virtual Reality workforce development tool that improves person-centred care for older people living with frailty.
Through a set of immersive experiences, it increases awareness of frailty, develops understanding and empathy, enhances observational skills, and deploys assistive technology.
An exciting new nursing role has been introduced in Cumbria to help grow the future workforce and support staff development.
21 health care assistants from Cumbria Partnership NHS Foundation Trust (CPFT) and North Cumbria University Hospitals NHS Trust (NCUH) have now started their Nursing Associate Apprenticeships.
This new role will bridge the gap between health and care support workers and registered nurses.
We're expanding our Be Aware updates and want to know what physical health topics you'd like to keep updated on. Let us know your ideas by replying to this email with 'physical health topics' followed by your suggestions
Doctors and medical students have a professional responsibility to raise concerns. Failure to raise concerns may compromise patient safety. It is widely known that medical students frequently encounter unprofessional behaviours in the workplace, but little is known about the barriers to raising concerns amongst medical students. This paper explores these issues and discusses some innovations in the medical undergraduate curriculum, offering a good practice model for other medical and healthcare curricula.
Evidence-based practice (EBP) is imperative for ensuring patient safety. Although teaching strategies to enhance EBP knowledge and skills are recommended, recent research indicates that nurses may not be well prepared to apply EBP. A three-level hierarchy for teaching and learning evidence-based medicine is suggested, including the requirement for interactive clinical activities in EBP teaching strategies. This literature review identifies the teaching strategies for EBP knowledge and skills currently used in undergraduate nursing education. We also describe students’ and educators’ experiences with learning outcomes and barriers.
The transition from medical student to junior doctor is one of the most challenging in medicine, affecting both doctor and patient health. Opportunities to support this transition have arisen from advances in mobile technology and increased smartphone ownership.
To synthesize evidence on the effectiveness of social media in nursing and midwifery education.. To read the full article, log in using your MPFT NHS OpenAthens details. SSOTP (legacy account) - You can request a copy of this article by replying to this email. Please ensure you are clear which article you are requesting.
To systematically examine the efficacy of interventions aimed at improving nursing students’ mental health and to identify which form of interventions was effective.. To read the full article, log in using your MPFT NHS OpenAthens details. SSOTP (legacy account) - You can request a copy of this article by replying to this email. Please ensure you are clear which article you are requesting.