scholarly journals Service user organisations: an untapped teaching resource

2009 ◽  
Vol 33 (2) ◽  
pp. 72-74 ◽  
Author(s):  
Ben J. diMambro ◽  
Gillian A. Doody
Keyword(s):  
Service User ◽  
Education Programme ◽  
Training Programme ◽  
Educational Programme ◽  
Psychiatric Services ◽  
Clinical Implications ◽  
Local Service ◽  
Teaching Resource ◽  
Content Relevance ◽  
Significant Difference

Aims and MethodTo evaluate the introduction of service user-led teaching on experiences of psychiatric services and interview style into the educational programme of trainee psychiatrists. A ten-session programme was devised and delivered in conjunction with a local service user organisation. Twelve trainees underwent the training programme. Evaluation was undertaken through analysis of the feedback forms completed by the trainees.ResultsNo significant difference was found between service user-led and psychiatrist-led sessions in content, relevance or presentation.Clinical ImplicationsThe study demonstrated that service user-led teaching can be integrated into a trainee's education programme without reducing the perceived quality or relevance of their education.

Attitude of Teacher Trainees Towards Inclusive Education

2021 ◽  
pp. 17-28
Author(s):  
Arun K Gupta ◽  
Bharti Tandon
Keyword(s):  
Teacher Training ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education Programme ◽  
Training Programme ◽  
Inclusive Classrooms ◽  
Teacher Trainees ◽  
Significant Difference ◽  
Instruction And Curriculum ◽  
Restrictive Environment

Globally schools are becoming more inclusive in practice to provide meaningful learning experiences to students with disabilities in the least restrictive environment. Research has documented that teachers with positive attitudes toward inclusion are more likely to modify their instruction and curriculum to meet individual needs of students and have a more positive approach to inclusion. It is the responsibility of teacher training programmes to prepare teachers who can meet expectations of implementing inclusive education programme effectively. The present study was aimed to explore the views of teacher trainees undergoing two-year Bachelor of Education (B.Ed.) programme about inclusion and their readiness to teach in inclusive classrooms. In this study, the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) was used to collect data and 300 teacher trainees studying in their second year of the teacher training programme in two colleges of education in Jammu city were included in the study. The results indicated that generally, teacher trainees had a positive attitude toward inclusion in schools. The findings highlight that there was a significant difference in attitude towards inclusion between urban and rural teacher trainees. However, there was no significant difference in the attitude towards inclusion among the sub-groups of teacher trainees on the basis of qualification, previous awareness about inclusion or familiarity with the disability in the family. Some suggestions and recommendations for improvement of teacher education programmes vis-à-vis inclusion have also been given.

scholarly journals 318 Does a Teleconference-Delivered Educational Programme (ECHO) Provided to Nursing Homes Reduce Emergency Hospital Transfers?

2019 ◽  
Vol 48 (Supplement_3) ◽  
pp. iii1-iii16
Author(s):  
MJ Dowling ◽  
Una Molloy ◽  
Cathy Payne ◽  
Sarah McLean ◽  
Regina McQuillan ◽  
...  
Keyword(s):  
Nursing Homes ◽  
Education Programme ◽  
Educational Programme ◽  
Patient Transfers ◽  
Emergency Hospital ◽  
Project Echo ◽  
Palliative Care Education ◽  
Complex Patients ◽  
Significant Difference ◽  
The Impact

Abstract Background Nursing home staff manage increasingly complex patients yet struggle to access education programmes due to geographical logistical barriers. The aim of this study is to measure the impact on emergency hospital transfers a novel teleconference-delivered palliative care education programme (ECHO) has on patient transfers from nursing homes to emergency departments. Methods Ten interactive sessions were provided to staff from 20 nursing homes, using teleconferencing technology through the “Project ECHO” model. “Transfer forms” were completed by participating staff 6 months before echo, and 6 months from commencement of echo outlining details of emergency hospital transfers. Participating sites must attend 4 or more of 10 sessions for study inclusion. Results Of 20 nursing homes, 15 attended sufficient sessions, and they submitted data regarding 260 emergency transfers over a 12-month period. There was no significant difference in the number of transfers pre vs post ECHO (137 of 260 vs 123 of 260, p=0.62). There was no significant difference in likelihood of hospital admission, length of stay, or number of weekend transfers to hospital (p=0.26, 0.68 and 0.6 respectively). Post-echo, patients were less likely to have pain documented as the primary symptom (11 of 137 vs 1 of 123, p=0.006), and it was more likely that transfer wishes were documented in advance (62 of 137 (45%) vs 82 of 123 (67%), p<0.001). Increase in transfer wishes documentation was explained primarily by an increase in a “for transfer” decision (27 of 62 vs 67 of 82) p=<0.001). Conclusion This teleconference, ECHO-delivered palliative education programme did not affect overall rates of emergency hospital transfers from nursing homes. However, it did significantly lower rates of transfers reporting pain as the primary symptom, tentatively suggesting a possible impact on “reversible” hospital transfers. ECHO significantly increased likelihood of transfer status discussion, while most “extra” discussions resulted in a “for transfer” decision.

scholarly journals Cognitive Effect of Standardized group education programme in Diabetic population

2018 ◽  
Vol 1 (1) ◽  
pp. 8-11
Author(s):  
Ravi Kant ◽  
Meenakshi Khapre ◽  
Amninder Singh
Keyword(s):  
Education Programme ◽  
Educational Programme ◽  
Cognitive Effect ◽  
Learning Gain ◽  
Diabetes Clinic ◽  
Group Education ◽  
Significant Difference ◽  
Post Test ◽  
Economic Boom ◽  
Care Deficit

Background: The prevalence of diabetes in India has reached alarming levels with 8.7% of population affected as of 2015, which is expected to double in the future. The reasons for the rapid increase in prevalence of diabetes include genetic predilection of Indian population, economic boom, sedentary lifestyle, inadequate follow up and lack of disease awareness. The aim of the study was to overcome the self care deficit which would help patients to be more compliant and better in managing their illness.Methods: The study was conducted at weekly diabetes clinic at AIIMS, Rishikesh in which 2oo patients participated. Two sessions, each of 60 minutes were conducted fortnightly. The patients were educated by trained personnel using specially designed module in patients’ own language. Each group consisted of 10- 15 participants. Participants were tested at the beginning and after the educational programme using a 10 item questionnaire. Data was analysed using MS Excel 2010. Paired t test was used to find any significant difference between pre and post test score.Results: A significant improvement in test scores after education session was noted. Average learning gain was 77.98 % ± 23.27 % after the group education. Sixty four percent participants demonstrated more than 75% learning gain.Conclusion: A dedicated group session programme implemented in an environment conducive to learning with specially designed module has a significant impact on patients’ knowledge (64% participants demonstrated more than 75% learning gain) about the cause and treatment of their disease. The study can be extended to see if it impacts behaviour by tracing changes in glycaemic control.Jour of Diab and Endo Assoc of Nepal 2017; 1(1): 8-11

Impact of an Epilepsy Educational Programme on Coping Mechanism, Attitude, Knowledge and Awareness: A Rural Sabah Experience

2020 ◽  
Vol 18 (2) ◽  
pp. 1-14
Author(s):  
Sivaraj Raman ◽  
Chun Wai Chang ◽  
Jin Ee Heng ◽  
See Wan Wong
Keyword(s):  
Standard Of Care ◽  
Education Programme ◽  
Educational Programme ◽  
Health Concern ◽  
Coping Mechanism ◽  
Brief Cope ◽  
Educational Programmes ◽  
Knowledge And Attitude ◽  
And Coping ◽  
Programme Planning

Epilepsy is a disabling disease which has not been adequately emphasised as a public health concern. Patients are often left in the dark about their disease, affecting their ability to cope and live a normal life. This study aimed to explore and evaluate the effects of a structured epilepsy education programme (EEP) on awareness, knowledge and attitude (AKA) and coping mechanism of patients. Recruited participants were required to complete the modified Malay AKA epilepsy questionnaire and Malay brief coping orientation to problem experienced (Brief COPE)-27. Upon completion, they received a structured EEP conducted by trained personnel using validated materials. Participants were then followed up for a period of 6 months and reassessed at 1, 3 and 6 months to measure any changes in their AKA and coping mechanisms. Twenty-two participants were successfully recruited. Total AKA score of participants showed a significant increase (mean score difference = 16.3, p = 0.021, 95% CI: 3.0, 28.1) at 6 months post-EEP. This improvement was mostly contributed by the increase in both knowledge and attitude scores. Religion was the most preferred coping mechanism (82.5%), followed by instrumental support, emotional support, active coping and acceptance at 75.0%, respectively. Only three domains showed significant differences after the educational programme: planning: 62.5% versus 77.5%, p = 0.026; denial: 57.5% versus 37.5%, p = 0.004; venting: 62.5% versus 52.5%, p = 0.004. The EEP was effective in improving attitude and knowledge while bringing about changes in coping skills of patients over a period of time. Educational programmes should be part of epilepsy standard of care, especially as they are inexpensive and brief yet impactful

Does a comprehensive service user-led education programme effect more positive attitudes towards recovery and less stigmatising attitudes towards people with lived experience of mental distress in medical students? A comparative cohort study

2021 ◽  
pp. 000486742098788
Author(s):  
Giles Newton-Howes ◽  
Jessica Senior ◽  
Ben Beaglehole ◽  
Gordon L Purdie ◽  
Sarah E Gordon
Keyword(s):  
Cohort Study ◽  
Medical Students ◽  
Lived Experience ◽  
Service User ◽  
Mental Distress ◽  
Healthcare Providers ◽  
Education Programme ◽  
Positive Attitudes ◽  
Comprehensive Service ◽  
The Impact

Objective: This study sought to investigate the impact of a service user-led anti-stigma and discrimination education programme, encompassing numerous interventions focused on facilitating multiple forms of social contact, the promotion of recovery, and respect for human rights, on medical student attitudes. Method: A comparison cohort study was used to compare the attitudes of two cohorts of medical students who received this programme as part of their fifth (the fifth-year cohort) or sixth (the sixth-year cohort) year psychological medical education attachment (programme cohorts) with two cohorts of equivalent students who received a standard psychological medical attachment (control cohorts). Attitudes to recovery (using the Recovery Attitudes Questionnaire) and stigma (using the Opening Minds Scale for Healthcare Providers) were measured at the beginning and end of the attachments for each year and compared both within and between the cohorts using Wilcoxon signed-rank or Wilcoxon rank-sum tests. Results: With sample sizes ranging from 46 to 70 across all cohorts, after their psychological medicine attachment both the programme and control cohorts showed more positive attitudes towards recovery and less stigmatising attitudes towards people with lived experience of mental distress. Significant differences between the programme cohorts and the control cohorts were found for recovery attitudes (median difference of 2, p < 0.05 in both fifth and sixth year), with particularly large differences being found for the ‘recovery is possible and needs faith’ subdomain of the Recovery Attitudes Questionnaire. There were no significant between cohort differences in terms of stigmatising attitudes as measured by the Opening Minds Scale for Healthcare Providers. Conclusion: The introduction of a comprehensive service user-led anti-stigma and education programme resulted in significant improvements in recovery attitudes compared to a control cohort. However, it was not found to be similarly superior in facilitating less stigmatising attitudes. Various possible reasons for this are discussed.

scholarly journals Improving the management of type 2 diabetes through large-scale general practice: the role of a data-driven and technology-enabled education programme

2021 ◽  
Vol 10 (1) ◽  
pp. e001087
Author(s):  
Tarek F Radwan ◽  
Yvette Agyako ◽  
Alireza Ettefaghian ◽  
Tahira Kamran ◽  
Omar Din ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
Primary Care ◽  
Large Scale ◽  
Education Programme ◽  
Educational Programme ◽  
Data Driven ◽  
Treatment Targets ◽  
Care Processes ◽  
Data Driven Approach

A quality improvement (QI) scheme was launched in 2017, covering a large group of 25 general practices working with a deprived registered population. The aim was to improve the measurable quality of care in a population where type 2 diabetes (T2D) care had previously proved challenging. A complex set of QI interventions were co-designed by a team of primary care clinicians and educationalists and managers. These interventions included organisation-wide goal setting, using a data-driven approach, ensuring staff engagement, implementing an educational programme for pharmacists, facilitating web-based QI learning at-scale and using methods which ensured sustainability. This programme was used to optimise the management of T2D through improving the eight care processes and three treatment targets which form part of the annual national diabetes audit for patients with T2D. With the implemented improvement interventions, there was significant improvement in all care processes and all treatment targets for patients with diabetes. Achievement of all the eight care processes improved by 46.0% (p<0.001) while achievement of all three treatment targets improved by 13.5% (p<0.001). The QI programme provides an example of a data-driven large-scale multicomponent intervention delivered in primary care in ethnically diverse and socially deprived areas.

Helping Carers Care: An Education Programme for Rural Carers of People with a Mental Illness

2005 ◽  
Vol 13 (2) ◽  
pp. 148-153 ◽  
Author(s):  
Faye Hayman
Keyword(s):  
Mental Illness ◽  
Rural Areas ◽  
Self Care ◽  
Well Being ◽  
Education Programme ◽  
Educational Programme ◽  
Short Term ◽  
Descriptive Information ◽  
Exchange Programme ◽  
Positive Outlook

Objective: To provide descriptive information about a short-term educational programme for rural carers of people with a mental illness, living in the Loddon Campaspe Southern Mallee region. Method: The Carers Education Exchange Programme is a flexible, needsbased model that can be modified to cater for individual groups. It consists of a number of sessions on topics relevant to caring for someone with a mental illness, held over a period of several weeks. The programme is offered at locations throughout the region, making it accessible to carers in isolated, rural areas. Results: Feedback indicates that the benefits of participating in the programme include the reduction of isolation and stigma, increased understanding of mental illness, development of skills relevant to the caring role and the formation of supportive networks, both professional and personal. Conclusions: Educational group programmes for carers are an effective way of providing both education and support. This programme can assist in reducing some of the distress and difficulties inherent in caring for someone with a mental illness. Carer well-being is enhanced by the promotion of self-care and a positive outlook.

Investigation of Epistemological Beliefs and Creativity Fostering Behaviours of Prospective Teachers' in Terms of Various Variables

2021 ◽  
pp. 212-226
Author(s):  
Fatma Alkan
Keyword(s):  
Data Collection ◽  
Prospective Teachers ◽  
Epistemological Beliefs ◽  
Education Programme ◽  
Variance Analysis ◽  
Epistemological Belief ◽  
Significant Difference ◽  
Belief Scale ◽  
The Difference

This study aims to investigate the prospective teachers' epistemological beliefs and creativity fostering behaviour and changes with the same according to various variables. The study was designed based on the relational survey model. The sample of the research consisted of 420 prospective teachers. For the purpose of the study, the epistemological beliefs scale and creativity fostering teacher index were used as data collection tools. The difference between the epistemological beliefs and creativity fostering teacher index sub-dimensions according to gender, programme and university variables was examined by "Multivariate Variance Analysis MANOVA". As a result of the research, the prospective teachers' epistemological belief and creativity fostering behaviour were found to be average. However, when the changes in the sub-dimensions of epistemological belief scale according to gender and university variables were examined, the effect of both variables was significant. The changes in epistemological beliefs according to the class and education programme were not significant. There was also no significant difference in sub-dimensions of creativity fostering teacher index scales according to gender and programme and class and programme.

scholarly journals Evaluation of a European-wide survey on paediatric endoscopy training

2018 ◽  
Vol 10 (2) ◽  
pp. 188-193 ◽  
Author(s):  
Ilse Julia Broekaert ◽  
Joerg Jahnel ◽  
Nicolette Moes ◽  
Hubert van der Doef ◽  
Angela Ernst ◽  
...  
Keyword(s):  
European Society ◽  
Training Programme ◽  
General Information ◽  
Simulator Training ◽  
Online Questionnaire ◽  
Endoscopy Training ◽  
Procedural Volume ◽  
Significant Difference ◽  
Ileal Intubation

ObjectiveTo evaluate quality of paediatric endoscopy training of Young members of the European Society for Paediatric Gastroenterology, Hepatology and Nutrition (ESPGHAN).MethodsAn online questionnaire designed by the Young ESPGHAN Committee was sent to 125 Young ESPGHAN members between February 2014 and September 2015. The questionnaire comprised 32 questions addressing some general information of the participants and the structure of their paediatric gastroenterology, hepatology and nutrition programmes; procedural volume and terminal ileal intubation (TII) rate; supervision, assessments, participation in endoscopy courses and simulator training; and satisfaction with endoscopy training and self-perceived competency.ResultsOf 68 participants, 48 (71%) were enrolled in an official training programme. All alumni (n=31) were trained in endoscopy. They completed a median of 200 oesophagogastroduodenoscopies (OGDs) and 75 ileocolonoscopies (ICs) with a TII rate of >90% in 43%. There is a significant difference in numbers of ICs between the TII rate groups >90%, 50%–90% and <50% (median 150 vs 38 vs 55) (p<0.001). 11 alumni (35%) followed the ESPGHAN Syllabus during training. 25 alumni (81%) attended basic skills endoscopy courses and 19 (61%) experienced simulator training. 71% of the alumni were ‘(very) satisfied’ with their diagnostic OGD, while 52% were ‘(very) satisfied’ with their IC training. The alumni felt safe to independently perform OGDs in 84% and ICs in 71% after their training.ConclusionsDespite reaching the suggested procedural endoscopy volumes, a rather low TII rate of >90% calls for end-of-training certifications based on the achievement of milestones of competency.

scholarly journals Facilities for carers of in-patients in forensic psychiatric services in England and Wales

2010 ◽  
Vol 34 (9) ◽  
pp. 381-384 ◽  
Author(s):  
Irene Cormac ◽  
Drew Lindon ◽  
Hannah Jones ◽  
Trevor Gedeon ◽  
Michael Ferriter
Keyword(s):  
Mental Health ◽  
Postal Survey ◽  
Psychiatric Services ◽  
Clinical Implications ◽  
England And Wales ◽  
Mental Health Settings ◽  
Forensic Psychiatric ◽  
Minority Ethnic ◽  
Psychiatric Facilities

Aims and methodA postal survey of forensic psychiatric facilities in England and Wales was undertaken to obtain information about the services provided for carers of in-patients within these services.ResultsForensic psychiatric services vary in the support and facilities provided for carers. Many do not comply with current legislation for carers. Most units informed carers of their rights to have an assessment, but only a minority provided facilities for carers from Black and minority ethnic backgrounds.Clinical implicationsForensic psychiatric services should meet standards for the involvement and support of carers in mental health settings, and comply with legislation for carers.

Sign in / Sign up

Export Citation Format

Share Document