Yes

The problem exists that there are no education initiatives focused on teaching and taking into practice the skills of effective interprofessional discourse in this online, asynchronous, professional environment. The purpose of this study was to examine whether it is possible for students in the health professions to learn to practice effective interprofesssional online discourse in an electronic health record. This was a mixed methods study that included both quantitative ad qualitative inquiry underpinned by post positivism and used a method triangulation research design model. Both quantitative and qualitative data were collected and analyzed from an educational intervention and simulated electronic health record exercise. The students' perceptions of their practice in an electronic health record did not necessarily match their knowledge and skills in this group of students. Emergent themes from the study pointed in the possible direction of perceived value of the exercise, prior experience in an electronic health record, and logistical barriers to the activity. Perceived time constraints was a particularly strong concern of the students. The emergent themes might be valuable considerations for other interprofessional programs looking to implement similar activities concerning the electronic health record.

A simulação contribui para o aprendizado dos estudantes na transição de ambientes laboratoriais, nos quais os acadêmicos podem experimentar situações práticas para aprimorar os procedimentos, e então executar a assistência real a pacientes. Tal estratégia de ensino tem sido adotada como padrão em profissões altamente técnicas e complexas, nas quais há elevado risco para a vida humana, como, por exemplo, profissões aeroespaciais, militares, energia nuclear, saúde, entre outras. Para que ocorram as práticas simuladas nos laboratórios de ensino são utilizados manequins, modelos anatômicos e equipamentos semelhantes aos das unidades hospitalares, criando um ambiente o mais realista possível. Estudos avançaram no desenvolvimento de simuladores de paciente para a saúde, no entanto para aliar tal desenvolvimento à aprendizagem na enfermagem é necessário o desenvolvimento de artefatos mais realísticos. Para contribuir com esse tema de pesquisa o objetivo geral desta dissertação foi descrever o processo de criação de um novo conceito de manequim simulador de braço para punção venosa, com base na analise de requisitos, para a construção de um protótipo. Assim, foram realizadas buscas em bases científicas, bancos de patentes e sites comerciais. Além disso, foram utilizadas ferramentas do processo inovador no Design e a construção de um protótipo funcional. Como resultado, estabeleceu-se um panorama para o desenvolvimento de manequins simuladores quanto aos aspectos educacionais, comerciais e tecnológicos. A proposta culmina com o desenvolvimento de um conceito inovador de manequim simulador para a prática de punção venosa na educação na saúde e um protótipo definido como braço híbrido. / Simulated situations contribute to students’ learning in the transition of laboratory environments, where academics can experience practical situations to improve techniques and perform procedures for real patient care. Such teaching strategy has been adopted as the standard in highly complex and technical professions, where there is high risk to human life, such as, for example, aerospace, military, nuclear power, healthcare and other professions. The simulated practice in teaching laboratories uses simulators, anatomical models and equipment similar to those of hospital units, thus creating an environment that is as realistic as possible. Studies have advanced in the development of patient simulators in healthcare; however combining such development with learning in nursing requires the development of more realistic artifacts. To contribute to this research topic the overall purpose of this paper is to describe the process of creating a new concept of arm simulaton manikin for venipuncture, based on the analysis of requirements for the construction of a prototype. Thus, searches were conducted in scientific bases, patent databases and commercial websites. In addition, Design thinking tools were used, and a functional prototype was built. As a result, a panorama to develop manikin simulator was established concerning educational, technological and commercial aspects. The proposal culminates in the development of an innovative concept of a simulator to practice venipuncture in healthcare education.

Advanced practice nurses fill a vital need in the U.S. by increasing access to needed healthcare. Certified Registered Nurse Anesthetists (CRNAs) are one type of advanced practice nurse with a long history of safe and effective peri-anesthetic care. Nurse anesthetists have a rich tradition of providing anesthetic care for rural and underserved communities, and are a primary provider of anesthesia for active and retired military personnel. CRNAs comprise over one-half of the actively practicing U.S. anesthesia workforce currently, and are able to function in any anesthetic care model. Nurse anesthesia educational programs (NAEPs) are the single source for new graduate nurse anesthetists in the U.S. Demographic, geographic and epidemiological factors have combined to produce a predicted increase in the demand for peri-operative anesthesia care among a complex, aging and increasing patient population. The uninterrupted or increased supply of CRNAs to the anesthesia workforce is important. The goal of this study was the production of a comprehensive analysis of potential resource constraints upon the NAEPs in the U.S. This was accomplished through a focused, prospective and correlational research design, grounded conceptually in Resource Dependence Theory. A novel survey tool was developed for the assessment of critical resource constraints, completed by U.S. NAEP administrators and faculty. This research was exploratory in nature and is the basis for continued work in critical resource planning tools for U.S. NAEPs.

No

A simulação contribui para o aprendizado dos estudantes na transição de ambientes laboratoriais, nos quais os acadêmicos podem experimentar situações práticas para aprimorar os procedimentos, e então executar a assistência real a pacientes. Tal estratégia de ensino tem sido adotada como padrão em profissões altamente técnicas e complexas, nas quais há elevado risco para a vida humana, como, por exemplo, profissões aeroespaciais, militares, energia nuclear, saúde, entre outras. Para que ocorram as práticas simuladas nos laboratórios de ensino são utilizados manequins, modelos anatômicos e equipamentos semelhantes aos das unidades hospitalares, criando um ambiente o mais realista possível. Estudos avançaram no desenvolvimento de simuladores de paciente para a saúde, no entanto para aliar tal desenvolvimento à aprendizagem na enfermagem é necessário o desenvolvimento de artefatos mais realísticos. Para contribuir com esse tema de pesquisa o objetivo geral desta dissertação foi descrever o processo de criação de um novo conceito de manequim simulador de braço para punção venosa, com base na analise de requisitos, para a construção de um protótipo. Assim, foram realizadas buscas em bases científicas, bancos de patentes e sites comerciais. Além disso, foram utilizadas ferramentas do processo inovador no Design e a construção de um protótipo funcional. Como resultado, estabeleceu-se um panorama para o desenvolvimento de manequins simuladores quanto aos aspectos educacionais, comerciais e tecnológicos. A proposta culmina com o desenvolvimento de um conceito inovador de manequim simulador para a prática de punção venosa na educação na saúde e um protótipo definido como braço híbrido. / Simulated situations contribute to students’ learning in the transition of laboratory environments, where academics can experience practical situations to improve techniques and perform procedures for real patient care. Such teaching strategy has been adopted as the standard in highly complex and technical professions, where there is high risk to human life, such as, for example, aerospace, military, nuclear power, healthcare and other professions. The simulated practice in teaching laboratories uses simulators, anatomical models and equipment similar to those of hospital units, thus creating an environment that is as realistic as possible. Studies have advanced in the development of patient simulators in healthcare; however combining such development with learning in nursing requires the development of more realistic artifacts. To contribute to this research topic the overall purpose of this paper is to describe the process of creating a new concept of arm simulaton manikin for venipuncture, based on the analysis of requirements for the construction of a prototype. Thus, searches were conducted in scientific bases, patent databases and commercial websites. In addition, Design thinking tools were used, and a functional prototype was built. As a result, a panorama to develop manikin simulator was established concerning educational, technological and commercial aspects. The proposal culminates in the development of an innovative concept of a simulator to practice venipuncture in healthcare education.

A simulação contribui para o aprendizado dos estudantes na transição de ambientes laboratoriais, nos quais os acadêmicos podem experimentar situações práticas para aprimorar os procedimentos, e então executar a assistência real a pacientes. Tal estratégia de ensino tem sido adotada como padrão em profissões altamente técnicas e complexas, nas quais há elevado risco para a vida humana, como, por exemplo, profissões aeroespaciais, militares, energia nuclear, saúde, entre outras. Para que ocorram as práticas simuladas nos laboratórios de ensino são utilizados manequins, modelos anatômicos e equipamentos semelhantes aos das unidades hospitalares, criando um ambiente o mais realista possível. Estudos avançaram no desenvolvimento de simuladores de paciente para a saúde, no entanto para aliar tal desenvolvimento à aprendizagem na enfermagem é necessário o desenvolvimento de artefatos mais realísticos. Para contribuir com esse tema de pesquisa o objetivo geral desta dissertação foi descrever o processo de criação de um novo conceito de manequim simulador de braço para punção venosa, com base na analise de requisitos, para a construção de um protótipo. Assim, foram realizadas buscas em bases científicas, bancos de patentes e sites comerciais. Além disso, foram utilizadas ferramentas do processo inovador no Design e a construção de um protótipo funcional. Como resultado, estabeleceu-se um panorama para o desenvolvimento de manequins simuladores quanto aos aspectos educacionais, comerciais e tecnológicos. A proposta culmina com o desenvolvimento de um conceito inovador de manequim simulador para a prática de punção venosa na educação na saúde e um protótipo definido como braço híbrido. / Simulated situations contribute to students’ learning in the transition of laboratory environments, where academics can experience practical situations to improve techniques and perform procedures for real patient care. Such teaching strategy has been adopted as the standard in highly complex and technical professions, where there is high risk to human life, such as, for example, aerospace, military, nuclear power, healthcare and other professions. The simulated practice in teaching laboratories uses simulators, anatomical models and equipment similar to those of hospital units, thus creating an environment that is as realistic as possible. Studies have advanced in the development of patient simulators in healthcare; however combining such development with learning in nursing requires the development of more realistic artifacts. To contribute to this research topic the overall purpose of this paper is to describe the process of creating a new concept of arm simulaton manikin for venipuncture, based on the analysis of requirements for the construction of a prototype. Thus, searches were conducted in scientific bases, patent databases and commercial websites. In addition, Design thinking tools were used, and a functional prototype was built. As a result, a panorama to develop manikin simulator was established concerning educational, technological and commercial aspects. The proposal culminates in the development of an innovative concept of a simulator to practice venipuncture in healthcare education.

abstract: Virtual Patient Simulations (VPS) are web-based exercises involving simulated patients in virtual environments. This study investigates the utility of VPS for increasing medical student clinical reasoning skills, collaboration, and engagement. Many studies indicate that VPS provide medical students with essential practice in clinical decision making before they encounter real life patients. The utility of a recursive, inductive VPS for increasing clinical decision-making skills, collaboration, or engagement is unknown. Following a design-based methodology, VPS were implemented in two phases with two different cohorts of first year medical students: spring and fall of 2013. Participants were 108 medical students and six of their clinical faculty tutors. Students collaborated in teams of three to complete a series of virtual patient cases, submitting a ballpark diagnosis at the conclusion of each session. Student participants subsequently completed an electronic, 28-item Exit Survey. Finally, students participated in a randomized controlled trial comparing traditional (tutor-led) and VPS case instruction methods. This sequence of activities rendered quantitative and qualitative data that were triangulated during data analysis to increase the validity of findings. After practicing through four VPS cases, student triad teams selected accurate ballpark diagnosis 92 percent of the time. Pre-post test results revealed that PPT was significantly more effective than VPS after 20 minutes of instruction. PPT instruction resulted in significantly higher learning gains, but both modalities supported significant learning gains in clinical reasoning. Students collaborated well and held rich clinical discussions; the central phenomenon that emerged was "synthesizing evidence inductively to make clinical decisions." Using an inductive process, student teams collaborated to analyze patient data, and in nearly all instances successfully solved the case, while remaining cognitively engaged. This is the first design-based study regarding virtual patient simulation, reporting iterative phases of implementation and design improvement, culminating in local theories (petite generalizations) about VPS design. A thick, rich description of environment, process, and findings may benefit other researchers and institutions in designing and implementing effective VPS. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2014

Equality and diversity legislation across the UK and Australia has stimulated the health profession sector to make workplace equality and diversity policies transparent to service users (Wadham et al.2010; RCN 2016; GMC 2016; WGEA 2012). However, research literature has identified inequalities within the healthcare workplace as reported by health professions students. Specifically, research has identified issues concerning identities (gender, age, sexuality etc.) adversely interplaying with students' workplace learning experiences (Rees & Monrouxe 2011; Illing et al. 2013;Monrouxe, Rees, et al. 2014). Such negative learning experiences (i.e.discrimination, abuse) have been found to affect students' retention and success (Northall et al. 2016). Despite research shedding light on these issues, studies have typically explored individual identities and demographics and neglected how students' intersecting identities shape their learning experiences, retention and success. Furthermore, research has only offered recommendations for enhancing retention and success of students, rather than exploring the issues affecting retention and success in health professions education. This thesis explicitly explores what and how multiple intersecting personal and professional identities shape healthcare students' learning, retention and success in the context of gendered environments and professions (i.e. male- and female-dominated contexts). Underpinned by social constructionist, narrative and feminist methodologies (Kitzinger 1995; Hunting 2014), I conducted a large secondary analysis on 2255 workplace learning experiences from across the UK and Australia as well as multiple health professions. To follow on from the secondary analysis, I led a multi-site longitudinal audio diary study across two sites in the UK, to explore health professional students' workplace learning experiences in the context of male- and female-dominated environments. Multiple cross-sectional and longitudinal qualitative approaches were employed to explore the data, including thematic, narrative, positioning, and case-study analytic methods. Novel findings from my thesis highlight how participants narrated their intersecting personal and professional identities within male- and female-dominated contexts. I found how recurrent tensions and power imbalances between intersecting identities, learning experiences and environments across time led to an adverse impact on healthcare participants' thoughts and reflections about their learning, retention and success in the health professions. Sensitising the participants to tensions concerning how they negotiate their intersecting personal and professional identities are valuable for understanding and influencing their retention and success. Furthermore, findings from my thesis provide critical recommendations to enhancing healthcare students' workplace learning, retention and success in the health professions, through incorporating intersectionality into healthcare education curricula. The recommendations made in this thesis contribute to helping understand and support a diversifying healthcare workforce and shed light on potential issues around healthcare workforce shortages, which can be addressed through enhancing health professions' educational policies and practice.

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