The purpose of this study is to describe the perceptions of medical educators regarding the care perspective and to examine implications for medical ethics education. After many years of being omitted from the theory of medical ethics, the care perspective is beginning to emerge in theoretical discussion. Work to date does not tell us whether or how physician-educators view or use the care perspective in medical practice and/or in medical ethics education. Yet it is physician-educators who influence the content and focus of medical ethics education. In this exploratory, qualitative study, in-depth focused interviews were conducted with ten physician-educators who teach medical ethics at one academic medical center. A systematic multiple level analysis of participants' responses led to the identification of themes, patterns and interrelationships of data which were supported by case stories. The study yielded thick, rich narrative descriptions and the original commentary was retained to preserve the language, imagery and reflections of the physician-educator's experiences, styles and approaches. The findings suggest that some physician-educators use several different approaches to the medical ethical decision making process including the care perspective. They believe the care perspective: is implicit in medical practice; is essential and should be made explicit in the medical ethical decision making process, where as an ethical approach, it may avert certain ethical dilemmas and even lawsuits; must be made explicit in medical ethics education, both in the classroom and clinical setting; and instruction should be extended over the entire period of a medical student's education. The purpose of this study is to learn how the care perspective is regarded, understood and used, if at all, by physicians who are directly involved in medical ethics education. While the findings contribute to a larger understanding of the place of the care perspective in medical practice and in medical ethics education, they also raise new questions that suggest further study.

<p> There exists a blatant need in the Gateway City region of Los Angeles County to serve the Hispanic population in their caregiving needs. In serving a prominently Hispanic population, La Paz Home Care Agency will be distinctive as it will present specialty, expertise, and cultural sensitivity to clients&rsquo; home health and caregiving needs. As with national trends, there exists a growing demand for home health providers in the Los Angeles County and Orange County metropolitan region. Home health care services allow a person with special needs stay in their home as they are getting older, are chronically ill, recovering from surgery, or are disabled. Laz Paz Home Health Agency will meet the growing demand for caregiver services by providing services like bathing, dressing, meal preparation, assistance with self-care such as grooming, using the toilet, assisting with ambulation, transfer, light housekeeping, laundry, errands, medication reminders, escorting to appointments, hobby engagement, and supervision for someone with dementia or Alzheimer&rsquo;s disease. In this business plan a detailed account of La Paz Home Care&rsquo;s competitive environment, aims, and operations will be covered in detail.</p><p>

This research seeks to explore the nature and value of peer learning for a group of pre-registration nursing students and specifically aims to examine a group of student nurses in order to inquire whether they learn from each other and if so, how, when and where this takes place. Secondly, the work aims to discover more about the process used by those nurses while engaging in peer learning and to unearth their perceptions of and value systems ascribed to this type of learning. In this context the students engage in peer learning as they learn from and through each others’ experience. This research is set against the backdrop of recent changes within nurse education in the United Kingdom. In 1999, the Peach report made several main recommendations regarding the future of pre-registration nurse education, including the integration of knowledge and skills through balanced time in theory and practice together with the fostering of interpersonal and practice skills through experiential and problem-based learning (UKCC 1999). In this case the fellow learners are a group of pre registration student nurses enrolled on a programme leading to registration as Adult Branch nurses with a Diploma level academic qualification. The curriculum (based on the Fitness for Practice recommendations within the Peach report) convenes the group (known as a base group) together throughout the course at regular intervals, and utilizes a strategy of problem based learning as part of a range of teaching and learning strategies in order to help the students to acquire the knowledge required by a qualified nurse. It is important to differentiate peer learning from other mechanisms which involve students in learning from each other. For example, peer teaching or peer tutoring is a far more formal and instrumental strategy whereby advanced students or those further on in progression, take on a limited instructional role (Boud, Cohen and Sampson 2001). In other words, the more senior students are used to formally teach various aspects of the curriculum to more junior students.

<p> There is an increasing demand for more baccalaureate- and graduate-prepared registered nurses in the United States, to face the healthcare challenges of the 21st century. As a strategy to meet this need, educational institutions are expanding electronic learning in nursing education; however, technology acceptance in education continues to be a concern for educational institutions. In this context, the goal of the study was to investigate factors that potentially influence registered nurses&rsquo; intentions to adopt e-learning systems. A theoretical model was used to determine whether perceived value, attitude toward e-learning systems, and resistance to change influence registered nurses&rsquo; intentions to use e-learning systems. </p><p> A web-based survey was used to assess the effect of the aforementioned constructs on registered nurses&rsquo; intentions to use e-learning systems. The web-survey instrument was developed as a multi-item questionnaire using Likert-type scales. A 35-item survey instrument was developed using previously validated measurable items. The target population of this study was registered nurses in South Florida. The sample for this study was 323 (over 21% response rate) registered nurses at two hospitals in South Florida. </p><p> Multivariate analysis was conducted using structural equation modeling and robust standard errors with the Satorra-Bentler adjustment. The results revealed that perceived value, attitude toward e-learning systems, and resistance to change influence registered nurses&rsquo; intentions to use e-learning systems. Findings from this investigation may be of interest to educational institutions preparing to make investments in e-learning systems. The information provided in the study will allow administrators in higher educational institutions to make decisions on ways to address the challenges that may be affecting e-learning acceptance by registered nurses.</p>

This thesis used an action learning approach to achieve two aims. Firstly to develop the authors knowledge of research and research methods and secondly to design, deliver and evaluate interprofessional education (IPE). An undergraduate IPE module was designed using the Contact Theory and delivered, in February 1999, to final year students of midwifery, nursing, occupational therapy and radiography through a problem-based learning approach. This IPE experience was evaluated in two phases. Phase one was a positivist/post-positivist evaluation and used a quasi-experimental approach. Questionnaires measured the role perception, subject and skills knowledge that one profession had regarding another profession and participants enthusiasm for IPE. Pre and post module group interviews with staff and students were also undertaken. Phase two was a 1-year follow up of students’ perceptions of their experiences on the module and used an interpretivist approach. This interview data was analysed from a phenomenological perspective. Phase one results demonstrated some statistically significant differences for some of the questionnaire items but little more than would be expected by chance. Interview and learning index data showed that students had learned about the subject knowledge of other professions with all students combined learning the most about subject knowledge for nurses. Midwifery was revealed as the profession that students had learned most about for skills knowledge. There was a statistically significant difference between professions’ enthusiasm for IPE with radiography the least enthusiastic. Phase two uncovered several themes including factors that have a detrimental effect on interprofessional working (IPW), the positive effect of the module on practice and positive and negative views of IPE. My personal leaning led me to a broader inquiring approach to research and developed my understanding of research paradigms. I gained knowledge and skills in qualitative research and improved my interviewing and analysis skills. The future of multiprofessional education is positive at both faculty and NHS levels and I conclude that there is a need for diverse forms of IPE including its delivery in the clinical context. Future research in IPE outcomes should use the qualitative paradigm.

Made available in DSpace on 2018-06-18T13:12:09Z (GMT). No. of bitstreams: 0 Previous issue date: 2016 / Introdução: A complexidade do mundo contemporâneo e as exigências do mundo do trabalho demandam uma formação qualificada do profissional da área de saúde que envolve o aprimoramento de novas competências. A Universidade Federal da Integração Latino-americana (UNILA), na tríplice fronteira recebe discentes brasileiros e de outros países da América Latina, inclusive de Países caribenhos não latinos. Esta universidade tem como características a multiculturalidade e o bilinguismo e tem como princípio a cooperação solidária. Sendo assim a UNILA, vivencia uma experiência única em um cenário rico quanto à diversidade cultural, onde discentes e docentes de diversos países compõem esse contexto, proporcionando novas possibilidades e desafios na Educação Superior. Uma educação ampliada dentro da multiculturalidade instiga ao conhecimento de novos saberes e novas práticas no processo de formação profissional. Objetivo: Descrever as contribuições para o processo de ensino/aprendizagem na perspectiva advinda da multiculturalidade e do bilinguismo no contexto da tríplice fronteira do Curso de Medicina da UNILA. Especificamente propõe-se: Analisar a percepção dos docentes e discentes sobre a formação médica frente à DCN e o PPC, analisar a percepção docente e discente sobre o processo de ensino/aprendizagem desenvolvido, no contexto da multiculturalidade e do Bilinguismo no cenário de tríplice fronteira e construir e validar o instrumento atitudinal do tipo Likert. Metodo: Com abordagem quali-quantitativa, de característica descritiva e exploratória, o estudo foi realizado na Universidade Federal de Integração Latino Americana – UNILA. O estudo em consonância com os preceitos éticos de pesquisa teve a coleta de dados dividida em duas etapas. Na primeira, foi aplicado o instrumento Atitudinal Likert, com 111 discentes, distribuídos nos 1º e 2º ano e 7 docentes integrantes do referido Curso. Foram construídas 4 dimensões à luz dos objetivos da pesquisa, buscando identificar a percepção dos respondentes sobre o objeto pesquisado. Na segunda etapa, foram realizadas entrevistas com 11 docentes. As entrevistas foram gravadas, transcritas e os dados analisados por meio da técnica de análise de conteúdo, modalidade temática. Resultados: Os participantes valorizam a perspectiva multicultural e bilinguista no processo de formação médica na UNILA e expressão uma adequada correlação com o conteúdo das DCN e do PPP do curso. Contudo os dados obtidos apontam desafios relacionados Preponderância da língua nativa em relação á hispana e necessidade de ampliar a legislação sobre mobilidade de estudantes e profissionais e sobre a prescrição médica em diferentes países. Conclusões: A formação médica em construção pela UNILA na tríplice fronteira se constitui numa perspectiva relevante para uma compreensão ampliada e qualificada de atenção à saúde dos países que a compõem. Contudo, aspectos de infraestrutura como a oferta de bibliografia em espanhol, o uso desta língua no processo de formação, o aumento de cenários de prática nos países fronteiriços, entre outros devem ser potencializados em curto prazo para a criação de condições satisfatórias de implantação do referido Curso de Medicina. / Introduction: The complexity of the contemporary world and the demands of the labor market require a qualified professional training of health that involves the improvement of new skills. The Federal University of Latin American Integration (UNILA) in the triple border receives Brazilian and other Latin American countries, including non-Latin Caribbean countries students. This university has the characteristics multiculturalism and bilingualism and its principle the partnership. Therefore UNILA, experiences a unique experience in a rich scenario as cultural diversity, where students and teachers from different countries make up this context, providing new opportunities and challenges in higher education. An expanded education within multiculturalism instigates knowledge of new knowledge and new practices in the training process. Objective: To describe the contributions to the teaching / learning process in arising perspective of multiculturalism and bilingualism in the context of the triple border of Medicine Course UNILA. Specifically it is proposed to analyze the perception of teachers and students about medical training against DCN and PPC, analyze teaching and student perception of the teaching / learning process developed in the context of multiculturalism and bilingualism in the tri-border scenario and Build and validate the likert type instrument. Method: With qualitative and quantitative approach, descriptive and exploratory character, the study was conducted at the Federal University of Latin American Integration - UNILA. The study in line with the research ethical principles had to collect data divided into two stages. At first, the instrument Attitudinal Likert was applied, with 111 students, distributed in 1st and 2nd year and 7 members teachers of that course. 4 dimensions in the light of the research objectives were constructed in order to identify the perceptions of respondents about the researched object. In the second phase, interviews were conducted with 11 teachers. Interviews were recorded, transcribed and analyzed using content analysis technique, thematic modality. Results: Participants value the multicultural perspective and bilinguista the medical training process in UNILA and express a proper correlation with the content of DCN and of course PPP. However the data suggest challenges preponderance of native language regarding Hispanic and will need to expand the legislation on mobility of students and professionals and on medical prescription in different countries. Conclusions: Medical training in construction by UNILA in the triple border constitutes a relevant perspective for a larger and qualified understanding of health care in the countries that comprise it. However, aspects of infrastructure such as the provision of bibliography in Spanish, the use of this language in the training process, the increase of practice scenarios in border countries, among others, should be potentiated in the short term to create satisfactory conditions of implantation Of the said Course of Medicine.