The Experts below are selected from a list of 6306 Experts worldwide ranked by ideXlab platform
Jing Wen-hua - One of the best experts on this subject based on the ideXlab platform.
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Implementation of the spreading plan of Chinese traditional Medical Nursing special technologies by the Nursing department
Journal of Nursing Administration, 2010Co-Authors: Jing Wen-huaAbstract:Objective To maintain and promote the characteristic of Chinese traditional Medical Nursing,and explore the methods of scientific management in Chinese traditional medicine hospital.Methods The spreading plan of Chinese traditional Medical Nursing special technologies was implemented in clinical departments.The implementation of Chinese traditional Medical Nursing skills were compared before and after implementing the spreading plan.Results Compared with 2008,the number of Chinese traditional Medical Nursing projects increased from 9 to 13,and the indications were significantly broadened,and the annual workload increased 230.85%,and the annual economic benefits increased 153.50% in 2009.The satisfaction of patients was 99.14%.The papers of Chinese traditional Medical Nursing increased from 8 to 31.The number of new technologies of Chinese traditional Medical Nursing increased from 0 to 4,and the projects in Nursing research increased from 1 to 5.Conclusion Nursing department has its apparent superiority in spreading Chinese traditional Medical Nursing.And the quantitative assessment programs and incentive systems play a positive stimulation for nurses.
Gao Xue-qin - One of the best experts on this subject based on the ideXlab platform.
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The design of teaching cases for Problem-Based Learning in Medical Nursing
Journal of Nursing Administration, 2009Co-Authors: Gao Xue-qinAbstract:This paper introduced the principles such as true,typical and step-by-step,as well as the steps in the design of teaching cases for Problem-Based Learning(PBL) in Medical Nursing for the wide use of PBL in China,including specifying the teaching objectives,identifying the priority,selecting teachers to design the teaching cases,examing and modifying the teaching cases based on the feedback from experts,students and teachers.
Scott Reeves - One of the best experts on this subject based on the ideXlab platform.
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it teaches you what to expect in future interprofessional learning on a training ward for Medical Nursing occupational therapy and physiotherapy students
Medical Education, 2002Co-Authors: Scott Reeves, Della Freeth, Peter Mccrorie, David PerryAbstract:Aim This paper presents findings from a multimethod evaluation of an interprofessional training ward placement for Medical, Nursing, occupational therapy and physiotherapy students. Context Unique in the UK, and following the pioneering work at Linkoping, the training ward allowed senior pre-qualification students, under the supervision of practitioners, to plan and deliver interprofessional care for a group of orthopaedic and rheumatology patients. This responsibility enabled students to develop profession-specific skills and competencies in dealing with patients. It also allowed them to enhance their teamworking skills in an interprofessional environment. Student teams were supported by facilitators who ensured Medical care was optimal, led reflective sessions and facilitated students' problem solving. Methods Data were collected from all groups of participants involved in the ward: students, facilitators and patients. Methods included questionnaires, interviews and observations. Results and discussion Findings are presented from each participating group, with a particular emphasis placed on the perspective of medicine. The study found that students valued highly the experiential learning they received on the ward and felt the ward prepared them more effectively for future practice. However, many encountered difficulties adopting an autonomous learning style during their placement. Despite enjoying their work on the ward, facilitators were concerned that the demands of their role could result in `burn-out'. Patients enjoyed their ward experience and scored higher on a range of satisfaction indicators than a comparative group of patients. Conclusions Participants were generally positive about the training ward. All considered that it was a worthwhile experience and felt the ward should recommence in the near future.
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Community-based interprofessional education for Medical, Nursing and dental students.
Health & social care in the community, 2000Co-Authors: Scott ReevesAbstract:This paper presents final results from a 15-month project which evaluated the effectiveness of interprofessional education (IPE) for first and second year Medical, Nursing and dental students on a community-based placement. The paper initially discusses the current issues within the IPE literature. It goes on to provide background information of this placement. In presenting the project's methodology, the paper describes the use of a 'process-based' approach which tracked the education and social processes connected to IPE. Such an approach has helped overcome some of the problems of using before-and-after designs. Findings from this study are offered in relation to the perspectives of the three participant groups in the placement: students, tutors and service users/carers. The paper goes on to discuss these findings and to draw conclusions for community-based IPE.
David Perry - One of the best experts on this subject based on the ideXlab platform.
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it teaches you what to expect in future interprofessional learning on a training ward for Medical Nursing occupational therapy and physiotherapy students
Medical Education, 2002Co-Authors: Scott Reeves, Della Freeth, Peter Mccrorie, David PerryAbstract:Aim This paper presents findings from a multimethod evaluation of an interprofessional training ward placement for Medical, Nursing, occupational therapy and physiotherapy students. Context Unique in the UK, and following the pioneering work at Linkoping, the training ward allowed senior pre-qualification students, under the supervision of practitioners, to plan and deliver interprofessional care for a group of orthopaedic and rheumatology patients. This responsibility enabled students to develop profession-specific skills and competencies in dealing with patients. It also allowed them to enhance their teamworking skills in an interprofessional environment. Student teams were supported by facilitators who ensured Medical care was optimal, led reflective sessions and facilitated students' problem solving. Methods Data were collected from all groups of participants involved in the ward: students, facilitators and patients. Methods included questionnaires, interviews and observations. Results and discussion Findings are presented from each participating group, with a particular emphasis placed on the perspective of medicine. The study found that students valued highly the experiential learning they received on the ward and felt the ward prepared them more effectively for future practice. However, many encountered difficulties adopting an autonomous learning style during their placement. Despite enjoying their work on the ward, facilitators were concerned that the demands of their role could result in `burn-out'. Patients enjoyed their ward experience and scored higher on a range of satisfaction indicators than a comparative group of patients. Conclusions Participants were generally positive about the training ward. All considered that it was a worthwhile experience and felt the ward should recommence in the near future.
Li Zhuang-mia - One of the best experts on this subject based on the ideXlab platform.
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The practice and effects of teaching reform in Medical Nursing based on clinical pathways
Chinese Journal of Nursing Education, 2013Co-Authors: Li Zhuang-miaAbstract:Objective To investigate the effects of teaching reform in Medical Nursing based on clinical Nursing pathway(CNP). Methods Totally 225 Nursing undergraduate students were divided into two groups. CNP-based teaching and traditional teaching method was applied in the experimental group and the control group,respectively. The students' CNP-related knowledge and evaluation on the teaching method were investigated with a self-designed questionnaire. Results The students' CNP-related knowledge in the experimental group was significantly higher than that of the control group(P0.01).Most of the students in the experimental group thought that CNP-based teaching improved their learning interest(84.35%) and facilitated their understanding and memory of the knowledge(82.61%);85.22% of the students showed high satisfaction with the reformed teaching method. Conclusion CNP-based teaching can promote the students' understanding of CNP,improve the teaching outcomes and is beneficial for the training of students' professional competency.