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Heather Bain - One of the best experts on this subject based on the ideXlab platform.
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development of consensus based national antimicrobial stewardship competencies for uk undergraduate healthcare Professional Education
Journal of Hospital Infection, 2018Co-Authors: Molly Courtenay, Rosemary Lim, Enrique Castrosanchez, Rhian Deslandes, Karen Hodson, Gary Morris, Scott Reeves, Marjorie Weiss, Diane Ashiruoredope, Heather BainAbstract:Summary Background Healthcare Professionals are involved in an array of patient- and medicine-related stewardship activities, for which an understanding and engagement with antimicrobial stewardship (AMS) is important. Undergraduate Education provides an ideal opportunity to prepare healthcare Professionals for these roles and activities. Aim To provide UK national consensus on a common set of antimicrobial stewardship competencies appropriate for undergraduate healthcare Professional Education. Methods A modified Delphi approach comprising two online surveys delivered to a UK national panel of 21 individuals reflecting expertise in prescribing and medicines management with regards to the Education and practice of nurses and midwives, pharmacists, physiotherapists, and podiatrists; and antimicrobial prescribing and stewardship. Data collection took place between October and December 2017. Findings A total of 21 participants agreed to become members of the expert panel, of whom 19 (90%) completed round 1 questionnaire, and 17 (89%) completed round 2. Panelists reached a consensus, with consistently high levels of agreement reached, on six overarching competency statements (subdivided into six domains), and 54 individual descriptors essential for antimicrobial stewardship by healthcare Professionals. Conclusion Due to the consistently high levels of agreement reached on competency statements and their associated descriptors, this competency framework should be used to direct Education for undergraduate healthcare Professionals, and those working in new clinical roles to support healthcare delivery where an understanding of, and engagement with, AMS is important. Although the competencies target basic Education, they can also be used for continuing Education.
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development of consensus based national antimicrobial stewardship competencies for uk undergraduate healthcare Professional Education
Journal of Hospital Infection, 2018Co-Authors: Molly Courtenay, Enrique Castrosanchez, Rhian Deslandes, Karen Hodson, Gary Morris, Scott Reeves, Marjorie Weiss, Diane Ashiruoredope, Heather Bain, Adam BlackAbstract:Background: Healthcare Professionals are involved in an array of patient and medicine related stewardship activities, for which an understanding and engagement with antimicrobial stewardship (AMS) is important. Undergraduate Education provides an ideal opportunity to prepare healthcare Professionals for these roles and activities. Aim: To provide United Kingdom national consensus on a common set of antimicrobial stewardship competencies appropriate for undergraduate healthcare Professional Education. Methods: A modified Delphi approach comprising two on-line surveys delivered to a United Kingdom national panel of twenty-one individuals reflecting expertise in prescribing and medicines management with regards to the Education and practice of nurses and midwives, pharmacists, physiotherapists and podiatrists; and antimicrobial prescribing and stewardship. Data collection took place between October and December 2017. Findings: A total of 21 participants agreed to become members of the expert panel, of whom 19 (90%) completed round 1 questionnaire, and 17 (89%) completed round 2. Panelists reached a consensus, with consistent high levels of agreement reached, on 6 overarching competency statements (sub divided into 6 domains), and 55 individual descriptors essential for antimicrobial stewardship by healthcare Professionals. Conclusion: Given the consistently high levels of agreement reached on competency statements and their associated descriptors, this competency framework should be used to direct Education for undergraduate healthcare Professionals, and those working in new clinical roles to support healthcare delivery where an understanding of, and engagement with, AMS is important. Although the competencies target basic Education, they can also be used for continuing Education.
Molly Courtenay - One of the best experts on this subject based on the ideXlab platform.
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development of consensus based national antimicrobial stewardship competencies for uk undergraduate healthcare Professional Education
Journal of Hospital Infection, 2018Co-Authors: Molly Courtenay, Rosemary Lim, Enrique Castrosanchez, Rhian Deslandes, Karen Hodson, Gary Morris, Scott Reeves, Marjorie Weiss, Diane Ashiruoredope, Heather BainAbstract:Summary Background Healthcare Professionals are involved in an array of patient- and medicine-related stewardship activities, for which an understanding and engagement with antimicrobial stewardship (AMS) is important. Undergraduate Education provides an ideal opportunity to prepare healthcare Professionals for these roles and activities. Aim To provide UK national consensus on a common set of antimicrobial stewardship competencies appropriate for undergraduate healthcare Professional Education. Methods A modified Delphi approach comprising two online surveys delivered to a UK national panel of 21 individuals reflecting expertise in prescribing and medicines management with regards to the Education and practice of nurses and midwives, pharmacists, physiotherapists, and podiatrists; and antimicrobial prescribing and stewardship. Data collection took place between October and December 2017. Findings A total of 21 participants agreed to become members of the expert panel, of whom 19 (90%) completed round 1 questionnaire, and 17 (89%) completed round 2. Panelists reached a consensus, with consistently high levels of agreement reached, on six overarching competency statements (subdivided into six domains), and 54 individual descriptors essential for antimicrobial stewardship by healthcare Professionals. Conclusion Due to the consistently high levels of agreement reached on competency statements and their associated descriptors, this competency framework should be used to direct Education for undergraduate healthcare Professionals, and those working in new clinical roles to support healthcare delivery where an understanding of, and engagement with, AMS is important. Although the competencies target basic Education, they can also be used for continuing Education.
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development of consensus based national antimicrobial stewardship competencies for uk undergraduate healthcare Professional Education
Journal of Hospital Infection, 2018Co-Authors: Molly Courtenay, Enrique Castrosanchez, Rhian Deslandes, Karen Hodson, Gary Morris, Scott Reeves, Marjorie Weiss, Diane Ashiruoredope, Heather Bain, Adam BlackAbstract:Background: Healthcare Professionals are involved in an array of patient and medicine related stewardship activities, for which an understanding and engagement with antimicrobial stewardship (AMS) is important. Undergraduate Education provides an ideal opportunity to prepare healthcare Professionals for these roles and activities. Aim: To provide United Kingdom national consensus on a common set of antimicrobial stewardship competencies appropriate for undergraduate healthcare Professional Education. Methods: A modified Delphi approach comprising two on-line surveys delivered to a United Kingdom national panel of twenty-one individuals reflecting expertise in prescribing and medicines management with regards to the Education and practice of nurses and midwives, pharmacists, physiotherapists and podiatrists; and antimicrobial prescribing and stewardship. Data collection took place between October and December 2017. Findings: A total of 21 participants agreed to become members of the expert panel, of whom 19 (90%) completed round 1 questionnaire, and 17 (89%) completed round 2. Panelists reached a consensus, with consistent high levels of agreement reached, on 6 overarching competency statements (sub divided into 6 domains), and 55 individual descriptors essential for antimicrobial stewardship by healthcare Professionals. Conclusion: Given the consistently high levels of agreement reached on competency statements and their associated descriptors, this competency framework should be used to direct Education for undergraduate healthcare Professionals, and those working in new clinical roles to support healthcare delivery where an understanding of, and engagement with, AMS is important. Although the competencies target basic Education, they can also be used for continuing Education.
John Sweller - One of the best experts on this subject based on the ideXlab platform.
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cognitive load theory in health Professional Education design principles and strategies
Medical Education, 2010Co-Authors: Jeroen J G Van Merrienboer, John SwellerAbstract:CONTEXT Cognitive load theory aims to develop instructional design guidelines based on a model of human cognitive architecture. The architecture assumes a limited working memory and an unlimited long-term memory holding cognitive schemas; expertise exclusively comes from knowledge stored as schemas in long-term memory. Learning is described as the construction and automation of such schemas. Three types of cognitive load are distinguished: intrinsic load is a direct function of the complexity of the performed task and the expertise of the learner; extraneous load is a result of superfluous processes that do not directly contribute to learning, and germane load is caused by learning processes that deal with intrinsic cognitive load. OBJECTIVES This paper discusses design guidelines that will decrease extraneous load, manage intrinsic load and optimise germane load. DISCUSSION Fifteen design guidelines are discussed. Extraneous load can be reduced by the use of goal-free tasks, worked examples and completion tasks, by integrating different sources of information, using multiple modalities, and by reducing redundancy. Intrinsic load can be managed by simple-to-complex ordering of learning tasks and working from low- to high-fidelity environments. Germane load can be optimised by increasing variability over tasks, applying contextual interference, and evoking self-explanation. The guidelines are also related to the expertise reversal effect, indicating that design guidelines for novice learners are different from guidelines for more experienced learners. Thus, well-designed instruction for novice learners is different from instruction for more experienced learners. Applications in health Professional Education and current research lines are discussed.
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cognitive load theory in health Professional Education design principles and strategies
Medical Education, 2010Co-Authors: Jeroen J G Van Merrienboer, John SwellerAbstract:Context Cognitive load theory aims to develop instructional design guidelines based on a model of human cognitive architecture. The architecture assumes a limited working memory and an unlimited long-term memory holding cognitive schemas; expertise exclusively comes from knowledge stored as schemas in long-term memory. Learning is described as the construction and automation of such schemas. Three types of cognitive load are distinguished: intrinsic load is a direct function of the complexity of the performed task and the expertise of the learner; extraneous load is a result of superfluous processes that do not directly contribute to learning, and germane load is caused by learning processes that deal with intrinsic cognitive load. Objectives This paper discusses design guidelines that will decrease extraneous load, manage intrinsic load and optimise germane load. Discussion Fifteen design guidelines are discussed. Extraneous load can be reduced by the use of goal-free tasks, worked examples and completion tasks, by integrating different sources of information, using multiple modalities, and by reducing redundancy. Intrinsic load can be managed by simple-to-complex ordering of learning tasks and working from low- to high-fidelity environments. Germane load can be optimised by increasing variability over tasks, applying contextual interference, and evoking self-explanation. The guidelines are also related to the expertise reversal effect, indicating that design guidelines for novice learners are different from guidelines for more experienced learners. Thus, well-designed instruction for novice learners is different from instruction for more experienced learners. Applications in health Professional Education and current research lines are discussed. Medical Education 2010: 44: 85–93
Adam Black - One of the best experts on this subject based on the ideXlab platform.
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development of consensus based national antimicrobial stewardship competencies for uk undergraduate healthcare Professional Education
Journal of Hospital Infection, 2018Co-Authors: Molly Courtenay, Enrique Castrosanchez, Rhian Deslandes, Karen Hodson, Gary Morris, Scott Reeves, Marjorie Weiss, Diane Ashiruoredope, Heather Bain, Adam BlackAbstract:Background: Healthcare Professionals are involved in an array of patient and medicine related stewardship activities, for which an understanding and engagement with antimicrobial stewardship (AMS) is important. Undergraduate Education provides an ideal opportunity to prepare healthcare Professionals for these roles and activities. Aim: To provide United Kingdom national consensus on a common set of antimicrobial stewardship competencies appropriate for undergraduate healthcare Professional Education. Methods: A modified Delphi approach comprising two on-line surveys delivered to a United Kingdom national panel of twenty-one individuals reflecting expertise in prescribing and medicines management with regards to the Education and practice of nurses and midwives, pharmacists, physiotherapists and podiatrists; and antimicrobial prescribing and stewardship. Data collection took place between October and December 2017. Findings: A total of 21 participants agreed to become members of the expert panel, of whom 19 (90%) completed round 1 questionnaire, and 17 (89%) completed round 2. Panelists reached a consensus, with consistent high levels of agreement reached, on 6 overarching competency statements (sub divided into 6 domains), and 55 individual descriptors essential for antimicrobial stewardship by healthcare Professionals. Conclusion: Given the consistently high levels of agreement reached on competency statements and their associated descriptors, this competency framework should be used to direct Education for undergraduate healthcare Professionals, and those working in new clinical roles to support healthcare delivery where an understanding of, and engagement with, AMS is important. Although the competencies target basic Education, they can also be used for continuing Education.
Rhian Deslandes - One of the best experts on this subject based on the ideXlab platform.
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development of consensus based national antimicrobial stewardship competencies for uk undergraduate healthcare Professional Education
Journal of Hospital Infection, 2018Co-Authors: Molly Courtenay, Rosemary Lim, Enrique Castrosanchez, Rhian Deslandes, Karen Hodson, Gary Morris, Scott Reeves, Marjorie Weiss, Diane Ashiruoredope, Heather BainAbstract:Summary Background Healthcare Professionals are involved in an array of patient- and medicine-related stewardship activities, for which an understanding and engagement with antimicrobial stewardship (AMS) is important. Undergraduate Education provides an ideal opportunity to prepare healthcare Professionals for these roles and activities. Aim To provide UK national consensus on a common set of antimicrobial stewardship competencies appropriate for undergraduate healthcare Professional Education. Methods A modified Delphi approach comprising two online surveys delivered to a UK national panel of 21 individuals reflecting expertise in prescribing and medicines management with regards to the Education and practice of nurses and midwives, pharmacists, physiotherapists, and podiatrists; and antimicrobial prescribing and stewardship. Data collection took place between October and December 2017. Findings A total of 21 participants agreed to become members of the expert panel, of whom 19 (90%) completed round 1 questionnaire, and 17 (89%) completed round 2. Panelists reached a consensus, with consistently high levels of agreement reached, on six overarching competency statements (subdivided into six domains), and 54 individual descriptors essential for antimicrobial stewardship by healthcare Professionals. Conclusion Due to the consistently high levels of agreement reached on competency statements and their associated descriptors, this competency framework should be used to direct Education for undergraduate healthcare Professionals, and those working in new clinical roles to support healthcare delivery where an understanding of, and engagement with, AMS is important. Although the competencies target basic Education, they can also be used for continuing Education.
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development of consensus based national antimicrobial stewardship competencies for uk undergraduate healthcare Professional Education
Journal of Hospital Infection, 2018Co-Authors: Molly Courtenay, Enrique Castrosanchez, Rhian Deslandes, Karen Hodson, Gary Morris, Scott Reeves, Marjorie Weiss, Diane Ashiruoredope, Heather Bain, Adam BlackAbstract:Background: Healthcare Professionals are involved in an array of patient and medicine related stewardship activities, for which an understanding and engagement with antimicrobial stewardship (AMS) is important. Undergraduate Education provides an ideal opportunity to prepare healthcare Professionals for these roles and activities. Aim: To provide United Kingdom national consensus on a common set of antimicrobial stewardship competencies appropriate for undergraduate healthcare Professional Education. Methods: A modified Delphi approach comprising two on-line surveys delivered to a United Kingdom national panel of twenty-one individuals reflecting expertise in prescribing and medicines management with regards to the Education and practice of nurses and midwives, pharmacists, physiotherapists and podiatrists; and antimicrobial prescribing and stewardship. Data collection took place between October and December 2017. Findings: A total of 21 participants agreed to become members of the expert panel, of whom 19 (90%) completed round 1 questionnaire, and 17 (89%) completed round 2. Panelists reached a consensus, with consistent high levels of agreement reached, on 6 overarching competency statements (sub divided into 6 domains), and 55 individual descriptors essential for antimicrobial stewardship by healthcare Professionals. Conclusion: Given the consistently high levels of agreement reached on competency statements and their associated descriptors, this competency framework should be used to direct Education for undergraduate healthcare Professionals, and those working in new clinical roles to support healthcare delivery where an understanding of, and engagement with, AMS is important. Although the competencies target basic Education, they can also be used for continuing Education.
