Search Results for
"Humans"

In 1987 the English National Board (1987) made it clear that it supported a move towards an andragogical approach to nurse education. Recently such moves have been questioned as has the validity of andragogy (Darbyshire 1993). In response to such challenges this paper extends some of the arguments made in the article 'In defence of andragogy' (Milligan 1995). It is argued that andragogy provides a framework within which care and other crucial aspects of the nurse-patient/client relationship can be mirrored and thereby facilitated in future practitioners. In the socialization processes inherent in nurse education, care is surely difficult to teach or facilitate unless the philosophy and methods are consistent with such ends. Furthermore, it is frequently argued that as educationalists we need to be consistent in our approach to students with that which we hope to see in their future practice (Bevis & Murray 1990). Andragogy offers a medium through which this can be facilitated. It is essentially a humanistic educational process that values the individual. The power relationship between the educator and student is much more horizontal than is found in the historically common hierarchical educational relationship. An educational process based upon andragogy therefore mirrors important parts of the nurse-patient/client relationship. It offers a theory of education consistent with the aims of modern day nursing practice. We should seek to improve our understanding of andragogy and no longer conceptualize it as one end of a false dichotomy with pedagogy. © Harcourt Brace & Co Ltd 1997.

[No abstract available]

[No abstract available]

This paper describes the development and structure of a pilot programme of professional development for new graduates initiated by the New Zealand Dental Association, the Dental Council of New Zealand, and the Faculty of Dentistry of the University of Otago. The programme consisted of a series of monthly evening seminars, co-ordinated by a facilitator, and led by experienced practitioners. Initially provided in Auckland, the programme subsequently extended to Wellington, Christchurch, and Waikato-Bay of Plenty. The award of a New Zealand Dental Association Travelling Fellowship enabled the author to observe the United Kingdom Vocational Training Scheme, and attendance at the 1994 meeting of the Fédération Dentaire Internationale provided opportunity to study systems used in other countries. The pilot programme has now been replaced by the ongoing Graduate Professional Development Programme Dentistry, a programme which extends beyond the recent graduate, but remaining based on the concepts developed in the pilot programme.

The aim of this study was to evaluate the Danish vocational training scheme from a patient's point of view. This was especially interesting as all young doctors have six months vocational training in general practice after finishing university. During April 1993 junior doctors in twelve general practices in the county of Aarhus, Denmark, distributed a total of 574 questionnaires to consecutive patients after a consultation. The questionnaire was anonymously returned to the research unit. Four hundred and five patients answered the questionnaire. Ninety-three percent were fairly or very satisfied with the consultation, and 87% were sure or fairly sure that they would attend a trainee again. Eighty-five percent said that the trainee was as easy to communicate with as their own doctor. However, 36% said that attending a trainee was their only chance of seeing a doctor on the day preferred, and 47% did not feel fully informed about the trainee system. The data was analyzed with respect to sex, age, and disease related factors, and only minor differences were found. The survey shows that Danish patients were very positive about the GP trainee system, especially compared to previous investigations from other countries. However patients were not sufficiently informed about the aim and contents of the trainee system.

[No abstract available]

Medical evidence on the extension and progression tendency of caries and periodontal diseases have been made by OHI/S, DMF/T-index as well as CPITN with the help of 555 apprentices at the beginning of their vocational training. Shortly before finishing their apprenticeship 415 of then had been examined again in the course of which had to be find out how their teeth-formation had worsened according to periodic examination within 18 month. The results show a clear deterioration of the oral state of health, but evidently indicate that corrections can be gained by continuous care, prevention and early diagnosis.

A profile of implementation strategies for funding postgraduate training programs using local or state resources is described. The need for those implementation strategies as well as basic principles for successful implementation is documented. Two programs are briefly described-a University Affiliated Program (UAP) in western New York and a UAP in Missouri-as the basis for generating implementation strategies. Finally a discussion is provided reviewing the strengths and weaknesses of these strategies. © 1987.